Northboro-Southboro

Show detailed information about district and contract

DistrictNorthboro-Southboro
Shared Contract District
Org Code7300000
Type of DistrictRegional Secondary
Union AffiliationMTA
Most Recent DocumentContract
Expiring Year2014
Expired Status
Superintendency UnionUnion 3 Northboro-Southboro
Regional HS MembersNorthboro-Southboro
Vocational HS Members
CountyWorcester
ESE RegionCentral
Urban
Kind of Communityeconomically developed suburbs
Number of Schools1
Enrollment1409
Percent Low Income Students4
Grade Start9
Grade End12
download pdf version of this document view accessible version of this document Northborough-Southborough

AGREEMENT

between the

NORTHBOROUGH-SOUTHBOROUGH

REGIONAL SCHOOL DISTRICT

COMMITTEE

and the

ALGONQUIN REGIONAL TEACHERS

ASSOCIATION

2011 -2014

 

ARTICLE I

RECOGNITION

For the purpose of collective bargaining with respect to salaries, hours and other conditions of employment, the negotiations of collective bargaining agreements, and any questions arising there under, the Northborough-Southborough Regional School District Committee recognizes the Algonquin Regional Teachers Association as the exclusive bargaining agent and representative of the following professional permanent employees: Department Chairpersons, Guidance Counselors, Library Media Specialist, School Nurse, Adjustment Counselors, Occupational Therapists, Physical Therapists, Speech Therapists, Behavioral Therapists, School Psychologists, Tutors, and Classroom Teachers and excluding all other managerial and confidential employees pursuant to Chapter 150E of the Massachusetts General Laws, per diem substitutes, custodians, cafeteria employees, secretaries, aides, business manager, Superintendent, Assistant Superintendent, the Director of Student Services, Assistant Director of Student Services, Principals, Assistant Principals, Director of Curriculum, Director of Technology and all other employees.

The Negotiations Committee will represent the Algonquin Regional Teachers Association (hereinafter referred to as "the Association") in collective bargaining with the Northborough-Southborough Regional School District Committee (hereinafter referred to as "the Committee").

ARTICLE II

CODE OF ETHICS

The Algonquin Regional Teachers Association and the Algonquin Regional School Committee agree to adhere respectively to the principles outlined in the most current Code of Ethics published by the National Education Association and the Massachusetts Association of School Committees.

ARTICLE III

RIGHTS AND OBLIGATIONS OF THE SCHOOL COMMITTEE AND THE

SUPERINTENDENT

Section 1.              The Committee is recognized as a public body established under and possessing all those functions and powers granted to it by the Statutes of the Commonwealth of Massachusetts and the rules and regulations of agencies of the Commonwealth.

Section 2.        Nothing in this Agreement shall be deemed to derogate from or impair any power, right, or responsibility heretofore possessed by the School Committee and/or the Superintendent except where such power, right, or responsibility heretofore possessed by the School Committee and/or the Superintendent is specifically limited by an agreement.

ARTICLE IV

EMPLOYEE RIGHTS AND OBLIGATIONS

Section 1.              Employees shall have and shall be protected in the exercise of the right, freely and without fear of penalty of reprisal, to form, join and assist employee organizations or to refrain from such activity; to hold office in and participate in the management of the Association; to act in the capacity of Association representative; and to engage in other lawful associations and concerted activities for the purposes of collective bargaining or other mutual aid or protection.

Section 2.              In the exercise of these rights, all employees shall be free from any and all interference, restraint and coercion; and such employees shall be protected against any discrimination in regard to tenure, promotion, or other conditions of employment.

Section 3.              Any of the benefits, privileges, and conditions of employment currently in force will not be unilaterally impaired.

Section 4.              All of the above rights may be exercised so long as they do not interfere with employees' professional or contractual obligations.

ARTICLE V

TEACHER PROTECTION

Section 1.              Teachers will immediately report to the Superintendent, in writing, all cases of assault suffered by them in connection with their employment.

Section 2.              This report will be forwarded to the Committee which will comply with any responsible request from the teacher for information in its possession related to the incident or to the persons involved and will act in appropriate ways as liaison between the teachers, police and the courts.

Section 3.              If criminal or civil proceedings are brought against a teacher alleging that he committed an assault in connection with his employment, the Committee will furnish legal counsel and all fees necessary to defend him in such proceedings if he requests such assistance, provided that such employee is not in violation of school policy.

Section 4.              If an appeal from a guilty finding is taken by the teacher, the expenses of such appeal shall not be paid for by the Committee unless approved by vote of the Committee.

ARTICLE VI

OPERATIONAL GUIDELINES

Section 1.      School Year.

(a)              The teacher work year shall consist of 185 working days to include the day before the start of the student school year, 180 days for instructional purposes, and four (4) days for professional development. A joint committee consisting of an equal number of representatives of the Committee and the Association will make programmatic recommendations to the Superintendent and Committee regarding the content of the professional development days. The Committee and ARTA agree that the work year (including prep day and professional development days) will begin no earlier than the Monday before Labor Day unless mutually agreed to by the parties no later than by January 20th for the coming academic year.

(b)              Teachers shall not be required to work on Saturdays, Sundays, or Holidays except by mutual agreement between the Association and the Committee.

(c)              Professional development days cancelled due to weather will be made up after the students' 180 day school year is completed.

Section 2.      School Day.

(a)              It has been the policy of the Committee not to stipulate the time teachers should arrive at school or at what time they should leave. It is agreed that teachers, as professionals, should be aware of their responsibility to be in their classrooms when their students arrive and of their responsibility to be available to students for make-up and special help when this is needed. The practice of handling this in a professional manner shall be continued.

(b)              The length of the pupils' school day shall not be increased or decreased without the mutual agreement of the Association and the Committee unless otherwise required by the State Department of Elementary and Secondary Education.

(c)              The parties to this Agreement recognize that compliance with state regulations on Time and Learning may necessitate changes in the structure of the school day. We believe that this matter will best be addressed through a broad-based decision-making process involving teachers, students, the administrative school-based leadership team and the school council. This team approach will develop creative scheduling that result in compliance with new regulations for subsequent academic years.

Section 3.        Lunch Period. Every teacher will have a duty free thirty (30) minute daily lunch period.

Section 4.      Teaching Load.

(a)   Teachers will be assigned a maximum of twenty-five (25) teaching blocks and a minimum of the equivalent of one (1) daily duty-free preparation period in a five-day cycle. A double-block class will count as two (2) teaching blocks. No teacher shall be assigned more than five (5) course units per semester and a maximum of five (5) additional assigned periods per five-day cycle. A course unit shall be defined as a class or a combination of classes that meets five (5) times per cycle. Assignments for additional periods would come from the following:

1.       Freshmen Team.

2.       Maintenance of specialized equipment and specialized facilities by mutual agreement of teacher and administrator.

3.       Directed Study supervision.

4.       Cafeteria supervision -- only after available volunteers have been utilized.

5.       Supervision of areas including lavatories. Such assignments will be made in accordance with teacher preference.

6.       Emergency duties to be assigned only on a temporary basis.

All assignments of additional periods shall be prorated according to the percent of employment not including the professional responsibilities. A group of administrators and teachers will meet to formulate procedures for the equitable assignment and rotation of duties. These procedures will be published and distributed to staff. The duty list will be posted each semester. In the event that teachers are not available for additional assignments, the following individuals may be assigned additional duties: Guidance Counselors, School Psychologist, the Library Media Specialist, School Nurses, Adjustment Counselors, all Therapists and Tutors. The aforementioned group will not normally be assigned duties.

The above is subject to modification only by mutual agreement of teacher and administration.

(b)           Teachers shall not be required to teach more than two subject-matter areas nor have more than three preparations per day, except by mutual agreement between the Principal and the Association. Advance Placement, College Prep and Honors courses are considered single and distinct classes. This is subject to modification for educational innovation, experimentation, and group instruction and safety and space concerns.

(c)           No teacher shall be assigned classes which total average more than twenty-five (25) pupils per class. No teacher shall be assigned a total load of more than one hundred twenty-five (125) pupils per semester. These limits would not apply to ensembles such as band and chorus. No class shall exceed thirty (30) pupils per class. These ratios are subject to modification for educational innovation, experimentation, and group instruction and safety and space concerns. The Northborough-Southborough Regional School District Committee and the Algonquin Regional Teachers Association recognize the value of small class size to meet the individual educational needs of all students, therefore they both share the goal that no class should exceed twenty-five (25) pupils.

(d)           No teacher shall be required or assigned to teach outside his subject(s) of licensure unless by mutual agreement between the subject teacher and the Superintendent.

(e)           The Committee agrees to work towards a ratio of sixty (60) teachers and fifteen (15) professional, non-teaching employees for every one thousand (1,000) pupils.

(f)            Teachers will be paid forty-five dollars ($45) per single class for covering any class that is in addition to their normal teaching assignment when coverage is required through lack of regular substitute coverage. This provision does not apply to teachers who have been relieved of their classes through graduation or field trips. It is understood that this section applies to all unit members including Department Chairpersons, Specialists, Guidance and Media/Library staff. While nothing herein requires the district to make available a minimum number of class coverage opportunities, the district will not change the policy regarding substitute coverage.

(g)           Faculty members required by law (under Chapter 766) to attend Team Evaluations, which are scheduled to commence after 3:30 P.M., shall be reimbursed at the rate of twenty-seven dollars and fifty cents ($27.50) an hour. Every effort will be made to schedule these meetings immediately after school.

(h)           Faculty members who participate in curriculum workshops approved in advance by the Superintendent or his designee shall be compensated at the rate of twenty-seven dollars and fifty cents ($27.50) per hour.

(i)             The Association President(s) shall be assigned no "additional" periods, as defined in Section 4(a) [Teaching Load], subsections 1 through 8 of this Article.

ARTICLE VII

DEPARTMENT CHAIRPERSONS

Section 1.          Department Chairperson Specifications and Departments

(a)           Within a reasonable period of time after either party requests a review of any department chairperson job description, the Committee and the Association will establish a joint committee to review and, if necessary, revise the department chairperson job description. The joint committee will consist of three members of the Administration and three department chairpersons chosen by the Association. These persons shall select from among themselves a chairperson. The joint committee shall render a report of its findings to the Association and the School Committee. Any changes in the department chairperson's job description shall be subject to ratification by both parties.

(b)           Job specifications so ratified by both parties:

1.      shall be in written form; and

2.      shall be provided to the affected department chairperson(s); and

3.      shall be maintained by the Administration in a designated file; and

4.      shall not be modified or revoked without the specified agreement of both the Administration and the Association.

(c)     Job Description for Department Chairpersons, specifically the sections entitled Primary Focus and Specific Functions, are hereby incorporated into this Agreement by reference as noted in appendix "A".

(d)     The following shall be the departments at Algonquin:

Applied Arts and Technology           Mathematics

English   Science

Fine and Performing Arts   Social Studies

Guidance               Health and Fitness

World Languages                Student Support Services

ARTICLE VIII

SICK LEAVE POLICY

Section 1.          Teachers shall be credited with thirteen (13) sick days at the beginning of each school year cumulative to one hundred sixty (160) days.

Section 2.    Deductions for excused absences beyond the allowable sick leave or for other cause shall be computed at the rate of one one-hundred eighty-fifth (1/185) of the annual rate of salary. Stipends obtained from extracurricular activities will not be included in the deduction. This last sentence will not apply when an additional stipend must be paid to complete the activity.

Section 3.      In the event of the absence of a teacher for illness in excess of five (5) days, the Committee will require the filing of a doctor's certificate, or the Superintendent may, if he/she has reasonable cause to believe that there is an abuse of sick leave policy, require an examination by an independent physician; such examination shall be at the Committee's expense.

Section 4.    A sick leave bank shall be established. Any teacher may contribute two (2) or more sick days per year to this bank. Such contribution must be made within thirty (30) days of the employment contract in any given school year. Any teacher who has contributed to this bank during the current contract year and has used his accumulated sick leave will be entitled to borrow from the bank, subject to the approval of the sick leave bank board.

New hires cannot access the sick bank for the first three (3) years of service. The board will consist of two (2) members chosen by ARTA and two (2) representatives chosen by the School Committee to oversee the operation of the bank under the following circumstances:

(a)              Initial funding of the bank will consist of the number of days remaining in the sick bank at the beginning of this agreement.

(b)              Individual petitions will be presented to the board by interested parties.

(c)              When the sick bank falls below two hundred fifty (250) days, each participating teacher will then contribute one (1) or more days to be deducted from his/her yearly sick credit.

