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Shared Contract District
Org Code2130000
Type of DistrictElementary
Union AffiliationMTA
Most Recent DocumentContract
Expiring Year2014
Expired Status
Superintendency UnionUnion 3 Northboro-Southboro
Regional HS MembersNorthboro-Southboro
Vocational HS MembersAssabet Valley RVTSD
ESE RegionCentral
Kind of Communityeconomically developed suburbs
Number of Schools5
Percent Low Income Students6
Grade StartPK or K
Grade End8
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The Committee recognizes the Association for purposes of collective bargaining as the exclusive representative of the Northborough School System, including all teachers, school psychologists, guidance counselors, librarians, Occupational Therapists, Physical Therapists, Speech Therapists, Behavioral Therapists, Tutors, and Nurses, but excluding the Principals, the Director of Student Services, Director of Business, Assistant Director of Student Services, Director of Curriculum, Director of Technology, Superintendent, and the Assistant Superintendent. The Committee reserves the right to continue to contract Occupational Therapists, Physical Therapists, and Speech Therapists based on the needs of students.


A.    Either party may initiate a request to enter into negotiations over the terms of a successor agreement by the first Wednesday of November of the year preceding the year in which the agreement expires. Negotiations will commence no later than January unless an extension is agreed to by both parties.

B.    Any agreement reached with the Committee will be reduced to writing, will be signed by the Committee and the Association, and will become an addendum to this Agreement.


A.    A "grievance" is hereby defined to mean a dispute involving the meaning, interpretation, or application of this Agreement.

B.    Failure at any step of this procedure to communicate the decision of a grievance within the specified time limits to the aggrieved teacher and to the President of the Association shall permit the aggrieved teacher or teachers to proceed to the next step.

C.    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.

D.    No reprisals of any kind shall be taken by any party of this Agreement against any party in interest, any witness, any member of the Personnel Committee of the Association, or any other participant in the grievance procedure by reason of such participation.

E.    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 the processing of such grievance shall be commenced at Level Two.

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

G.    When a grievance arises, the grievance must be filed within twenty (20) calendar 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 building Principal within twenty (20) school days of the event on 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 teacher 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 of Schools 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, the Superintendent or a designee shall meet with the aggrieved teacher and the said Principal in an effort to settle the grievance. The aggrieved teacher shall have the right to be represented by a member of 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, the grievance shall 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

(a)                 In the event that the grievance shall not have been satisfactorily 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 of the disposition under Level Three the unsettled grievance to arbitration. 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.

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

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

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

H.    Only a single grievance, or two or more grievances involving the same issue, may be included in any demand for arbitration, unless expressly agreed to in writing by the parties.


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

B.    All persons on the Teachers Salary Schedule shall have the following options of receiving their salary:

1.        Twenty-six (26) equal installments with the option of lump payment on or about June 30 for the balance of salary due, or

2.        Twenty-one (21) equal installments beginning with the second Friday in September that school is in session. A teacher choosing this option must continue with it for the entire school year.

C.    The Association shall notify the Committee as to which plan its members shall choose. Notifications will be made before the close of school. In no case shall a member notify the Committee later than June 30. In the case of extenuating circumstances or hardship, the Superintendent may, at his/her discretion, waive this requirement but the teacher may be subject to an additional tax penalty.


A.    School Year

1.          The teachers' contractual year shall be one hundred eight-five (185) days including, but not limited to, the day before the first day of pupil classes and actual session days. Actual session days shall mean days when students are actually in session for at least half of the normal school day. Days on which school is not in session as a result of Inclement weather or other causes are not a part of actual sessions days.

2.          The day before Thanksgiving shall be a half day for students and teachers. The day before December vacation and the last day of classes shall be half days for students, but teachers will be required to be engaged in professional activities after the students' departure to the extent required by state school-day regulations. The above half days shall be counted as "actual session days."

3.          Teachers shall not be required to work Saturday except by mutual agreement between the Association and the Committee.

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

B.    School Day

The existing work day for teachers will be increased fifteen (15) minutes each day to the length of the work day in effect for the 1995-96 school year. It has been the policy of the Committee not to stipulate the time teachers should arrive at school or the 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, and for parent and SPED/IEP meetings when needed. The practice of handling this in a professional manner shall be continued.

The length of the school day shall not be increased or decreased without mutual consent of the Association and the School Committee unless otherwise required by the State Department of Education.

C.    After-School Staff Meetings

Teachers are required to be available for not more than one (1) after-school staff meeting per week. The duration of the meeting shall not normally exceed one (1) hour. Principals and teachers will collaboratively develop the norms for such meetings.

D.    Lunch Periods

All teachers shall have a daily duty-free lunch period of thirty (30) minutes.

E.    Preparation Periods

1.       In addition to their lunch period, all elementary teachers shall have preparation periods during which they will not be assigned any other duties. There will be five (5) such periods per week, each of which shall be approximately forty (40) minutes in duration. A team planning period or a team meeting may be substituted for one of the five prep periods when deemed necessary by the principal. The Administration shall work with the Association at each elementary school to ensure adequate time for and equitable distribution of said preparation periods.

2.       In addition to their lunch period, all Middle School teachers will have one (1) modular classroom preparation period per day, equal to the average modular period, during which preparation period they will not be assigned to any other duties.

F.     Parents' Nights

Teachers will be present for Parents' Nights three (3) times per year for the purpose of individual parent/teacher conferences. It is understood that teachers are always available for consultation with parents by appointment. The Committee agrees to work out Parents' Night formats jointly with designated representatives of the Northborough Teachers Association and building principals. The Middle School (6-8) shall establish a committee of parents, teachers, and committee representatives for the purpose of deciding the format. An elementary level committee (K-5) comprised of parents, teachers, and committee representatives shall be established for the purpose of deciding the format. The elementary level committee (K-5) shall include representation from Lincoln, Peaslee, Proctor and Zeh Schools.

There will be an evening Open House at the beginning of the school year. The designated day will be an early release day for students.

G.    Class Size

The Committee supports a class-size goal of a maximum of 18 students in Kindergarten, 20 students for Grades 1 and 2, and 22 students for Grades 3 to 5, insofar as it is feasible to do so.


A.    The Committee and the Association agree that a teacher's primary responsibility is the total education of the children in the teacher's care.

B.    Assignment of teachers for non-teaching duties shall be on an equitable basis.

C.    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.

D.    Teachers will not be required to drive pupils to activities which take place away from the school building.

E.    Professional Development Days

1.       Professional development days shall be made available to all school personnel during the school year at the request of the Assistant Superintendent of Schools and subject to School Committee approval. The length of the meetings shall not exceed three (3) hours and in no case shall a teacher have less than thirty (30) minutes for a lunch period. The dates and agenda of the professional development days will be decided by the Professional Development Committee.

2.       Professional development time will be used for parent-teacher conferences, in-service workshops, curriculum planning, curriculum revision, and other professional purposes. This time will also be used for any open parent-teacher conferences as have been held in the past.

3.       Building principals and teachers may provide input data to be sent to the Assistant Superintendent in order that he/she may set priorities and develop agendas for these professional development days.


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

B.    Any teacher with professional status who enters the military service shall receive credit not to exceed two (2) years for such service and for previously accumulated sick leave.

C.    During their first three years of employment, new teachers are required to successfully complete a course, provided by the district and approved by the Superintendent, dealing with effective teaching strategies.

D.    Part-time Teachers

1.     Compensation

Part-time teachers shall be compensated a pro-rata salary and benefits based upon the number of classroom periods taught. Eligibility for insurance shall be based upon state law.

2.     Scheduling

Whenever possible, a part-time teacher at the Middle School will not be required to have more than one (1) average class period of time scheduled between his or her teaching classes in any given day. Part-time teachers shall be scheduled to have a class during the last period of one (1) day so that he/she may be available for extra help sessions after school; no extra duties shall be assigned the teacher for that day.