(d)              In the event the bank is depleted, additional bank days will be funded on a voluntary basis.

(e)              Petitioner or his representative must present pertinent medical data and proof of illness. A response to any petitioner will be forwarded within two (2) weeks.

(f)               Applications will be considered accepted unless refused by a simple majority vote of the board.

(g)              All petitions are to be held in strict confidence.

The chairman of the sick bank board shall be chosen from the Association members of the board. Sick bank benefits will not extend beyond the limits of the employment contract. The board shall notify the Superintendent's office of payments to be made from the bank and shall submit quarterly statements of its condition. There shall be no limit to the bank's total accumulation.

Section 5.    If a teacher leaves the District's employ during the first year, the number of days to which he is entitled will be prorated and his severance pay will be adjusted accordingly.

Section 6.    After ten (10) years of employment in the district, an employee who terminates his or her employment in the district shall receive a sick leave buyback according to the following schedule:

$ 10 per day to a maximum of one hundred (100) days

and after twenty (20) years of employment:

$20 per day to a maximum of one hundred (100) days

ARTICLE IX

TEMPORARY LEAVE OF ABSENCE WITH PAY

Section 1.        Teachers will be entitled to the following leaves of absence with pay each school year.

(a)   A total of five (5) days of absence, including three (3) plus an additional two (2) with the Superintendent's approval, for legal or personal business, or for household or family matters which requires absence during school hours. Application for personal leave will be made to the Principal at least forty-eight (48) hours before taking such leave (except in the case of emergencies), and the applicant for such leave will not be required to state the reason for taking such leave except that he is taking it under this Section.

Personal days may be used prior to or immediately following a vacation or a holiday weekend only in cases of special circumstance and not for the extension of vacation. The Association agrees, in these instances, that the reason for time taken under this paragraph will be given to the administration by the teacher on a form, with a check mark next to one of the reasons as stated above (legal business, personal business, household matters, family matters) for taking a personal day.

(b)     Religious holidays. Bargaining unit members may be granted up to three (3) days each year to observe recognized religious holidays of the faith to which such members belong when such holiday falls upon such a day when school is in session. The Superintendent of Schools shall be final arbiter of what is a recognized major religious holiday. Notice to the Principal or Superintendent must be given fourteen (14) days in advance of the holiday where practicable. In no case will the absence be approved with less than three (3) days notice. Approved absence for such religious holidays shall not be deducted from personal leave or sick leave.

(c)     Bereavement Leave. Up to three (3) school days at any one time in the event of the death of a teacher's spouse, child, parent, grandparent, sibling, son, daughter, father, mother-in-law, grandchild, significant other, or other members of the immediate household. Teachers will be granted one (1) day at any one time in the event of the death of a brother-in-law, sister-in-law, uncle, aunt, niece, or nephew. If additional days for bereavement are required, they may be granted at the discretion of the Superintendent.

(d)   Up to three (3) school days at any one time in the event of an illness requiring bedside or household attention by the teacher of the teacher's spouse, significant other, child, parent, sibling, grandparent, grandchild, son, daughter, mother, father-in-law or other member of the immediate household. After five (5) days of serious illness in a school year, documentation will be provided on a form supplied by the superintendent. Documentation will include identification of the sick member, nature of the illness, name of the physician, date of visit or consultation (which may be supplied by phone).

(e)     Professional days for the purpose of visiting other schools, attending meetings or conferences relating to curriculum development or organizational structure will be allowed provided a written proposal is presented to and approved by the Superintendent of Schools at least two (2) days in advance. No more than ten per cent (10%) of each building faculty on any given day will be absent for this purpose.

(f)      The Committee agrees to provide twelve (12) days during any school year for persons called into temporary active duty of any unit of the U.S. Reserves or State National Guard provided such obligations cannot be filled on days when school is not in session. Teachers will be paid the difference between their regular pay and the pay that they receive from the State or Federal Government.

Section 2.              Leaves taken pursuant to Section 1 above will be in addition to any sick leave to which the teacher is entitled. No teacher will be required to arrange for his own substitute.

Section 3.              Time necessary for three (3) Association representatives to attend MTA and/or NEA conventions and conferences will be allowed.

Section 4.              Teachers required to perform jury duty shall receive leave with pay for the duration of such duty. Compensation shall be the difference between jury duty pay, exclusive of mileage, and the teacher's regular pay.

Section 5.              Presidents' Day. The president(s) of the Association will be released for four (4) days during the school year to attend to association business. The scheduling of the presidents' release days shall be arranged with his or her immediate supervisor. Substitute stipend will be paid for by the school district. Additional time may be provided at the discretion of the president's immediate supervisor.

ARTICLE X

EXTENDED LEAVES OF ABSENCE WITHOUT PAY

Section 1. The Committee agrees that up to three (3) teachers designated by the Association will, upon request, be granted a leave of absence for up to two (2) years without pay for the purpose of engaging in Association (local, state or national) activities. Upon return from such leave, a teacher will be considered as if he/she were actively employed by the Committee during the leave and will be placed on the salary schedule at the level he would have achieved if he had not been absent.

Section 2. A leave of absence without pay for up to two (2) years will be granted to any teacher with professional teacher status who joins the Peace Corps, AmeriCorps, or serves as an exchange teacher and is a full-time teaching participant in either of such programs. Upon return from such leave, a teacher will be considered as if he were actively employed by the Committee during the leave and will be placed on the salary schedule at the level he/she would have achieved if he had not been absent.

Section 3. Military leave will be granted to any teacher with professional teacher status at Algonquin Regional High School who is inducted or enlists because such induction is imminent into any branch of the Armed Forces of the United States. Upon return from such leave, a teacher will be considered as if he were actively employed by the Committee during the leave and will be placed on the salary schedule at the level he/she would have achieved if he had not been absent up to a maximum of three (3) years.

Section 4A. Maternity Leave of Absence. Pursuant to Massachusetts General Laws, Chapter 149, Section 105D, every female teacher is entitled to up to eight (8) weeks of maternity leave if she has completed an initial probationary period of three (3) months and if she gives at least two (2) weeks notice of her expected departure and return dates.

A teacher who has been employed for one (1) complete year shall be entitled to a leave of absence without pay for up to twelve (12) consecutive weeks for birth, adoption, foster care placement of a child, or if a serious health condition affects the employee or the employee's spouse, child, or parent in accordance with the Family and Medical Leave Act. Said leave shall be concurrent with and not in addition to Maternity Leave and Child-Rearing Leave under the collective bargaining agreement. A teacher who is utilizing the Family and Medical Leave Act for his/her own illness will be required to use sick leave during the period of leave attributable to his/her illness. Consistent with the Family and Medical Leave Act, during said twelve (12) week leave, an employee on leave under this Section shall continue to be eligible for health insurance with the District and the employee during said leave will remit to the District his/her share of the premium.

Section 4B. Child Rearing Leave of Absence. A child rearing leave of absence of up to two (2) years without pay will be granted to a teacher with professional teacher status in connection with the birth or adoption of his or her child. The teacher shall notify the administration in writing three (3) months prior to the expected leaving date. The leave will commence at the end of a marking term whenever possible. A leave of absence under this section shall be limited to one family member within the school system at any one time.

Section 5. A leave of absence without pay or increment of up to one (1) year will be granted teachers for the purpose of caring for a sick member of the teacher's immediate family.

Section 6. The Committee will grant a leave of absence without pay not to exceed the lesser of one (1) full term of office or two (2) years to any teacher with professional teacher status to campaign for or serve in a public office provided this does not breach any contractual obligation and that sufficient educational benefit to the District can be demonstrated.

Section 7. A teacher with professional teacher status may be granted a leave of absence without pay or increment for up to two (2) years for health reasons. Requests for such leaves will be supported by appropriate medical evidence.

Section 8. Any teacher without professional teacher status whose personal illness extends beyond the period compensated may be granted a leave of absence without pay until the end of the school year. Requests for extension of such leave may be submitted to the School Committee for consideration.

Section 9A. Any teacher will be entitled to a two (2) year leave of absence without pay to pursue an alternative career. Application shall be made to the Superintendent on or before June 1. After this date such leave will be granted at the discretion of the Superintendent. Leave must be requested and will be granted in full-year increments only.

Section 9B. If an individual is granted a position outside the bargaining unit, but within the district, then they shall accrue seniority, including but not limited to salary advancement in accordance with the salary scale for up to two (2) years.

Section 10. Teachers on such leaves must notify the Superintendent of their intent to return or their intent to extend their leave no later than February 15th of the school year preceding the school year of return. If the Superintendent notifies the teacher and the Association by registered mail to the teacher's last address on file of the February 15th deadline at least two (2) weeks in advance, then failure to respond will result in forfeiture of the teacher's position.

Section 11. All benefits to which a teacher was entitled at the time his leave of absence commenced, including unused accumulated sick leave, will be restored to him upon his return; and subject to Article XXVI, he will be assigned to the same position which he held at the time said leave commenced, if available, or if not, to a substantially equivalent position.

ARTICLE XI

SABBATICAL LEAVES

Sabbatical leaves will be granted for an organized program of professional advancement to members of the Association by the Superintendent. Such leaves are designed to improve the quality of education at Algonquin Regional High School, in the judgment of the Superintendent, thus increasing the benefits accruing to pupils. Sabbatical leaves will be subject to the following conditions:

1.       The employee shall have completed at least seven (7) full years of employment.'

2.       No more than two (2) employees per school year will be granted sabbatical leave, and no more than one (1) such employee from a single department may be granted such leave at any particular time.

3.       Requests or notifications of intent of sabbatical leave must be received in writing in such form as may be required by the Superintendent no later than October 1. Action must be taken on all such requests no later than April 1 of the school year preceding the school year for which a sabbatical leave is requested.

4.       In the event the number of applications received exceeds one (1) in any department or two (2) employees, the application will be evaluated on the following factors:

(a)                 Educational value of the proposed program to Algonquin Regional High School.

(b)                 The quality of past performance by the employee.

(c)                 The length of service by the employee.

5.       Upon return to employment, the employee shall be placed on the appropriate salary step in the salary schedule as though such employee had not taken leave.

6.       The employee will agree in writing that, upon termination of leave, he will return to Algonquin Regional High School for a period equal to twice the length of such leave and that, in default of completing such service, he will pay back to the District an amount equal to such proportion of the salary received by him while on leave as the amount of service not actually rendered bears to the whole amount of service agreed to be rendered.

7.       Employees on sabbatical leave—either full year or half year—will be reimbursed one-half a full year's salary provided that such payment, when added to any grant received, does not exceed the employee's present salary. If the present salary is exceeded, the District's participation will be reduced by the amount necessary to maintain the present salary.

8.     Sabbatical leave will not be granted for the purpose of study for another trade or profession.

ARTICLE XII

SALARY SCHEDULE

Section 1.