E.    Reduction In Force

1.     Criteria

In the event that it becomes necessary to reduce the number of teachers with professional status in the bargaining unit, the Administration's determination as to which teachers will be laid-off will be based upon the equal weighing of the following criteria as they relate to the needs of the remaining positions and the system as a whole:

a.     Performance evaluation records of the previous three (3) years consistent with the evaluation system then in effect under Article X, Section F, if available (i.e., not available if teacher had been on a leave of absence during the preceding three (3) years). The performance evaluation records must show gross differences among the affected teachers.

b.     Seniority: total consecutive teaching service (years and days of consecutive service) within the bargaining unit from the first day for which compensation was received, including time spent on paid leaves of absence. Unpaid leaves of absence shall not cause an interruption in seniority but shall not be counted toward seniority credit.

c.     Where the above criteria are judged to be equal, training, including degrees consistent with the track status of Appendix A Teachers Salary Schedule, and certification shall be the determining factors.

2.     Lay-off Notification

a.     Teachers with professional status, who face the prospect of employment termination as a result of reduction in force, shall be informed in writing prior to the regularly scheduled School Committee meeting in June of the school year preceding the anticipated reduction.

b.     Teachers with professional status who have been reduced shall be eligible for continued participation in group insurance plans to the extent permitted by law, provided that the laid-off teacher pays the full premium amount.

3.     Recall

a.       Teachers with professional status who are laid-off pursuant to this Article shall for two (2) years be rehired by the Superintendent for any vacancies or new positions which the laid-off teacher is qualified to fill. The procedure for recall will be in inverse order of lay-off. Failure of the laid-off teacher to accept an offer of employment to a teaching position shall terminate said teacher's recall rights.

b.       Upon recall, teachers shall be accredited with all previously earned, unused sick leave, professional status, and all other contractual benefits.

c.       Upon recall, teachers shall be placed on the salary schedule one step higher than the level at which they left. Placement on the seniority list and professional status will be one step higher than the level at which they left.

4.     Seniority List

A seniority list by name shall be given to each teacher with professional status by March 1 of each school year. Disputes over the seniority list will be submitted in writing to the Superintendent by April 1. Said disputes will be answered in writing within thirty (30) calendar days of notification.

F.       Early Retirement Clause

Unit employees who will have accumulated twenty (20) years of service in the Northborough School System as of their date of retirement and who wish to retire or resign before the age of sixty-five (65) are eligible for entry into the Early Retirement Program.

1.       Entry into the Early Retirement Program will be granted to up to four (4) new unit employees each year. In cases where there are more than four (4) applicants, the four (4) unit employees with the greatest seniority will be accepted into the program; if there is a tie in seniority, a lottery system will be used to determine program participation.

2.       Written notice must be received by the Superintendent no later than February 1. 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.

3.       If the unit employee fails to retire on the specified date, the unit employee must repay the retirement stipend to the Town of Northborough.

4.     Unit employees accepted into this program will be compensated according to the following schedule:

For retirement -

With 3 years

With 2 years

With 1 year

effective 6/30 and 9/1

advance notice

advance notice

advance notice

after attainment of

by February 1

by February 1

by February 1

the following age:




Ages 55-61

$3,500 each year

$4,000 each year

$6,000 once


$10,500 total

$8,000 total

$6,000 total

Age 62

$2,500 each year

$3,000 each year

$4,500 once


$7,500 total

$6,000 total

$4,500 total

Age 63

$2,000 each year

$2,000 once

$3,000 once


$6,000 total

$2,500 once

$3,000 total



$4,500 total


Age 64

$1,500 each year

$1,500 each year

$2,000 once


$4,500 total

$3,000 total

$2,000 total


A.    Any teacher involved in a transfer from one school to another will have the right to discuss the reasons for this transfer with the Superintendent.

B.    In order to assure that pupils are taught by teachers working within their areas of competence, teachers shall not be hired or assigned except in accordance with the regulations of the Department of Elementary and Secondary Education (DESE).

C.    To the extent practicable, changes in grade assignment in the elementary schools and in subject assignment in the Middle School will be voluntary. Teachers who desire a change in grade assignment in the elementary school and in subject assignment in the Middle School shall file a written statement of such desire to the Principal not later than February 1. Changes necessitated by emergency situations will be mutually agreed upon between the teacher and the Principal.