2011-2012

Days 1-92  .5% steps 0-10  Days 1-185  1.7% step 11

 

Bach

B+15

Masters

M+18

CAGS/ M+36

M+60

0

$41,715

$43,266

$45,158

$46,848

$48,362

$50,380

1

$44,081

$45,629

$48,037

$49,729

$51,380

$53,582

2

$46,431

$47,983

$50,917

$52,608

$54,380

$56,741

3

$48,792

$51,026

$53,816

$55,473

$57,408

$59,948

4

$51,138

$52,727

$56,623

$58,332

$60,390

$63,134

5

$53,502

$55,034

$59,427

$61,202

$63,477

$66,213

6

$55,811

$57,344

$62,256

$64,022

$66,294

$69,324

7

$58,121

$59,653

$65,102

$66,820

$69,230

$72,443

8

$60,484

$61,974

$67,959

$69,629

$72,194

$75,616

9

$62,767

$64,301

$70,745

$72,473

$75,155

$78,732

10

$65,061

$66,583

$73,565

$75,317

$78,100

$81,808

11

$69,334

$70,912

$78,625

$80,391

$83,360

$86,881

Day 93  .5%steps 0-10

 

Bach

B+15

Masters

M+18

CAGS/M+36

M+60

0

$41,924

$43,482

$45,384

$47,082

$48,604

$50,632

1

$44,301

$45,857

$48,277

$49,978

$51,637

$53,850

2

$46,663

$48,223

$51,172

$52,871

$54,652

$57,025

3

$49,036

$51,281

$54,085

$55,750

$57,695

$60,248

4

$51,394

$52,991

$56,906

$58,624

$60,692

$63,450

5

$53,770

$55,309

$59,724

$61,508

$63,794

$66,544

6

$56,090

$57,631

$62,567

$64,342

$66,625

$69,671

7

$58,412

$59,951

$65,428

$67,154

$69,576

$72,805

8

$60,786

$62,284

$68,299

$69,977

$72,555

$75,994

9

$63,081

$64,623

$71,099

$72,835

$75,531

$79,126

10

$65,386

$66,916

$73,933

$75,694

$78,491

$82,217

11

$69,334

$70,912

$78,625

$80,391

$83,360

$86,881

2012-2013        1.25%

 

Bach

B+15

Masters

M+18

CAGS/ M+36

M+60

0

42,447

44,026

45,951

47,671

49,211

51,264

1

44,855

46,430

48,881

50,603

52,282

54,523

2

47,246

48,825

51,812

53,532

55,335

57,738

3

49,649

51,922

54,761

56,447

58,416

61,001

4

52,037

53,653

57,617

59,357

61,451

64,243

5

54,442

56,000

60,470

62,277

64,592

67,376

6

56,791

58,351

63,349

65,146

67,458

70,541

7

59,142

60,700

66,245

67,994

70,446

73,716

8

61,546

63,063

69,153

70,852

73,462

76,944

9

63,870

65,430

71,987

73,745

76,475

80,114

10

66,203

67,753

74,857

76,639

79,471

83,245

11

70,201

71,799

79,608

81,396

84,402

87,967

2013-2014     1.55%

 

Bach

B+15

Masters

M+18

CAGS/ M+36

M+60

0

$43,105

$44,709

$46,663

$48,410

$49,974

$52,059

1

$45,551

$47,150

$49,638

$51,387

$53,092

$55,368

2

$47,979

$49,582

$52,615

$54,361

$56,192

$58,633

3

$50,418

$52,727

$55,610

$57,322

$59,321

$61,947

4

$52,843

$54,485

$58,510

$60,277

$62,404

$65,239

5

$55,286

$56,868

$61,408

$63,243

$65,593

$68,421

6

$57,671

$59,256

$64,331

$66,156

$68,504

$71,635

7

$60,059

$61,641

$67,272

$69,048

$71,538

$74,858

8

$62,500

$64,040

$70,225

$71,950

$74,601

$78,137

9

$64,860

$66,444

$73,103

$74,888

$77,660

$81,356

10

$67,229

$68,803

$76,017

$77,827

$80,703

$84,535

11

$71,289

$72,912

$80,842

$82,657

$85,711

$89,331

Section 2. Post Graduate and Refresher Training. During the first three (3) years of employment, newly hired teachers shall be required to take Instruction for All Students or complete an equivalent course upon the approval of the Superintendent. This requirement shall qualify these teachers for graduate credit for advancement on the salary schedule.

Section 3. Bachelor's Plus 15.

(a)     Teachers who have accumulated fifteen (15) semester hours in a Graduate Program leading to a Master's Degree at an accredited institution will be placed on this track.

(b)     For placement on this track, documented evidence of credits must be submitted to the Superintendent of Schools.

(c)     Only those credits taken in the last six (6) years preceding the date of the current contract may be included on a retroactive basis in this program.

(d)     Exceptions to the above may be made by the Superintendent on a case by case basis.

Section 4. Master's. Teachers who have obtained a Master's Degree will be placed on the Master's Column as the appropriate step.

Only credits earned after completion of a Master's Degree are applicable for lane change to MA+18, MA+ 36/CAGS or MA+60.

Section 5. Master's Plus 18. The Advanced Study Track Section 3 is as follows:

Applicants having accumulated eighteen (18) additional hours of graduate credit, approved by the Superintendent, will be placed on the Master's Plus 18 track at the appropriate step.

Section 6. Advanced Study. In order to qualify for an Advanced Study classification on the salary schedule, a teacher must have a Certificate of Advanced Credit in Graduate Study or the equivalent. The equivalent must meet the following criteria:

(a)         All semester hours must be earned in accredited graduate schools.

(b)            There shall be no repetition of courses

(c)             A minimum of thirty-six (36) hours must be obtained as follows:

(1)      24 semester hours in an area

(2)      12 optional semester hours in areas related to the teacher's field of instruction

(d)           All grades shall meet the particular school's requirement for graduate credit.

(e)           A second approved Master's Degree is considered to fully qualify a person for this salary level.

Section 7. In case of a dispute over the acceptability of a course(s) to qualify a teacher under Section 4 or 6 above, the Association and the Committee will resolve the issue jointly at a meeting to be held at the request of either party.

Section 8. Teachers with a CAGS or Equivalent may advance to the M+60 level by the following procedure:

(a)           All 24 additional credits needed for placement on this schedule must be current and relevant.

(b)           In order for courses to be relevant, their content must be in alignment with the district Professional Development Plan, individual School Improvement Plans, or Department of Elementary and Secondary Education regulations.

(c)           Courses may be earned at an accredited graduate school or may be internal offerings approved by the Superintendent of Schools.

Section 9. Doctorate. The salary for a teacher with a Doctorate from an accredited college or university shall be 1.04 times the salary at the corresponding step of the MA+60 scale.

Section 10. Professional Incentive Program. All professional staff members at maximum shall be eligible for the following incentive program:

(a)     Upon submission to and prior approval of the Superintendent's office of a program of professional advancement, said staff members may receive up to one hundred dollars ($100) as an incentive to maintain high professional standards.

(b)     No staff members shall be eligible for incentive payment more than once in every three (3) year period from the effective date of this agreement.

(c)     A maximum of eighteen hundred dollars ($1,800) will be allocated annually for the professional development program.

(d)     It is the School Committee's intent that the professional incentive program encourages continuing professional development.

The parties agree to this concept without precedent.

ARTICLE XIII

JOB SHARING

Section 1. Job sharing shall mean the sharing of the performance of the duties and responsibilities of a full-time teaching position by two part-time teachers.

Section 2. A job-sharing situation will be considered only if two (2) professional status teachers jointly develop a plan for the job-share and approach the Superintendent with it together; individuals cannot request job-sharing.

Section 3. In approving job-sharing requests, the Superintendent will consider the merits of the request and the impact the job-share will have on the school system.

Section 4. In the event that one professional employee involved in job-sharing is unable to complete the school year, the other individual must resume the position full-time or propose a plan acceptable to the Superintendent which would allow the continuation of the j ob-sharing arrangement.

Section 5. The application to job share must be submitted to the principal by February 15th of the preceding school year.

Section 6. A job-sharing request may not exceed one year. Teachers may reapply the following year, however. The following working conditions shall apply to teachers participating in job sharing:

(a)    Both teachers will be present and on duty for the entire workday during the first week of school.

(b)    Both teachers will be required to attend the district's four professional development days.

(c)     Both teachers will be available for parent conferences.

(d)    Both teachers will arrange meeting times to evaluate students and mark report cards.

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

(f)     The number of job share positions shall be at the discretion of the Superintendent.

Section 7. It is understood in the application process that one teacher in a job share must opt out of District provided health insurance for the year and secure that benefit through another source. Should that teacher lose the alternative source of health insurance during the year the individual would be eligible for Cobra with the former insurance provider. The District also has the right to make the position full time should such a situation occur. The teacher without insurance would not be entitled to the Reduction in Force provisions of the contract until the beginning of the next school year.

ARTICLE XIV

HEALTH INSURANCE

Section 1. The Committee shall provide the insurance benefits available to state and municipal employees under the provisions of MGL Chapter 32B as currently provided and these benefits will not be changed or diminished unless agreed upon through collective bargaining in accordance with Chapter 150E and Chapter 23, Section 77 of the Acts of 1988.

Section 2. The Committee shall pay seventy five per cent (75%) of the cost of the individual or family coverage (whichever applies in this particular case) for health insurance benefits available to state and municipal employees under provision of Massachusetts General Laws, Chapter 32B.

Section 3. The plan design of the co -payment structure for Fallon Select Care/Direct Care and Harvard Pilgrim Health Care is as follows:

In patient Hospital treatment           $250

Out patient Hospital treatment         $150

Physician Office Visits                        $15

ER                                                          $75

Prescriptions

Generic                                                  $10

Preferred                                                $20

Non Preferred                                       $35

The District agrees to maintain a Health Reimbursement Account (HRA). All in patient and out patient co pays will be fully reimbursed. In addition the District will reimburse those members employed at Algonquin prior to June 30, 2011, the difference between the old and the new co-pays once they have reached the following out of pocket deductibles:

Fallon                     Single                     $100                       Family   $250

HPCH                    Single                     $100                       Family   $250

Full Inpatient and outpatient reimbursement will remain in place as long as this plan design is in effect. The deductibles for all other co-pays will be evaluated and if necessary, re-negotiated no later than May 1 of each year.

Except for in patient and out patient reimbursement which will be paid as they occur, all other reimbursement requests will be submitted quarterly after July 1 (Oct, Jan, Apr. and July). Receipts showing that the member has met the out of pocket deductible must be submitted. The district will provide a reimbursement form.

The District will continue to provide members the opportunity to participate in a Flexible Spending Account (FSA).

Section 4. This Health Reimbursement Account will remain in place as long as this higher copay plan design is in effect. Any changes will be subject to negotiation.

Section 5. For a retired employee and for the surviving spouse of an active or retired employee, the District will pay seventy-five percent (75%) of the health insurance premium of an individual or family plan which provides the same level of benefits as provided by the current carriers. If the active or retired employee or spouse is eligible for Medicare, the District will pay seventy-five percent (75%) of the premium cost for a Medicare extension plan with the same level of benefits as currently provided.

Section 6. The above benefits shall also apply to separated employees to the extent provided or required by federal (COBRA) provisions.

Section 7. The Committee shall establish and maintain a Section 125 pretax funding premium conversion plan for health insurance payments for all members of the bargaining unit.

ARTICLE XV

PROFESSIONAL DEVELOPMENT AND EDUCATIONAL IMPROVEMENT

Section 1. The Committee will pay the reasonable expenses (including fees, meals, lodging, parking and transportation) incurred by employees who attend workshops, seminars, conferences or other professional improvement sessions at the request and/or with the approval of the Superintendent of Schools. When the expense is incurred as the result of a request of the Superintendent, the employee will be paid one hundred per cent (100%) of the estimated total amount prior to the event.

Section 2. Each year of the contract, the Committee will fund a Professional Development Pool of $20,000. The purpose of this Pool is to reimburse employees for courses taken in accordance with the guidelines established by a Professional Development Committee consisting of three (3) administrators and three (3) Association members.

ARTICLE XVI

OTHER STIPENDS

Section 1. Guidance Counselors. Guidance Counselors and the Guidance Department Chairperson, shall be employed during the week after the closing of school in June and the week before school opens.

No counselor shall work more than three (3) weeks during the summer months unless mutually agreed to by the Superintendent and the Director of Guidance.

The remuneration of these personnel shall be based one one-hundred eighty-fifth (1/185) of each individual's annual salary times the number of days employed during the summer.

Section 2. The parties agree that it is in the best interest of Algonquin students to have their teachers serve as coaches for school sports. If all qualifications are equal, a teacher will be given preference over a non member of the staff.