D.    Teacher assignments will be made without regard to race, creed, color, religion, national origin, sex, sexual orientation, or marital status.

E.    It is the School Committee's policy to pay teachers who are employed as substitutes during their preparation periods at the rate of fifteen dollars ($15) per period.

F.     The Superintendent will make every effort to obtain substitutes.


A.    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.

B.    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.

C.    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.

D.    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 job-sharing arrangement.

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

F.     A job-sharing request may not exceed one year. Teachers may reapply the following year, however.

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

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

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

3.       Both teachers will be present for parent conferences.

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

5.       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.

6.       The number of job share positions shall be at the discretion of the Superintendent.

H.    It is understood in the application process that only one teacher is entitled to health insurance. One teacher in a job share must opt out of town 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. If the person without insurance is unable to continue in the job-share arrangement, he or she will not be eligible for the Reduction in Force language during that school year.


A.    Whenever any vacancy of more than four (4) weeks in a professional position occurs during the school year (September to June), including those outside the bargaining unit, it will be adequately publicized by the Superintendent via electronic formats and by means of a notice placed on each school bulletin board and at least ten (10) school days prior to the appointment. Written notice of any such vacancy will be given to the Association. In both situations, the qualifications for the position, its duties, and rate of compensation will be clearly set forth.

B.    All teachers will be given adequate opportunity to make application for such position, and the Committee agrees to give consideration to the professional background and other attainments of all applicants. All extra paying positions will be filled whenever possible by members of this bargaining unit when an equally qualified staff member applies for said position (e.g., federal projects, specially funded projects, etc.). It is understood that the final decision shall be left to the discretion of the Superintendent.


A.    Supervision of teachers will be conducted professionally, openly, and with full knowledge of the teacher. A non-professional status teacher shall be evaluated by a principal or assistant principal. Teachers will be given a copy of any evaluation report prepared by the appropriate supervisor and will have the right to discuss such report with their superiors. Evaluations will be done in accordance to the Evaluation Tool and Procedures outlined in Appendix B.

B.    Personnel File

1.       Teachers will have the right, upon written request, to review the contents of their personnel file.

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

C.    Any serious complaints regarding a teacher made to any member of the Administration by any parent, student, or other person will be promptly called to the attention of the teacher. The name of the complainant shall be given to the teacher.

D.    The Association recognizes the authority and responsibility of the Principal and Superintendent, or his/her designee, for disciplining or reprimanding a teacher for delinquency of professional performance. If a teacher is to. be disciplined or reprimanded by a member of the Administration above the level of the Superintendent, however, he/she may request to have a representative of the Association present.

E.    No teacher will be disciplined, reprimanded, reduced in rank or compensation, or deprived of any professional advantage without just cause, provided, however, that the right to discharge a teacher without professional status because of unsatisfactory work performance will be within the sole discretion of the Administration, as will the determination as to what constitutes unsatisfactory work performance. Unsatisfactory work performance as used in this Article refers to those matters included in the teacher's personnel file.

F.    In evaluating a teacher, if an evaluator determines that a teacher's performance in an area needs improvement, the evaluator will list specific instances to demonstrate the problem and will include specific suggestions on how to improve performance. The teacher shall be given a reasonable amount of time to improve performance. Any grievance surrounding this Section of this Agreement shall be filed within thirty (30) days of the final evaluation.

G.    Within a reasonable period of time after either party requests a review of the evaluation procedure, the Committee and the Association will establish a joint committee to study various possible means of improving the teacher evaluation process. The joint committee will consist of eight members, three chosen by the Committee and five by the Association. The five Association-appointed members shall include a middle school team leader, a middle school classroom teacher, a special education teacher, and two elementary classroom teachers (one from grades K-2 and one from grades 3-5). These persons shall select from among themselves a chairperson. The joint committee shall render a report of its findings to the Association and the Committee. Any changes in the instrument or process of evaluation shall be subject to ratification by each party.


The Association shall have the right to use school buildings and grounds without cost at reasonable times for meetings and recreational purposes, subject to request for such use to the Principal of the school and subject to this approval as to the purpose of such use. The Superintendent shall have final authority to grant or withhold such permission.


A.    In case of personal illness, each teacher shall be entitled to a maximum of fifteen (15) school days of sick leave per year without loss of pay, which shall be cumulative up to one hundred sixty (160) days. All teachers will be credited with fifteen (15) days on the first day of school. Notice shall be given, either on contracts or in the first paycheck, of the number of sick days to which a teacher is entitled for the ensuing school year.

B.    In the event that a teacher is unable to perform his/her duties as a teacher due to a prolonged illness, he/she will receive up to an additional fifty per cent (50%) of his/her accumulated sick leave to which he/she was entitled at the start of the illness. Employees who have exhausted their own sick leave because of any injury covered by Workmen's Compensation are not entitled to draw additional accumulated sick leave to supplement Workmen's Compensation payments.

C.    In the event of the absence of a teacher for illness in excess of five (5) consecutive days, the Committee may require the filing of a doctor's certificate or the Committee may, if it 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.

D.    In addition to the above provisions, any teacher who has used up his/her accumulated sick leave shall be entitled to receive regular pay less an amount equal to substitute teacher's pay but no more than the daily substitute rate, to be deducted for the duration of the illness but not to extend beyond the period of one (1) school year and subject to the following provisions:

1.          A doctor's certificate of illness shall be filed with the Superintendent once each month for the duration of the absence.

2.          This provision shall apply only to one (1) illness in a school year or recurring illness due to a chronic illness or condition.

E.    After twenty (20) years of employment in the district, an employee who terminates his or her employment shall receive a sick leave buyback according to the following schedule:

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


Teachers will be entitled to temporary leaves of absence with pay each school year as described below. No teacher will be required to arrange for his/her own substitute.

A.          Personal Leave

1.     A total of three (3) days of leave shall be granted for personal legal, personal business, household or family matters which require 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 other than that he/she is taking it under this section. It is not the intent that personal days be utilized immediately preceding or immediately following a vacation or holiday for the purpose of extending said vacation. Personal days may be used prior to or immediately following a vacation or holiday only in matters listed in the first sentence of this section and not related to the holiday or vacation. The Northborough Teachers Association agrees, in these instances, that reasons for requested time must be given to the Administration for its approval.

2.     Teachers covered by this Agreement shall be granted up to three (3) days of leave in any one (1) school year for time necessarily and actually lost for observance of a recognized major religious holiday of the religious faith to which such person belongs when such holiday falls on a day on which the person is required to work. The following are examples of "recognized major religious holidays" which may fall on a day on which the person is required to work: Rosh Hashanah, Yom Kippur, and Good Friday of the Orthodox Church. Notification by the person of his or her intention to take such leave shall be made to the appropriate administrator as far as possible in advance of such holiday, but in no event less than forty-eight (48) hours in advance of such holiday. Whether other days are "recognized major religious holidays" shall be determined by the Superintendent upon request of the Association or the teacher covered by the Agreement.

B.    Educational Leave

Temporary leave for the purpose of visiting schools or attending meetings or conferences of an educational nature will be allowed, but limited to not more than ten per cent (10%) of the faculty and/or two (2) teachers per team or department on any given day. Application will be made to the Principal at least five (5) days in advance. This does not apply to NTA or MTA organizational business.

C.    Association Leave

1.       The designated number of Association representatives will be released as necessary to attend Massachusetts Teachers Association and/or National Education Association conferences and conventions.

2.       The Association President will be released from teaching and non-teaching duties four (4) days per year. When an elementary school teacher is president, he/she will be relieved of all administrative duties and released from teaching duties one (1) day per month to attend to Association business. When a Middle School teacher is president, he/she will also be relieved of all administrative duties which will result in one (1) duty free period per day to attend to Association business. Scheduling of the President's released days shall be arranged between the President and his/her immediate administrator. Additional time may be provided at the discretion of the immediate administrator.