Section 3. Extracurricular Stipends. Advisors of certain extracurricular activities, which demand extended time beyond school responsibilities, should receive additional remuneration as follows:

 

 

2011-12 :

2012-13 

2013-14

 

 

1%

1.25%

1.55%

Yearbook Advisor, Publication & Business

 

$4,021

$4,061

$4,102

Math Team Advisor/Varsity

 

$2,692

$2,719

$2,746

Math Team Advisor/Junior Varsity

 

$1,350

$1,364

$1,378

Sachem Advisor

 

$1,135

$1,147

$1,158

Senior Class Advisor

2@

$2,484

$2,508

$2,534

Junior Class Advisor

2@

$1,803

$1,821

$1,839

Sophomore Class Advisor

2@

$910

$919

$928

Freshmen Class Advisor

2@

$910

$919

$928

Mentors

 

$505

$510

$515

Team Leader

 

$1,515

$1,533

$1,557

Mentor Coordinator

 

$1,515

$1,533

$1,557

Student Council/Advisory Council Advisor

 

$3,201

$3,233

$3,265

Drama Director

 

$4,044

$4,084

$4,125

Drama Guild Advisor

 

$1,593

$1,609

$1,625

Drama Set Designer

 

$3,235

$3,267

$3,300

Musical-Drama/ Producer

 

$3,121

$3,152

$3,184

Musical Director

 

$2,809

$2,837

$2,865

Vocal and Rehearsal

 

$1,560

$1,576

$1,592

Musical Set Designer

 

$2,497

$2,522

$2,547

Choreographer

 

$909

$920

$935

Musical Costume Designer

 

$936

$946

$955

National Honor Society

2@

$1,364

$1,377

$1,391

Marching Band Director

 

$4,544

$4,589

$4,635

Marching Band Assistant

 

$2,238

$2,261

$2,283

Marching Band Color Director

 

$1,593

$1,609

$1,625

Detention Hall Supervisor

 

$2,944

$2,974

$3,003

Evening SAT Teacher(s)*

 

$1,849

$1,868

$1,886

Odyssey of Mind Advisor

 

$1,592

$1,608

$1,624

Harbinger Advisor

 

$4,021

$4,071

$4,134

Science Club Advisor/Varsity

 

$2,132

$2,153

$2,175

Science Club Advisor/Junior Varsity

 

$1,593

$1,609

$1,625

Diversity Awareness Advisor

 

$1,593

$1,609

$1,625

Latin Club Advisor

 

$910

$919

$928

Mock Trial Advisor

 

$910

$919

$928

Community Action

 

$1,592

$1,608

$1,624

DECA Advisor

 

$1,592

$1,608

$1,624

US Robotics Advisor

 

$2,692

$2,719

$2,746

Best Buddies Program Advisor

2@

$910

$919

$928

Youth & Government Advisor

 

$1,592

$1,608

$1,624

Jazz Ensemble Director**

 

$3,351

$3,385

$3,419

Jazz Choir Director

 

$3,351

$3,385

$3,419

Model UN

2@

$911

$922

$936

Peer Mentors

2@

$801

$811

$824

National Art Honor Society

 

$1,463

$1,482

$1,505

Webmaster

 

$4,524

$4,580

$4,651

Computer Team Advisor

 

$1,568

$1,587

$1,612

Publications Photography Advisor

 

$1,463

$1,482

$1,505

SADD Advisors

2@

$1,323

$1,336

$1,350

The School Committee reserves the right to determine the number of drama and musical productions per year. Any additional stipend positions desired for consideration need to be submitted to the principal with documentation by October 1 of the year prior to desired implementation.

* This position is not a budgeted item and is contingent on student sign-ups for payment. ** There may not be a need for 2 positions each year. If there is only one person needed, the stipend would be the dollar amount listed.

ALGONQUIN COACHES SALARY SCHEDULE - 2011-2012

Group A    VARSITY COACHES

•      Football

Group B    VARSITY COACHES

          Basketball, Hockey, Soccer

 Group C               VARSITY COACHES

          Baseball, Field Hockey, Lacrosse, Softball, Volleyball

Group D                VARSITY COACHES

          Gymnastics, Swimming, Track - Spring, Track - Winter, Wrestling

Group E                VARSITY COACHES

•      Cheerleading, Cross Country, Golf, Skiing, Tennis

Group    FJUNIOR VARSITY COACHES, VARSITY ASSISTANT COACHES

Group G               FRESHMAN COACHES, CLUB SPORT COACHES

Group A

Step    0                                                  $6,500

Step    1                                                  $6,875

Step    2                                                  $7,250

Step    3                                                  $7,625

Step    4                                                  $8,000

Step    5                                                  $8,375

Step    6                                                  $8,750

Step    7                                                  $9,125

Step    8                                                  $9,500

Step    9                                                  $9,875

Step     10                                              $10,250

Group B

Step    0                                                  $4,000

Step    1                                                  $4,250

Step    2                                                  $4,500

Step    3                                                  $4,750

Step    4                                                  $5,000

Step    5                                                  $5,250

Step    6                                                  $5,500

Step    7                                                  $5,750

Step    8                                                  $6,000

Step    9                                                  $6,250

Step     10                                              $6,500

Group C

Step    0                                                  $3,200

Step     1                                                 $3,450

Step    2                                                  $3,700

Step    3                                                  $3,950

Step    4                                                  $4,200

Step    5                                                  $4,450

Step    6                                                  $4,700

Step    7                                                  $4,950

Step    8                                                  $5,200

Step    9                                                  $5,450

Step    10                                               $5,700

Group D

Step    0                                                  $3,000

Step    1                                                  $3,250

Step    2                                                  $3,500

Step    3                                                  $3,750

Step    4                                                  $4,000

Step    5                                                  $4,250

Step    6                                                  $4,500

Step    7                                                  $4,750

Step    8                                                  $5,000

Step    9                                                  $5,250

Step     10                                              $5,500

Group E

Step    0                                                  $2,400

Step    1                                                  $2,600

Step    2                                                  $2,800

Step    3                                                  $3,000

Step    4                                                  $3,200

Step    5                                                  $3,400

Step    6                                                  $3,600

Step    7                                                  $3,800

Step    8                                                  $4,000

Step    9                                                  $4,200

Step    10                                               $4,400

Group F

Step    0                                                  $1,800

Step    1                                                  $1,975

Step    2                                                  $2,150

Step    3                                                  $2,325

Step    4                                                  $2,500

Step    5                                                  $2,675

Step    6                                                  $2,850

Step    7                                                  $3,025

Step    8                                                  $3,200

Step    9                                                  $3,375

Step    10                                               $3,550

Group G

Step    0                                                  $1,400

Step     1                                                 $1,500

Step    2                                                  $1,600

Step    3                                                  $1,700

Step    4                                                  $1,800

Step    5                                                  $1,900

Step    6                                                  $2,000

Step    7                                                  $2,100

Step    8                                                  $2,200

Step    9                                                  $2,300

Step  10                                                 $2,400

          All coaching positions will be one-year appointments and posted annually

          Job shares will be allowed upon approval by the Athletic Director

          Steps will increase 1.25% in FY2013 and 1.55% in FY2014

DEPARTMENT CHAIRPERSON STIPENDS

Department chair persons will be appointed for two years according to the following schedule:

2011-2012                            2012-2013                            2013-2014

$8178                                    $8280                                    $8409

Applied Arts and Technology 2011-2012                      Mathematics 2012-2013

English 2012-2013                                                              Science 2011-2012

Fine and Performing Arts 2011-2012                              Social Studies 2012-2013

Guidance 2012-2013                                                          World Languages 2011-2012

Health and Fitness  2011-2012

There is no restriction on the number of two year appointments to the position but all department members are encouraged to apply.

All stipends will increase annually by the same percentage as the salary schedule.

Except for Department Chairs, all other stipendiary positions are annual appointments. Stipends will be posted by May 1 each year.

ARTICLE XVII

TEXTBOOKS

Section 1. The Committee guarantees that it will provide sufficient funds to insure that each pupil in a classroom has textbooks for his own use.

Section 2. Recognizing the professional competence and skills of the staff in relation to textbook selection, the Committee agrees that the selection of textbooks to be used in Algonquin Regional High School shall be cooperatively arrived at through joint consultation among teachers, department chairpersons and administration subject to final approval of the School Committee.

ARTICLE XVIII

USE OF SCHOOL FACILITES

The Association will have the right to use school buildings for meetings and recreational purposes. The Association will be responsible for custodial costs incurred. The date and time of meetings will be mutually arranged with the Principal.

ARTICLE XIX

TEACHER EMPLOYMENT AND ASSIGNMENTS

Section 1. Teachers shall be notified in writing of their assignments for the ensuing year, including subjects and ability groupings on or before June 20 of each year.

Section 2. Teachers who desire a change in subject assignment shall file a written statement of such desire with the Principal no later than April 1. Changes necessitated by emergency situations will be mutually arranged between teacher and Principal.

Section 3. Upon initial employment, full credit will be given for previous outside teaching experience, provided such experience is next consecutive to date of employment.

ARTICLE XX

TEACHER EVALUATION

Section 1. Teachers will be given a copy of any evaluation report prepared by their evaluator and will have the right to discuss with their superiors such report before it is submitted to Central Administration or put in their personnel file.

Section 2. Any credible complaints regarding a teacher made to the Administration or Department Chairperson by any parent, student or other person will be promptly called to the teacher's attention. At any time when a teacher's ability, technique or professional manner is questioned, it will be brought to the teacher's attention promptly.

Section 3. No teacher with professional teacher status will be disciplined, reprimanded, reduced in rank or compensation, or deprived of any professional advantage without just cause.

Section 4. The Algonquin Evaluation Instrument is hereby incorporated into this Agreement by reference.

Section 5. Any violation of the evaluation instrument or process shall be grievable.

ARTICLE XXI

VACANCIES AND PROMOTIONS

Section 1. All vacancies of more than eight (8) weeks in promotional positions, except employees of Superintendency Union No. 3, but including specialists and/or special projects teachers and coaches, shall be filled pursuant to the following procedures:

(a)    Such vacancies shall be adequately publicized, which shall mean, as a minimum, that a notice shall be posted via electronic formats and on the ARTA school bulletin board clearly setting forth a description of the qualifications for the position including the duties and the salary. During the months of July and August, written notice of such vacancy shall be given to the President of the Association.

(b)    Such notices shall be posted as far in advance as possible, ordinarily at least thirty (30) days before the final date when applications must be submitted and in no event less than two (2) weeks before such date except in emergency situations, at which time the Superintendent will make appointments not to exceed thirty (30) days in duration.

(c)     Unit members who desire to apply for such vacancies shall submit their applications in writing to the Superintendent or his authorized agent within the limit specified in the notice.

(d)   All extracurricular positions, including coaching and co-curricular activities, shall be posted each year by May 1, and all interested candidates shall be given due consideration. The sole basis for the appointment shall be the qualifications of the applicant.

(e)   Recommendations for appointment shall be submitted to the Superintendent at least thirty (30) days prior to the date when the duties are to commence, except in unusual circumstances.

(f)    Teachers shall be notified in writing as to salary upon appointment to extra salaried positions.

Section 2. Promotional vacancies are defined as follows: positions paying a salary differential and/or positions on the administrative-supervisory or specialist level.

Section 3. All appointments to the aforesaid vacancies and openings shall be made without regard to age, race, creed, color, religion, nationality, sexual orientation or marital status.

Section 4. Qualified applicants, on request, shall be entitled to meet with the Superintendent prior to the appointment. Unsuccessful candidates from the Algonquin faculty shall be notified in writing.

ARTICLE XXII

TEACHER FILES

All teacher files shall be maintained under the following circumstances:

Section 1. No material, excluding references and information obtained in the process of evaluating the teacher for employment, which is derogatory to a teacher's conduct, service, character or personality shall be placed in the files unless the teacher has had an opportunity to read such material. The teacher shall acknowledge that he has read such material by affixing his signature on the actual copy to be filed with the understanding that such signature merely signifies that he has read the material to be filed and does not necessarily indicate agreement with its content.

Section 2. The teacher shall have the right to answer any material filed, and his answer shall be reviewed by the Principal and the Superintendent and attached to the file copy.

Section 3. Upon written request by the teacher, he shall be given access to his file and shall be allowed to reproduce any material in his file excluding references and information obtained in the process of evaluating the teacher for employment.

ARTICLE XXIII

NON-TEACHING DUTIES

Section 1. The School Committee and the Association agree that a teacher's primary responsibility is to teach. Therefore, teachers shall not be required to perform the following duties:

(a)     Although teachers may be required to collect and transmit money to be used for educational purposes, they will not be held responsible for the loss of any money collected unless such loss is the result of failure to follow school regulations.

(b)     Collecting money for or the selling of lunch tickets.

(c)     Teachers shall not be required to perform custodial duties.

Section 2. Clerical duties, which do not involve professional judgment, shall be kept to an absolute minimum.

ARTICLE XXIV

DUES DEDUCTION/AGENCY FEE

Section 1. The Committee agrees to deduct monthly from the salaries of its employees dues for the Algonquin Teachers Association, Massachusetts Teachers Association, and National Education Association, or any one of such Associations as said teachers individually and voluntarily authorize the Committee to deduct, and to transmit monies promptly to such Association or Associations. Teacher authorization will be in writing in the form which follows:

Name__________________________________________________________________

Address_________________________________________________________________

I hereby request and authorize the Algonquin Regional School District Committee to deduct from my earnings and transmit to the Association checked below an amount sufficient to provide for regular payment of membership dues as certified by such Association in equal monthly payments for the year and succeeding school years. I understand the Committee will discontinue such deductions for any school year only if I notify the Committee in writing to do so not later than thirty (30) days prior to the commencement of the school year.

I hereby waive all rights and claims for said monies so deducted and transmitted in accordance with this authorization and relieve the School Committee and all its officers from any liability thereto.