D.    Bereavement

Teachers shall be granted up to three (3) school days at any one time in the event of the death of a teacher's spouse, child, parent, sibling, grandfather, grandmother, son-in-law, daughter-in-law, father-in-law, mother-in-law, significant other, or other member of the immediate household. Teachers will be granted one (1) day at any one time in the event of the death of a teacher's brother-in-law, sister-in-law, uncle, aunt, niece, or nephew. Leaves taken pursuant to this section will be in addition to any sick leave to which the teacher is entitled.

If additional days for bereavement are required, they may be granted and deducted from the sick leave allowance.

E.    Family Sick Leave

Teachers shall be granted 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 a teacher's spouse, child, parent, father-in-law, mother-in-law, or other member of the teacher's immediate household. Leaves taken pursuant to this section will be deducted from sick leave to which the teacher is entitled.

Additional days may be granted at the discretion of the Superintendent on a case by case basis.

F.    Jury Duty

Any teacher who is called to jury duty shall, upon written evidence presented to the Superintendent, receive regular wages for the first three (3) days, or part thereof, of juror service. If said teacher is on jury duty for more than three (3) days, said teacher's pay will be equal to the difference between regular pay and the pay for jury duty.

G.    Required Legal Proceedings

Teachers shall be released to attend work-related legal proceedings which they are required to attend.

H.    Teachers may take up to five (5) days paid leave for the adoption of a child. Teachers may also take up to five (5) days paid leave when their partner/spouse gives birth to their child. Leaves taken pursuant to this section will be deducted from sick leave to which the teacher is entitled.


A.    Military Leave

A maximum of twelve (12) days per school year is granted to persons called into temporary active duty of any unit of the U.S. Reserves or the State National Guard, provided such obligations cannot be fulfilled on days when school is not in session. Teachers will be paid the difference between their regular pay and the pay which they receive from the state or federal government.

B.    Maternity Leave

1.     The parties recognize that the law is in a state of change and that this Section is intended to permit compliance with federal and state laws governing maternity leave.

2.       Pursuant to Massachusetts General Laws, Chapter 149, Section 105D, every full-time female employee is entitled to at least eight (8) weeks maternity leave if she has completed an initial probationary period of three (3) consecutive months and if she gives at least two (2) weeks' notice of her expected departure and return dates.

3.       The parties agree that to qualify for benefits under this Article, a teacher who becomes pregnant must notify the Superintendent in writing as soon as possible but in no event less than four (4) weeks before the commencement of such leave, stating the anticipated dates of departure and return. Such notification shall provide the Administration with as much opportunity as possible to secure a replacement teacher and insure continuity of assignments.

4.       The pregnant teacher may continue in her assigned position as long as her physical condition and ability to perform her assigned duties allow. The Superintendent may require such medical evidence of the teacher's ability to continue to work as it may require when questioning the health of a teacher in a non-maternity related situation. The Association accepts the recommendation that due consideration will be given to maternity leaves commencing at the end of a marking term.

5.       Upon completion of the eight-week period, or sooner upon her request, the teacher shall be restored as soon as practicable to the position she held when her maternity leave commenced, if available, or to a substantially equivalent position.

C.            Child Rearing Leave

1.       Following the birth of a child, the parent of the child, if a teacher with professional status, may be granted a child rearing leave of up to two (2) school years.

2.       In the case where both parents are employed by the Committee, only one (1) parent shall be entitled to a child rearing leave pursuant to this Article.

3.       Leave taken pursuant to this Section shall be without pay or increment and must be consecutive, and the return to employment shall constitute a termination of child rearing leave.

4.       Return to service will be at the beginning of a school year unless the Superintendent consents to a teacher's return during the school year.

5.       A leave of absence without pay will be granted upon request to any teacher with professional status who has accepted a child as part of adoption procedures. Such leave may commence two (2) weeks prior to the date of acceptance. Such leave shall terminate no later than the beginning of the second school year following the school year in which it began.

D.    Public Service Leave

The Committee will grant a leave of absence without pay or increment to any teacher with professional status to campaign for, or serve in, a public office, provided this does not breach any contractual obligations. Such leave shall not exceed one (1) full term of office.