Teacher Organization:

Algonquin Regional Teachers Association_____________________________________

Massachusetts Teachers Association___________________________________

National Education Association__________________________________

Date__________________________ Signature________________________________________________

Section 2. Each of the Associations named in Section 1 above will certify to the Committee in writing the current rates of its membership dues. Any Association which will change the rate of its membership dues will give the Committee thirty (30) days written notice prior to the effective date of change.

Section 3. No later than September 30 of each year, the Committee will provide the Association with a list of those employees who have voluntarily authorized the Committee to deduct dues for any of the Associations named in Section 1.

Section 4. The Association shall indemnify and save the Committee and/or the Towns harmless against all claims, demands, suits or other forms of liability which may arise by reason of any action taken in making deductions and remitting the same to the Association pursuant to this Article.

Section 5. If a teacher who is absent on account of sickness, leave of absence, or for any other reason has no earnings due him for the month, no deduction will be made from the employee for that month. The Association will arrange collection of dues for the month directly with the member.

Agency Fee.

Members of the bargaining unit who are not members of the Association shall be required to pay the agency service fee. Said fee shall be in the amount and be implemented as prescribed under Massachusetts General Law, Chapter 150E and the regulations of the Massachusetts Labor Relations Commission.

The School Committee shall not be responsible for the implementation, collection, or enforcement of the agency fee, except that it will supply any required documentation to establish that a person is a member of the bargaining unit subject to the fee.

It is understood that the deduction of the agency service fee may be made by the School Committee, with the person's written permission, through its Treasurer, pursuant to Massachusetts General Law, Chapter 180, §17b.

ARTICLE XXV

GRIEVANCE PROCEDURES

Section 1. A grievance is hereby defined to mean a dispute involving the meaning, interpretation or application of this contract.

Section 2. Failure at any step of this procedure to communicate the decision of a grievance within the specified time limits to the aggrieved employee and the President of the Association shall permit the aggrieved party or parties to proceed to the next step.

Section 3. Failure at any step of this procedure to appeal the grievance to the next step within the specified time limits shall be deemed to be acceptance of the decision rendered at that step.

Section 4. No reprisals of any kind shall be taken by any party of this contract against any party in interest, any witness, any member of the Grievance Committee of the Association, or any participant in the grievance procedure by reason of such participation.

Section 5. A grievance that affects a group or class of teachers from a different building or department or is of a general nature may be submitted in writing by the Association to the Superintendent directly, and processing of such grievance shall commence at Level 2.

Section 6. If any employee covered by this contract shall present any grievance without representation by the Association, the disposition, if any, of the grievance shall be consistent with the provisions of this contract. The Association shall be permitted to be heard at each level of the procedure under which the grievance shall be considered.

Section 7. When a grievance arises, the grievance must be filed within thirty (30) school days from the day of the event upon which the grievance is based or from the date when the teacher had or should have had knowledge of the event.

Level One.

A teacher with a grievance shall present it to the Principal within thirty (30) school days of the event upon which the grievance is based. Any meeting with reference to the above shall be held during non-school hours.

Level Two.

(a)    In the event that the grievance shall not have been disposed of to the satisfaction of the aggrieved employee at Level One or in the event that no decision has been reached within ten (10) school days after presentation of the grievance to the Principal, the grievance shall be reduced to writing and referred to the Superintendent within five (5) school days of the disposition under Level One.

(b)    The Superintendent shall represent the School Committee at this level of the grievance procedure. Within ten (10) school days after receipt of the written grievance by the Superintendent, he or his designee shall meet with the aggrieved employee and the said Principal in an effort to settle the grievance. The aggrieved employee shall have the right to be represented by the Association at this level.

(c)     If the subject matter of the grievance involves any action of the Superintendent or building Principal pursuant to Chapter 71, Sections 38, 40, 41, 42D, 43,47A and 59B, and if the grievance has not been disposed of to the satisfaction of the aggrieved party, the Association within ten (10) school days after the Level Two meeting may initiate arbitration by giving written notice of its intention to the Superintendent.

Level Three.

In the event that the grievance shall not have been disposed of at Level Two, or in the event that no decision has been rendered within ten (10) school days after the Level Two meeting and if the grievance is subject to the authority of the Committee, the grievance will be referred in writing to the School Committee. At its next regular School Committee meeting or at a special meeting called for the purpose of considering the grievance, the School Committee shall meet with the Association in an effort to settle the grievance.

Level Four.

If the grievance involves a personnel matter as defined in Level Two, Part (c) above and has not been disposed of at Level Two to the satisfaction of the Association, or if the grievance has not been disposed of at Level Three or in the event that no decision has been rendered within ten (10) school days after the Level Three meeting, the Association may refer in writing within ten (10) school days after the decision rendered at Level Two or Level Three as the case may be, initiate arbitration by giving written notice to the Superintendent of this intention. The arbitrator shall be selected by agreement between the parties. If the parties are unable to agree upon an arbitrator, the selection shall be made by the American Arbitration Association in accordance with its rules and regulations.

(a)     The arbitrator shall be without power or authority to modify or alter the terms of this contract.

(b)     The decision of the arbitrator shall be in writing. This decision shall be final and binding on both parties.

(c)       The costs for the services of the arbitrator shall be borne equally by the School Committee and the Association.

ARTICLE XXVI

REDUCTION IN FORCE (RIF)

Section 1. In the event a reduction in the number of teachers with professional teacher status is deemed advisable by the Superintendent, the following rules shall apply in the determination of which teachers are to be laid off:

(a)    Teachers with professional teacher status shall not be laid off if there is a teacher without professional teacher status whose position the teacher with professional teacher status is qualified to fill.

(b)    The Superintendent will determine which teachers with professional teacher status shall be laid off in accordance with the following criteria:

1.     Performance evaluation

2.     Training

3.     Versatility and future needs of the system

4.     Length of service/seniority

The foregoing criteria are not set forth in any order of priority and the Superintendent will make his determination upon said criteria.

Teachers with professional teacher status who have been reduced shall be eligible for continued participation in group insurance plans at their own expense to the extent provided by federal (COBRA) regulations.

Section 2. Teacher Recall Procedure.

(a)   In the event of a layoff or a reduction in force, all affected teachers with professional teacher status shall be eligible for recall. No new employee shall be hired for a permanent position until such time as every eligible employee on the recall list has been given an opportunity to apply in writing to fill the vacancy.

(b)   The Superintendent shall maintain a complete list of all Algonquin professional personnel formerly under the contract who are, by virtue of declining student enrollment and/or school closings, dismissed.

1.             It is the applicant's responsibility to furnish current information and an updated resume to the Personnel Department.

2.             A teacher's name shall be maintained on the recall list until the September 1st two years after the date on which the layoff occurs.

a.     Personnel on this list are encouraged to notify the Personnel Office if they no longer wish to be considered for recall.

b.     Names still listed at the end of the recall period will be dropped.

c.     Individuals who refuse a job offer will be dropped from the list except for verified medical reasons. Medical reasons do not extend the recall period.

(c)   A vacancy occurs:

1.       The Personnel Department will notify each qualified former employee on the recall list by mail that a vacancy exists.

2.       Those interested must express this interest in writing within a fourteen-day calendar period from the date of the notification's postmark.

(d)    Upon recall, employees shall be credited with all previously earned, unused sick leave.

(e)    Returning employees shall be placed on the salary schedule one step higher than the level at which they left, provided that they have served in excess of ninety (90) continuous days in the year directly preceding their layoff, and have satisfied all other contractual requirements.

(f)    Any teacher with professional teacher status electing to be placed on such recall list will be deemed to have waived his hearing rights under Massachusetts General Law, Chapter 71, Section 42. This section F does not abrogate the teacher's right to the grievance procedure as described herein.

ARTICLE XXVII

LONGEVITY

Bargaining unit members will receive longevity payments for their continuous years of service at Algonquin Regional High School in accordance with the following schedule:

upon completion of 12, 13, or 14 years of service                        $1,500

upon completion of 15, 16, 17, 18, or 19 years of service          $1,650

upon completion of 20,21, 22, 23, or 24 years of service           $1,750

upon completion of 25, 26, 27, 28, or 29 years of service          $1,850

upon completion of 30 or more years of service                           $2,200

Any bargaining unit members having been hired under contract of 90 school days will be credited on September 1 of the ensuing school year with a full year of service toward the longevity schedule.

ARTICLE XXVIII

EARLY RETIREMENT INCENTIVE PROGRAM

Section 1. Upon written notice of intent to retire, a teacher who has or will have at least twenty (20) years of service on the effective retirement date will receive additional compensation according to the following:

For retirement effective June 30                       With 2 years advance         With 1 year advance

having attained the age of:                               notice bv January 2            notice bv January 2

53-57                                                                     14% each year                     20%

58-59                                                                     12% each year                     15%

60-61                                                                     10% each year                     12%

62                                                                           8% each year                       10%

Section 2.  Written notice must be received by the Superintendent no later than January 2. Early retirement compensation cannot be considered for Massachusetts Teachers Retirement benefits. Payment of the early retirement compensation shall be distributed in two equal payments, January and June, according to the appropriate schedule.

Section 3. Any teacher who elects to retire with advanced notice and who does not fill his/her retirement objective must repay all incentive compensation received.

ARTICLE XXIX

SAVINGS AND SEPARABILITY

Section 1. If any provision of this contract or any application thereof shall be found contrary to law, then such provision or application shall not be deemed valid and subsisting to the extent permitted by law, but all other provisions or applications will continue in full force and effect.

Section 2. If in any year covered by this Agreement the Committee fails to obtain the necessary votes required by law to fund this Agreement, the Committee and/or ARTA reserves the right to reopen the Agreement on all economic items.

ARTICLE XXX

TUTORS

The Algonquin Regional Teachers Association and the Northborough-Southborough Regional School Committee agree to the inclusion of tutors in the recognition clause of Unit A.

The following will not be applicable:

Article VI               Operational Conditions - Sections 2 and 4

Article VII             Department Chairpersons

Article VIII           Sick Leave Policy - Sections 1 and 6

Article IX               Temporary Leave of Absence with Pay - Sections la and Id

Article XI               Sabbatical Leave

Article XII             Salary Schedule

Article XIII           Job Sharing

Article XVI            Other Stipends - Sections 1 and 2

Article XXVIII     Early Retirement Incentive

Each tutor shall be entitled to thirteen (13) days of sick leave, as of the first day of the school year, without loss of pay in any school year, which shall be cumulative up to one hundred thirty (130) days. Up to five sick days per year may be used for bedside care for immediate family members (parents, spouse, children, and any other relative living in the household). All tutors are entitled to three days of personal leave annually. These days are not cumulative. Except for an emergency, personal day requests must be made in writing 48 hours in advance.

 

 

Tutors' Salary Schedule

 

 

 

2010-2011

2011-2012

2012-2013

2013-2014

1

$23.42

$ 23.54/ $ 23.66

$23.96

$24.33

2

$24.33

$ 24.45/ $ 24.57

$.24.88

$25.27

3

$25.33

$25.46/$25.59

$25.91

$26.31

4

$26.31

$ 26.44/ $ 26.57

$26.90

$27.32

5

$27.39

$ 27.53/ $ 27.67

$28.02

$28.45

6

$28.48

$ 28.62/ $ 28.76

$29.12

$29.57

7

$28.76

$ 28.90/ $ 29.04

$29.40

$29.86

8

$29.63

$30.13

$30.51

$30.98

ARTICLE XXXI

DURATION

This Agreement shall be effective as of the first day of the 2011-12 school year and will continue in effect to and including the day prior to the start of the 2013-14 school year and will thereafter automatically renew itself for successive terms of one (1) year unless by November 15 next, prior to the expiration of the Agreement year involved, either the Committee or the Association shall have given written notice of its desire to modify or terminate this Agreement.

In witness whereof we have fixed our signatures:

________________________________            __________________________________

School Committee Chair                           Association Co-President

Date: _____________________________            _________________________________

Association Co-President

NON-CONTRACTUAL MEMORANDA OF UNDERSTANDING

A Labor Management committee consisting of up to 5 Association members and up to 5 members of management (designated by the Supt.) will meet at least twice a year at the request of either party to discuss issues that effect school climate.

MEMORANDUM OF UNDERSTANDING

EVALUATION

As soon as Evaluation guidelines are established by the State, the parties agree to form an evaluation committee consisting of representatives from the School Committee and the Teachers Association. The Evaluation Committee shall develop an evaluation process consistent with the law. Changes developed by the committee will be brought to the Negotiation Team for review and agreement, and then to the constituents for ratification.