E.    Health Leave

After five (5) years of continuous employment in the Northborough School System, a teacher with professional status may be granted a leave of absence, without pay, for up to two (2) years for health reasons. Requests for such leave will be supported by appropriate medical evidence.

Any teacher with professional status whose personal illness extends beyond the period compensated will be granted a leave of absence without pay for such time as is necessary for complete recovery from such illness.

F.     Personal Leave

After five (5) years continuous employment in the Northborough School System, a teacher with professional status shall be granted a leave of absence, without pay, for one (1) year. Application for such leave must be made by May 1. Appeals to this timeline may be made to the Superintendent on a case by case basis.

G.    Other

Other leaves may be granted to teachers with professional status at the discretion of the Superintendent.

H.        Rights and Responsibilities

1.       Teachers on such leaves must notify the Superintendent of their intent to return no later than March 1 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 March 1 deadline at least two (2) weeks in advance, then failure to respond will result in forfeiture of the teacher's position.

2.       All requests for extensions or renewals of leaves will be applied for in writing, and, if approved, such approval shall also be in writing.

3.       All benefits to which a teacher with professional status was entitled at the time his/her leave of absence commenced, including unused accumulated sick leave, will be restored upon his/her return, and he/she will be assigned to the same position held at the time said leave commenced, if available, or, if not, to a substantially equivalent position. However, if the teacher would have been laid off pursuant to Article VII, D (Reduction in Force) at the time of the leave, the teacher's rights will be governed by said Article.


A.      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 in the Northborough Public Schools, thus increasing the benefits accruing to the pupils. Sabbatical leaves will be subject to the following conditions:

1.       The teacher shall have completed at least seven (7) full consecutive school years of employment.

2.       No more than two (2) teachers in the system will be granted sabbatical leave per school year, and no more than one (1) teacher from a single school may be granted sabbatical leave at any particular time.

3.       Requests or notification of intention for sabbatical leave must be received by the Superintendent in writing in such form as may be required by the Superintendent no later than December 11, and action must be taken on all such requests no later than April 1 of the school year preceding the school year for which the sabbatical leave is requested.

4.       In the event the number of applications received exceeds two (2) teachers in the system or one (1) teacher in any school, the applications will be evaluated in accordance with the following factors:

a.             the educational value of the proposed program to the Northborough Public Schools;

b.             the quality of past performance by the teacher; and

c.             the length of service by the teacher.

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

6.       The teacher will agree in writing that upon termination of leave, the teacher will return to service in the Northborough Public Schools for a period equal to twice the length of such leave. In default of completing such service, he/she will refund to the Committee an amount equal to such proportion of the salary received by him/her while on leave as the amount of service not actually rendered as agreed bears to the whole amount of service agreed to be rendered.

7.       Teachers on sabbatical leave for one (1) year or one-half (1/2) year shall be paid one-half (1/2) of the salary that would regularly accrue during the period of the absence, provided that such payment, when added to grants received, does not exceed the present salary. If the present salary is exceeded, the Committee participation will be reduced by an amount that will maintain the present salary.

B.    Course Reimbursement

Teachers will be reimbursed for course(s) which they are specifically requested to take by the Superintendent.

C.    Curriculum Workshops

Teachers shall be compensated for participation in curriculum workshops at the rate of twenty-seven dollars and fifty cents ($27.50) per hour.

D.    Professional Development Pool

The Committee agrees to establish a professional development incentive program in the amount of $24,000. The funds-in this program will be made available to teachers for professional development course reimbursement. A committee consisting of two Association representatives and two Committee representatives shall determine annual goals and distribution of said funds.

E.    Incentive Pay Plan

Teachers may submit to the Superintendent innovative projects or programs in resume form for extra salary compensation on a yearly basis. The Committee will approve or disapprove the program on the basis of educational priority and funds available and establish that the program will be compensated on the basis of $500.00, $1,000.00, or $2,000.00 total. The amount of compensation will be established and put in writing prior to the commencement of the project. Said payment will be made upon completion of the project as originally proposed, as determined by the Superintendent and/or his/her designee within thirty (30) calendar days.