Appendix A

Primary Focus (Department Chairpersons)

Department chairpersons are key members of the School Based Leadership Team at Algonquin. They are advocates for the best possible education for students. They support professional standards in curriculum and instruction. They remain current in the knowledge of their disciplines, contribute to a climate of collaboration, and actively support the district's core values. They are active participants in the district commitment to school based leadership and shared decision making.

The responsibilities of department chairpersons include the support, guidance and observation of personnel; participation in the leadership and management of the school; development of curriculum within the context of the school's core values; and leadership in the professional growth of the instructional staff. They also contribute to the development of an overall educational program at Algonquin, coordinating the curricula in their department with those of other departments and contributing to those processes that unify and integrate the school's program.

The Algonquin vision of the future of departmental leadership is consistent with the concept of teachers leading teachers as the school continues to move toward school based leadership and educational reform. Department chairpersons, therefore, are team developers and team leaders in their own areas of expertise, at the same time exercising visionary "think school" leadership in concert with administrators and the School Council. Their functions, therefore, extend well beyond the traditional parameters of subject matter specialist, staff supervisor and developer, and departmental manager.

Education reform: As new instructional standards evolve, so do educational leadership standards. The new leadership standards revolve around school based management concepts and principles. More decisions are made closer to the student. Restructuring begins with content as a given. Yet we must reform our schools so that our students will develop more effective processes and skills with which to address content. In that context, department chairpersons are even more vital as links in the educational process than they have been in the past. Indeed, their roles need restructuring as secondary education is reformed.

Specific Functions ("Department Chairpersons')

1.           Algonquin Department Chairpersons are school based leaders: Department

Chairpersons are members of the School Based Leadership Team led by the principal. Advocacy of specific subject matter areas is achieved through interdisciplinary considerations and school based planning. Within this context, decisions are developed collaboratively rather than in isolation. As school based leaders, they also work collaboratively to promote the awareness of and adherence to the school's core values. As department leaders, they also assume responsibility for management of departmental budget, communicating with Department members including relaying minutes and information discussed at the SBLT meetings, scheduling and room assignments, assignment of classes to teachers, and management of inventories and reports.

2.       Algonquin department chairpersons are active in implementing education reform. Department chairpersons are teachers with expertise in a content area or in clusters of related content areas. Even more important, however, they are specialists in curriculum development as a field of study in and of itself. Department chairpersons understand and implement educational reform concepts like common core, performance standards, curriculum frameworks, interdisciplinary learning and performance-based assessment of student progress. They apply these concepts to their own subject matter areas and to the planning and development of the school's integrated Program of Studies as a focus on students' needs and interests.

3.       Algonquin department chairpersons are subject area specialists: Department chairpersons demonstrate multiple approaches to teaching and learning in their own classrooms. They understand and use emerging concepts like learning styles, teaching styles, active learning and various grouping patterns. They are staff development specialists, working directly with other teachers as mentors who model effective teaching. Though they work primarily with personnel in their respective content areas, they also work with personnel in interdisciplinary ways. In this capacity they observe and support department members' performance within the context of the district's accepted practices. They also help staff regarding all aspects of professional growth and development focused on improving student performance. Department chairpersons also participate in the hiring and orientation of new staff.

4.       Department chairpersons provide leadership and guidance towards the resolution of issues involving students, parents, and staff: They approach each situation not necessarily in terms of who is right and who is wrong, or even in the interest of harmonious relationships, but always in terms of what is fair to students within the context of the school's policies and core values.

Appendix B

ALGONQUIN EVALUATION INSTRUMENT

TABLE OF CONTENTS

 

Page

Philosophy and Goals

40

Calendar for Staff Evaluation

41

Evaluation Process and Procedures

43

Evaluation Responsibilities

45

Performance Standards for Teachers

45

Special Considerations:

49

DEPARTMENT CHAIRPERSONS

 

SPECIAL EDUCATION TEACHERS

49

SCHOOL PSYCHOLOGIST

50

GUIDANCE COUNSELORS

51

LIBRARY MEDIA SPECIALIST

53

Algonquin Regional Teacher Self-Assessment Form

55

Formal Observation Form

56

Final Evaluation Instrument

57

Professional Growth Options

58

PHILOSOPHY AND GOALS

The Northborough-Southborough Regional School District is committed to a teacher evaluation system that maintains the high standards and continual improvement of education at Algonquin Regional High School. The main purpose of the teacher evaluation system is to help ensure that students at Algonquin Regional High School receive the best possible instruction, supervision, and educational support. To those ends, the evaluation system is intended

-to improve the quality of instruction

—to assist in professional development

—to identify teacher strengths

—to help establish expectations and standards of performance

-to provide a uniform system which will contribute to personnel decisions

Standards of performance are intended to be consistent with the school's philosophy and core values and will address the full range of professional responsibilities, including classroom instruction, supervision of students, professional development, cooperation with colleagues and administrators, relations with students and parents, and commitment to professional standards of conduct.

Evaluation is a positive process that presupposes a productive dialogue between the supervisor and the teacher and a mutual commitment to the goals of this process. The teacher has the final responsibility for maintaining standards of performance.

ALGONQUIN REGIONAL HIGH SCHOOL

CALENDAR FOR STAFF EVALUATION

month

teachers without

teachers with

teachers with

 

professional status

professional status (on-

professional status

 

 

year)

(off-year)

Sept. 1 thru

self-assessment by staff

self-assessment by staff

self-assessment by staff

Oct. 1

members and goal-

members and goal-

members, goal-setting

 

setting between the

setting between the

between the department

 

department chairperson

department chairperson

chairperson and teacher

 

and teacher

and teacher

selection of professional

 

 

 

growth option (if

 

 

 

applicable)

Oct. 1 thru

 

 

professional growth

1-May

 

 

option work (if applicable)

Oct. 1 thru

a minimum of two

a minimum of one

a minimum of one

the second

formal observations, will

formal observation will

informal classroom

to last week

be conducted by the

be conducted by the

lesson observation will

of 1st

administrator *

administrator*

be conducted by the

semester

 

 

department chairperson

 

a minimum of one

a minimum of one

 

 

informal classroom

informal classroom

 

 

lesson observation will

lesson observation will

 

 

be conducted by the

be conducted by the

 

 

department chairperson

department chairperson

 

Midpoint of

the department

the department

the department

the school

chairperson and teacher

chairperson and teacher

chairperson and teacher

year

will meet to discuss

will meet to discuss

will meet to discuss

 

progress towards goals

progress towards goals

progress towards goals

 

 

 

and the completion of the

 

a minimum of one

a minimum of one

professional growth

 

meeting will take place

meeting will take place

option (if applicable)

 

between the

between the

 

 

administrator and

administrator and

 

 

department chairperson

department chairperson

 

 

regarding teacher's

regarding teacher's

 

 

progress

progress

 

Beginning

a minimum of two

 

 

of 2nd

formal observations will

 

 

semester

be conducted by the

 

 

thru April 1

administrator

 

 

 

a minimum of one

 

 

 

informal classroom

 

 

 

lesson observation will

 

 

 

be conducted by the

 

 

 

department chairperson

 

 

Beginning

 

a minimum of one

a minimum of one

of 2nd

 

formal observation will

informal classroom

semester

 

be conducted by the

lesson observation will

thru May 1

 

administrator

be conducted by the

 

 

 

department chairperson

 

 

a minimum of one

 

 

 

informal classroom

 

 

 

lesson observation will

 

 

 

be conducted by the

 

 

 

department chairperson

 

April 1-15

a final conference

 

 

 

between the department

 

 

 

chairperson and teacher

 

 

 

will take place during

 

 

 

this time to discuss the

 

 

 

meeting of teacher's

 

 

 

goals and the standards

 

 

 

of performance

 

 

 

a final meeting will take

 

 

 

place between the

 

 

 

administrator and

 

 

 

department chair

 

 

 

regarding teacher's goals

 

 

 

and progress and

 

 

 

department chair input

 

 

 

for the final evaluation

 

 

1-May

Final evaluations for

 

work on professional

 

personnel without

 

growth option must be

 

professional status due in

 

completed (if applicable)

 

the Central Office.

 

 

 

Teachers must receive

 

 

 

these for review at least 5

 

 

 

school days prior to

 

 

 

submission.

 

 

May 1-15

 

a final conference

a final conference

 

 

between the department

between the department

 

 

chairperson and teacher

chairperson and teacher

 

 

will take place during

will take place during

 

 

this time to discuss the

this time to discuss the

 

 

meeting of teacher's

meeting of teacher's

 

 

goals and the standards

goals and completion of

 

 

of performance

the professional growth

 

 

a final meeting will take

option (if applicable)

 

 

place between the

a final meeting will take

 

 

administrator and

place between the

 

 

department chair

administrator and

 

 

regarding teacher's goals

department chair

 

 

and progress and

regarding teacher's goals

 

 

department chair input

and progress and

 

 

for the final evaluation

department chair input for the final evaluation

1-Jun

 

Final Evaluation for all

Final Evaluation for all

 

 

personnel with

personnel with

 

 

professional status due in

professional status due in

 

 

Central Office. Teachers

Central Office. Teachers

 

 

must receive these for

must receive these for

 

 

review at least 5 school

review at least 5 school

 

 

days prior to submission.

days prior to submission.

* Administrators include the Superintendent, Assistant Superintendent, Director or Special Education, and the Principal and Vice-Principals.

**At the teacher's option, in cases of persistent disagreements concerning the content of the observation/evaluation reports, an additional evaluator may be requested to observe the teacher's performance. The teacher may choose an evaluator from a pool of qualified evaluators.

EVALUATION PROCESS AND PROCEDURES

The evaluation process is ongoing and continuous throughout each school year and encompasses both formal and informal aspects.

In general, the formal evaluation process prior to the completion of the final evaluation instrument includes the following steps:

1.     Self Assessment and Goal Setting: September 1st through October 1st.

Self assessment is encouraged as a helpful tool to assist in setting meaningful goals for professional growth. It is a preliminary step to the goal-setting process and is to be used in the goal-setting process.

Each teacher will meet with his/her department chairperson to discuss goals for professional growth. Goals decided upon may be drawn from self assessment, recommendations from prior evaluations, school or district wide goals, or the standards of performance. Goal setting will be a joint process and should include specific suggestions as to how to work towards the goal(s) and what support is necessary from the administrator and department chairperson.

2.     On/Off Cycle:

Teachers with professional status shall be divided into two groups by the administration. One group, the on-year group, will go through the comprehensive evaluation procedure, which is outlined below and which culminates in the completion of the final evaluation instrument. Another group, the off-year group, will follow a more limited evaluation procedure as outlined in the evaluation calendar.

It is understood that the purpose of this division is to increase the time and attention available to on-year teachers with professional status and thus to promote greater instructional improvement and professional growth. Off-year teachers with professional status will become on-year group members every three years. Off-cycle teachers will not be placed on-cycle during the course of an off-cycle year. Administrators may keep a teacher on the on-year evaluation process for two consecutive years if necessary for teacher achievement.

3.     Formal Observations:

Formal observations will be done according to the calendar for staff evaluation. The teacher will have an opportunity for a pre-observation conference with the administrator to discuss the goals of a particular observation. The observation date will be set at least 5 school days prior to the observation. Administrators will notify the teacher as soon as possible if a scheduled observation must be rescheduled. If a scheduled observation is rescheduled, the observation process will start at the beginning. A post-observation conference will be held within 10 school days following the observation. A draft of the written observation report will be given to the teacher observed at least one school day prior to the post-observation conference. Changes, additions, and deletions may be made to this document during the course of the post-observation conference. This written report will follow the guidelines designated in the on-year teacher observation form and may include appropriate materials collected during the observation process and teacher response to the report. A signed copy of the final observation report will be held by the administrator and used in the development of the final evaluation document.

4.     Informal Observations:

Informal observations can occur as a result of teacher-administrator/department head contacts, informal classroom visits, meetings, school sponsored activities, student and parent interactions, participation in curriculum and professional development programs, and observable behavior based on the standards of performance. A conference will be held between the teacher and the observer regarding informal observations within ten school days of the observation if the observer intends to include areas for improvement in the final evaluation.

Informal classroom lesson observations are those lasting longer than 15 minutes and require the observer to discuss feedback with the teacher, but are not intended to be formal observations. The teacher observed must sign off on any notes taken during the lesson observation.

Walk-through observations are brief observations lasting no longer than 15 minutes and are intended as student-centered rather than an evaluation of the teacher. The teacher observed must sign off on any notes taken during the walk-through observation.

FINAL EVALUATION FOR ON-CYCLE TEACHERS

WITH PROFESSIONAL STATUS and

TEACHERS WITHOUT PROFESSIONAL STATUS:

The final annual evaluation will be completed using the appropriate final evaluation instrument. It will be written in narrative form by the administrator with input provided by the department chairperson, follow the outline in the Standards of Performance, and include specific commendations and/or recommendations under the appropriate categories and will include also comments on goals. A conference will be held after the form is completed by the administrator to discuss the final evaluation and its recommendations. The signed final evaluation will be placed in the teacher's personnel file. Completion of the final evaluation should be in accordance with the evaluation calendar.

Evaluations for teachers without professional status will be based on the same criteria as established for teachers with professional status and will follow the teacher's without professional status cycle as indicated on the calendar for staff evaluation.

EVALUATION RESPONSIBILITIES

All unit members will generally be evaluated by an administrator, but evaluations may be performed by the Superintendent, Assistant Superintendent or the Special Education Director.

PERFORMANCE STANDARDS FOR TEACHERS

The standards of performance described in this section represent critical areas related to teacher effectiveness. The standards reflect the Principles of Effective Teaching developed by the Commonwealth of Massachusetts. Each standard includes a description of the qualities intended for evaluation under that particular category. While all teachers are expected to possess these qualities, the final evaluation may or may not mention each element in the description. The descriptions give a sense of what the evaluator will be looking for as a standard of performance when assessing the teacher in a particular category.

We believe that, within a broad framework, there must be an understanding that excellence is the desired goal. The standards must be high enough to challenge all teachers, but flexible enough so as not to impose impossible demands.

I.             CLASSROOM TEACHING

MANAGEMENT

1.           Learning Atmosphere

It is important that pupils experience a positive and healthy climate and that the teacher takes steps to maintain an atmosphere conducive to learning and involvement while maintaining appropriate standards of behavior. In addition, the teacher maintains a systemic approach to discipline by establishing and administering a consistent and fair set of rules supporting appropriate expectations. The teacher actively promotes student self-control, self-esteem, safety and mutual respect. The teacher encourages student leadership and develops student skills in group and individual decision-making while being a positive role model for students.

The teacher implements instructional opportunities where students are interacting with ideas, materials, the teacher(s) and one another. The teacher understands principles and patterns of child growth and development and uses this knowledge in working with students.  Expectations are communicated clearly, and classroom procedures that maintain a high level of students' time-on-task are established. The teacher implements curriculum experiences in which students take increasing responsibility for his/her own learning. The standards are high, yet attainable, and the message is sent that all students can learn and achieve. The teacher uses classroom time to promote optimal learning.

The students show mutual respect and regard for the teacher, and the teacher, serving as a positive role model for students, builds good personal relationships with students. At the teacher's discretion, he/she is available to students outside the classroom.

2.     Student Work Habits

The teacher provides opportunities for pupils to develop work habits according to their level of skills and achievement. The teacher reflects about and acts on what students need and want to know and gives clear and precise directions for the students' learning tasks, assigning work according to the students' needs and course requirements.

3.     Classroom Management

Students need an environment where organization promotes learning. The teacher should establish patterns which are conducive to sound classroom management. Students follow efficient routines for all regularly recurring business. Classroom space and furniture are arranged for optimal learning, allowing for small group, large group, and individual learning where appropriate. Students are attending to tasks and engaged in curriculum activities and are free from interruptions, distractions and delays. The teacher manages time effectively, keeping the flow of events moving with smooth, rapid transitions, yet students have adequate time to learn at an appropriate pace. Beginning and ending minutes of class time are used appropriately. The teacher communicates learning goals and expectations to students. The teacher regularly communicates objectives or learning outcomes to students and provides feedback to students about their progress on goals and objectives. The teacher communicates expectations and guidelines regarding quality and quantity of students' work, work procedures and interpersonal behavior to students and parents. The teacher responds to students' answers, and works so as to keep students open, thinking and willing to take risks and to persevere with challenging tasks. The teacher models the skills, attitudes, values and processes central to the subject being taught.

INSTRUCTION

The teacher plans lessons that are purposeful and demonstrate continuity and clarity according to the teacher's needs and style. Such planning will be demonstrated through classroom instruction and assessment, which are based on clear and relevant objectives. The teacher makes learning goals clear to students and makes connections between concepts taught and students' prior knowledge and experiences. The teacher regularly checks for students' understanding of content and progress on skills while identifying and correcting confusions and misconceptions as indicated by student responses and regular assessment strategies. The teacher remediates, reteaches, or extends teaching to meet individual and/or group needs. The teacher communicates clearly in writing and speaking, uses precise language and shows students the relevance of the subject to life-long learning.

The teacher uses a variety of teaching strategies, including cooperative, peer and project based learning, audio-visual presentations, lecture, discussions and inquiry, practice and application, and the teaching of others. The teacher provides options for students to demonstrate competency and mastery of new material, including: written work, homework, tests, quizzes, plays, art work, oration, visual presentations, exhibitions and portfolios. The teacher uses a variety of appropriate materials in order to reinforce and extend skills, accommodate learning styles, and match instructional objectives.

The teacher employs a variety of questioning techniques, including those which encourage and guide critical and independent thinking and the development of ideas. The teacher presents information recognizing multiple points of view while encouraging students to assess the accuracy of information presented. The teacher also provides opportunities to summarize important learning and to integrate it with prior knowledge.

The teacher regularly tries innovative approaches to improve instructional practices. The teacher continually evaluates and refines instructional strategies, including the effective use of technologies, to increase student learning and confidence to learn. The teacher assesses instructional strategies in authentic ways by comparing intended and actual learning outcomes.

The teacher promotes confidence and perseverance in the student that stimulate increased personal student responsibility, motivation, and ownership for achieving the goals of the curriculum by using prompt feedback and student goal setting. The teacher develops and supports students' awareness of themselves as learners and their ability to overcome self-doubts associated with learning and taking risks. The teacher nurtures students' eagerness to do challenging work and provides incentive, interest and support for students to take responsibility to complete such tasks successfully. The teacher acts on the belief that all students can learn and that virtually all can master a challenging core curriculum with appropriate modifications of instruction. The teacher encourages and supports students to believe that effort is a requisite to high achievement and acknowledges and values student work, study and inquiry. The teacher identifies students who are not meeting expectations.

The teacher strives to ensure equitable opportunities for student learning. The teacher demonstrates appreciation and sensitivity to differences in abilities, modes of contribution and social and cultural backgrounds, according to federal and state law. The teacher develops and implements educational and organizational strategies that are effective in meeting the needs of a diverse student body.

CURRICULUM

1.     Curriculum Development

The teacher possesses an in-depth knowledge of curriculum content, is actively involved in the learning process, and is aware of current developments in the subject matter, applying this knowledge to the instructional program when appropriate. The teacher frames curriculum around essential questions in the discipline, providing opportunities for students to reason, analyze, and synthesize knowledge and skills. The teacher plans learning experiences so that they show continuity, sequence and integration with other learning experiences. The teacher contributes to the ongoing evaluation of the curriculum, allowing for adaptation of the curriculum to meet the needs of individual and instructional groups and the requirements of state regulations.

2.     Curriculum Delivery

The teacher plans instruction effectively with a personal vision of committed, confident learners and uses that vision to guide learning goals, expectations, and standards for student work. The teacher sets short-term and long-term goals for curricular units which derive from unifying themes. The curriculum should be framed around students' prior knowledge and experiences. The teacher identifies prerequisite skills, concepts, and vocabulary that are necessary for student success. Units of study should be introduced in engaging ways. Instruction should integrate the teaching of reading, writing, listening, speaking and the use of appropriate tools (e.g., calculators, computers, etc.) within the discipline.

The teacher identifies individual and group needs and plans appropriate strategies, including those that involve the use of up-to-date technologies, to meet those needs. The teacher uses materials and resources that are appropriately matched to curricular goals and to students' needs and learning styles. The teacher seeks out and collaborates with school-based specialists, resource personnel (including technology specialists), department chairpersons and administrators to better design curricula or instructional modifications to meet the special learning needs of students. Instructional opportunities are planned where students frequently interact with ideas, materials, teachers and one another. The teacher designs curricular experiences in which students take increasing responsibility for their own learning.

3.     Assessment of Curriculum and Instruction

The teacher plans effective assessment of student learning and determines specific and challenging standards. The teacher develops and uses authentic assessment. Time for individual and interactive reflection, including response journals and group discussions, is incorporated into the curriculum.

The teacher monitors students' understanding of the curriculum and adjusts instruction, materials, or assessments when appropriate. A variety of formal and informal authentic assessments of students' achievement and progress for instructional revisions and decision making is regularly used.   The teacher implements evaluation procedures which appropriately assess the objectives taught. The teacher communicates student progress to parents, students and staff members in a timely fashion, using relevant information. Appropriate confidentiality of student data is maintained. An accurate and efficient record-keeping system denoting the quality and quantity of student work is prepared and maintained.

II. COLLEGIAL ACTIVITIES

The teacher shares responsibility for accomplishing the goals and priorities of his/her grade/team/department, building and school district through active involvement at school meetings, and school and professional activities. The teacher is enthusiastic and innovative and takes pride in the profession and works constructively with others to identify school problems and suggests possible solutions. The teacher works collaboratively with other staff in planning and implementing interdisciplinary curriculum and instruction, and shares expertise and new ideas with colleagues.

III.          PARENT AND COMMUNITY RELATIONSHIPS

The teacher has constructive and cooperative interactions with parents. The teacher keeps parents informed of students' progress, completing all reports fully and accurately, and displays sensitivity towards the educational needs and expectations of the student.

IV.    FULFILLMENT OF ROUTINE AND ADMINISTRATIVE DUTIES

The teacher efficiently and effectively implements the daily tasks of homeroom management, attendance-taking, distribution of special materials, meets assigned deadlines, fully and accurately completes reports, and delivers information requested in a timely and thorough fashion.

V.    PROFESSIONAL GROWTH

The teacher is a reflective and continuous learner who participates in activities that demonstrate a commitment to the teaching profession and uses available resources to analyze, expand, and refine professional knowledge and skills. Resources can include professional organizations, academic course work, school-based staff administration, community resources and other colleagues. With a continual focus on the student as a learner, the teacher fosters learning based upon what students need and want to know. The teacher actively seeks out information in order to grow and improve as a professional and enhance planning.

SPECIAL CONSIDERATIONS

DEPARTMENT CHAIRPERSONS

Department chairpersons will maintain the same performance standards as all other unit members but will also be evaluated on their department chairpersons' responsibilities according to their job description in the contract.

SPECIAL EDUCATION TEACHERS

Special Education teachers will maintain the same performance standards as all other unit members. In addition, the following criteria will pertain:

TEAM

1.             TEAM Management

TEAM meetings require sensitive, skilled leadership to operate in the best interests of children who may need special education services. The teacher utilizes appropriate materials and effective techniques in evaluation of students, prepares team meetings effectively, conducts team meetings in an organized and effective way, and deals with parents' needs and concerns in an appropriate manner.

2.             TEAM Related Written Communication

The special education teacher communicates the intent of programs and reports progress of individual students to parents and staff in clear, concise language, and completes reports and education plans within the mandated deadlines.

CLASSROOM INSTRUCTION

1.       Students need an environment where organization promotes learning.   The special education teacher should establish patterns which are conducive to sound classroom management.

2.       The special education teacher is a strong student advocate who effectively coordinates the child's program with classroom teachers, guidance counselors, the school nurse, and other appropriate school staff in order to fully implement each student's Individual Education Plan.

3.       The Special Education teacher serves as a consultant to classroom teachers in supporting inclusion efforts whenever possible.

SCHOOL PSYCHOLOGIST

1.     Counseling Methodology

The school psychologist should employ a number of counseling techniques to promote self-awareness. The school psychologist will model effective listening and speaking skills. The school psychologist will work with staff and administration on dealing with crises in the school.

2.     Curriculum

a.     School Psychologist Planning and Organization

The school psychologist should maintain purposeful goals and show continuity and clarity in dealing with students, staff and families.

b.       Curriculum Development

The school psychologist constructively contributes to the development of school programs. The school psychologist may initiate and present ideas for the curriculum. The school psychologist may contribute to the evaluation of curriculum based upon his/her knowledge of the delivery of the curriculum in the classroom and of student response.

c.   Evaluation and Testing

The school psychologist must assess students in preparation for team evaluation.

Given the appropriate referral questions, the school psychologist shall administer and interpret appropriate individual tests. Following assessments, the school psychologist shall meet with classroom teachers, students (when appropriate), and their families to interpret the results. When necessary, the school psychologist shall observe children in their classroom setting.

d.   TEAM Evaluation

The dynamics of team meetings should promote effective communication among all of its participants. The school should establish patterns which are conducive to sound team management. Of importance shall be the encouragement of parents to actively participate in the TEAM process.

e.   Communication and Consultation

Cooperation between the school psychologist, staff, parents and community agencies is an essential ingredient in improving the growth and development of all students. Of particular importance is the school psychologist's awareness and ability to make referrals to the most appropriate community agency.

GUIDANCE COUNSELORS

The guidelines under Standards of Performance will pertain to guidance counselors, with the exception of the first category, Classroom Teaching, which will be adapted as follows:

Counselors provide both educational and support services to meet the needs of all students. They practice effective communications and work at building collaborative relationships among students, teachers, and parents.

COUNSELING

1.         Counseling Methods

a.           Personal Counseling

Counselors will assist students in assessing their behavior, performance, and actions in an effort to strive for continuous self-improvement and understanding and to set goals for achievement. Counselors will help students develop decision-making skills, both in the particular areas covered by counseling and in a more generic sense, as a life skill.

b.     College and Career Planning and Preparation

Counselors will assist students in planning and in making decisions for work, careers, or schooling after graduation. Counselors will familiarize students with Guidance Department resources, including print material and computer programs, and will assist them in accessing financial information and in familiarizing themselves with the college and career planning and application process. Counselors will demonstrate competence in writing recommendations for college admission and employment.

c.       Personal and Crisis Counseling

Counselors will possess adequate skills and knowledge to provide initial personal and crisis counseling. They will be familiar with other school and community resources to refer students having personal problems, and they will make use of these resources for students whose needs warrant further attention.

2.     Counseling Materials

Counselors will make use of a variety of counseling materials, including catalogues, resource books, computer software, and audio-visual equipment.

3.     Curriculum

a.     Educational Program Planning

The counselor will help students realistically appraise their capabilities, achievements, and interests and will provide students with the necessary information to plan a course of study, choose school courses, and evaluate their progress and. their long-term goals. Counselors will help students become aware of the school's philosophy, expectations, programs, and activities. Counselors will work both with groups and with individuals in meeting the various program needs of students.

b.     Curriculum and Program Development

The counselor will constructively contribute to the development of school programs by providing the administration and the faculty with information helpful to making educational decisions. The counselor also will work with other members of the Guidance Department to develop guidance programs.

c.     Evaluation and Testing

Counselors will assist in the administration of aptitude and career interest tests when they are available to students, and will counsel students in the interpretation of results. Counselors will make use of aptitude, achievement, and psychological testing in counseling students on program, college, or career planning. They will assist in the gathering of data relevant to students' needs and to the students' experiences at the high school, and will help in the dissemination and interpretation of this data when they are used in making educational decisions.

d.     Special Education

Counselors will follow the policies and procedures for referring students to special needs evaluations and will make use of pre-referral resources when appropriate. They will take an active part in the evaluation process. Counselors will work in collaboration with special education teachers and the general education faculty in implementing individual education plans.

e.     Communication and Consultation

Counselors will act on behalf of students in helping them meet school expectations and achieve success. In this capacity counselors will maintain communication with other faculty members, administration, and staff and will work cooperatively with them in reaching solutions to problems that affect students' progress and well being. Counselors will act as advocates for the best interests of students. Counselors will maintain contact with parents in the advisory and counseling process and will demonstrate initiative in developing frequent positive contact among the counselor, the parent, and the faculty. When appropriate, counselors will be in contact with youth service agencies, mental health services, and community groups concerned with the welfare of students.

LIBRARY MEDIA SPECIALIST

INSTRUCTION

Instructional Materials Collection

The collection consists of the print and non-print materials and audio-visual equipment that is housed in and distributed from the school library media center. The development of a dynamic, current, educationally sound, and accessible collection of materials and audio-visual equipment is a key function of the library media specialist. The library media specialist previews, selects, acquires and classifies materials to support the changing needs in all curriculum areas and the interests of the student body.

Curriculum Delivery

The library media specialist has an in-depth knowledge of the fields of education, library and information sciences, educational technology and administrative procedures. The library media specialist is aware of new developments in these fields and integrates current developments into instruction and management when appropriate. The library media specialist works with teachers in planning curriculum and instructional strategies. The library media specialist selects appropriate materials, methods, and resources to assist students in achieving learning and developmental objectives. The library media specialist instructs students in groups and individually in information search and retrieval strategies and methods.

Curriculum Development

The library media specialist constructively contributes to the development of school programs, and initiates and presents ideas for improvement in curriculum. The library media specialist identifies, encourages, and supports applications of appropriate new technologies. The library media specialist locates information, prepares bibliographies, and provides other searching services.

Fulfillment of Routine and Administrative Duties

The responsibility for managing the various elements of the school library media program is essential to the role of the library media specialist. The library media specialist plans and manages systems for effective operation of the library media center including scheduling, inventory, organization and circulation of materials, equipment and supplies, obtaining data for administrative decisions. The library media specialist develops and administers budgets for materials, supplies and equipment. The library media specialist assists in the selection, training and supervision of library aides and volunteers. The library media specialist arranges and uses available space, furnishings and display areas to facilitate and enhance learning as far as physical circumstances permit. The library media specialist handles daily tasks efficiently and effectively.

ALGONQUIN TEACHER SELF-ASSESSMENT FORM

The following list of questions is intended to be used by teachers and administrators as a guide at the mutual goal setting session. It is suggested that the teacher chooses 2 or 3 questions to discuss, one of which will be number 13.

1)       Within your grade level or discipline, which area do you regard as your strongest?

2)       Within your grade level or discipline, what is the area you would most like to strengthen?

3)       How do you develop critical thinking skills in your students?

4)       When did you last revise your approach to teaching a particular subject or skill? Give a recent example.

5)       How do you promote a positive atmosphere in your classroom?

6)       In what ways have you tried to stay current in the field of education?

7)       Ten years from now, what would you most like your students to remember about you as a teacher? Why?

8)       How would you describe your attitude toward teaching? Has it changed in recent years?

9)       What are the things you need to do to improve your teaching?

10)   What are the things you do best as a teacher?

11)   What has been your most significant accomplishment as a faculty member in the past three        years?

12)   What goals do you have for your students?

13)   What role would you like the administration to play as you work toward your goals this year?

NORTHBOROUGH-SOUTHBOROUGH REGIONAL SCHOOL DISTRICT

FORMAL OBSERATION FORM

*may be used as a guideline for typed report completed by the administrator

Name:_________________________________     School:___________________________________

Subject/Grade:___________________________      Date of Observation:________________________

Observer:____________________________________________________________________________

Location/Setting:______________________________________________________________________

Observed behaviors and their relationship to individual goals and standards of performance:

_____________________________________________________________________________________

_____________________________________________________________________________________

Other comments based upon informal observation:

_____________________________________________________________________________________

_____________________________________________________________________________________

Dates of Informal Observation: ____________________________________________________________

Conclusions and recommendations:

_____________________________________________________________________________________

_____________________________________________________________________________________

Post Observation Conference Date: _________________________________________________________

Teacher Comments (optional for teacher):

_____________________________________________________________________________________

_____________________________________________________________________________________

The signature of the teacher indicates that the material has been read and discussed.

_________________________________________                ___________________________________________

Teacher's Signature                                                                                                              Date

_______________________________________     ___________________________________________

Evaluator's Signature                                                                                          Date

NORTHBOROUGH-SOUTHBOROUGH REGIONAL SCHOOL DISTRICT

FINAL EVALUATION INSTRUMENT

*may be used as a guideline for typed report completed by the administrator

Name:__________________________________ School:________________________________________

Subject/Grade:______________________________ Date:_______________________________________

Evaluator:______________________________________________________________________________

Evaluation should be in narrative form, making reference to the standard of performance and should include the commendations and recommendations relative to each of the following areas:

I.           Classroom Teaching

A.              Management

B.              Instruction

C.              Curriculum

II.            Contributing Member of the Faculty

III.          Parent and Community Relationships

IV.              Fulfillment of Routine and Administrative Duties

V.                 Professional Growth

VI.              Summary

Date of final evaluation conference:_________________________________________________________

Teacher Comments (optional for teacher):

_____________________________________________________________________________________

_____________________________________________________________________________________

The signature of the teacher indicates that the material has been read and discussed.

_____________________________________________________________________________________

_____________________________________________________________________________________

____________________________________________         ___________________________________

Teacher's Signature                                                                                 Date

______________________________________       ___________________________________________

Evaluator's Signature                                                                                          Date

EVALUATION USING THE PROFESSIONAL GROWTH OPTIONS

After receiving professional status, teachers may opt to participate in one of the professional growth options as part of their formal evaluation. Instead of following the traditional evaluation cycle, teachers may to work towards a particular goal that will advance or enhance their teaching and/or the school as a whole. These options may relate to an activity in which a teacher already participates or they relate to options selected/created as part of individual professional development and growth. The professional growth options are meant to promote freedom for teacher learning and development, rather than relying solely on traditional observations and evaluations.

YOUR ROLE: choose an option that will benefit you as a teacher and/or the community.

ADMINISTRATOR'S AND DEPARTMENT CHAIRPERSON'S ROLES: facilitate the work of the teachers and offer assistance in helping them share their learning with their colleagues.

These are some IDEAS for professional growth options

you may devise/suggest an activity that would be more useful to you and/or the school; the selection must be jointly decided upon by the teacher and the department chairperson

Track 1: Non-Professional Status Teachers

Year 1:                   Non-Professional Observation Evaluation Process

·         goal setting with department chairperson

·         4 administrator observations, including pre and post observation conferences and the observation reports

·         final evaluation written by administrator

Year 2:                   Non-Professional Observation Evaluation Process

·         goal setting with department chairperson

·         4 administrator observations, including pre and post observation conferences and the observation reports

·         final evaluation written by administrator

Year 3:                  Non-Professional Observation Evaluation Process

·         goal setting with department chairperson

·         4 administrator observations, including pre and post observation conferences and the observation reports

·         final evaluation written by administrator

Track 2A: Professional Status Teachers on Professional Growth Options Cycle

Year 1:                   Professional Growth Options

·         goal setting and professional growth option choice with department chairperson

·         completion of a professional growth option

·         final valuation written by administrator

Year 2:                   Professional Growth Options

·         goal setting and professional growth option choice with department chairperson

·         completion of a professional growth option

·         final valuation written by administrator

Year 3:                   Professional Status Observation Process

·         goal setting with department chairperson

·         2 administrator observations, including pre and post observation conferences and the observation reports

·         final evaluation written by administrator

A teacher may opt to switch to the Traditional Cycle at the conclusion of a Professional Growth Cycle or at the start of the school year.

Track 2B: Professional Status Teachers on Traditional Cycle

Year l:                   Off-Cycle

Year 2:                   Professional Status Observation Process

·         goal setting with department chairperson

·         2 administrator observations, including pre and post observation conferences and the observation reports

·         final evaluation written by administrator

Year 3:                   Cycle begins again

A teacher may opt to switch to the beginning of the Professional Growth Cycle at the start of an off year.

Administrators may keep teachers on the traditional evaluation process for 2 consecutive years if necessary for teacher achievement.

INDEX

 

Association President

5

bedside care

9

Bereavement Leave

8

CODE OF ETHICS

1

Compensation

9

courses

4, 15, 16, 19, 52

Department Chairpersons

1,5,6,37

DUES DEDUCTION/AGENCY FEE

28

DURATION

35

duties, non-teaching

4,16,26,27

EARLY RETIREMENT INCENTIVE PROGRAM

33

EMPLOYEE RIGHTS AND OBLIGATIONS

2

GRIEVANCE PROCEDURES

29

Health Insurance

10,17,18,19

Jury Duty

9

Leaves of Absence

10

Longevity Pay

33

Lunch Period

4

Military Leave

10

Notification

32

Professional Development..

9

Professional Incentive Program

16, 19

RECOGNITION

16

Reduction in Force

1

Salary Schedule

17

Savings and Separability

10,12,15,24,32

School Committee

34

School Day

1

School Year

3

School Year

3, 7, 8, 9, 11, 12, 17, 28, 33, 41, 43

Sick Leave Bank

7

Sick Leave Buyback

8

Teacher Evaluation

25

Teacher Files

27

Teacher Protection

2

Tutors

34