A.    Teachers will immediately report all cases of assault suffered by them in connection with their employment to the Superintendent in writing. This report will be forwarded to the Committee which will comply with any responsible request from the teacher for information in its possession relating to the incident or the persons involved, and will act in appropriate ways as liaison between the teachers, the police, and the courts.

B.    If criminal or civil proceedings are brought against a teacher alleging that he/she committed an assault in connection with his/her employment, the Committee will furnish legal counsel and all fees necessary to defend him/her in such proceedings if he/she requests such assistance, provided that such teacher is not in violation of school policy. If an appeal from a guilty finding is taken by the employee, the expenses of such appeal shall not be paid by the Committee unless approved by vote of the Committee.


A.      Association Dues

The Committee agrees to deduct in twenty-six (26) or twenty-one (21) equal deductions from the salaries of its teachers, dues for the Northborough 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 the treasurer of the Northborough Teachers Association.





I hereby request and authorize the Northborough School Committee to deduct from my earnings and transmit to the Association below an amount sufficient to provide for regular payment of the membership dues as certified by such Association in such periodic installments as may be agreed to in writing between the Association and the Committee. 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 of any liability hereto.

Teacher Organization:                                    Northborough Teachers Association_______________________

Massachusetts Teachers Association______________________

National Education Association__________________________

Date______________________________ Signature of Educator__________________________________


1.       The Association will certify to the Committee in writing the current rate of its membership dues. The Association will give thirty (30) calendar days notice to the Committee of any change in rate of dues.

2.       No later than September 20 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 A above. The Committee will notify the Association monthly of any changes in said list. Any teacher desiring to have the Committee discontinue deductions previously authorized must notify the Committee and the Association concerned in writing by September 15 of each year for the school year's dues.

3.     The Committee will not be required to honor any dues deduction authorizations that are delivered to it later than one (1) week prior to the preparation of the payroll from which the deductions are to be made.

B.    Credit Union Savings Deposits

The Committee also agrees to deduct such monies as the Teachers Association requests to be deposited only as savings in the MTA Credit Union. Such monies will be transmitted to the MTA Credit Union by the Town Treasurer.

C.    Political Contributions

Pursuant to Chapter 180, Section 171 of the General Laws, employees may authorize the Committee to deduct from their salary a contribution to Voice of Teachers for Education (VOTE) of an amount which the employee shall specify in writing. The Committee will certify on the payroll the amount to be deducted by the Treasurer. Such amounts shall be transmitted to the Massachusetts Teachers Association within thirty (30) days.

D.    Health Insurance

The Town of Northborough will provide and make payroll deductions for all teachers who have not indicated in writing that they elect not to be covered. Any such request may be made by a teacher in writing and shall be filed with the Superintendent.

The Town of Northborough will pay seventy-five (75%) percent of the cost of Health Insurance.

The plan design of the co-payment structure for Fallon Community Health Plans, Tufts HMO, and Harvard Pilgrim HMO will be as follows:

In patient Hospital treatment           $250

Out patient Hospital treatment         $150

Physician Office Visits                        $15

ER                                                          $75


Generic                                                  $10

Preferred                                                $20

Non Preferred                                       $35

The Town of Northborough will continue a Health Reimbursement Account (HRA). All in patient and out patient co-pays will be fully reimbursed. Reimbursements will be paid in a timely manner as soon as possible after the occurrence.

Full in patient and out patient reimbursement will remain in place as long as this plan design is in effect.

The town will continue to offer a Flexible Spending Account (FSA).

Any changes will be subject to negotiation.

E.        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.


The Committee agrees that all teachers shall be permitted to participate in the selection of all textbooks which they are to use. It is Committee policy to provide a plentiful supply of the best textbooks and materials available in every field.


A.    There will be no reprisals of any kind taken against any teacher by reason of his/her membership in the Association or participation in its activities.

B.    The Association will be provided with copies of the agenda of each Committee meeting prior to said meeting, and a copy of the official minutes shall be forwarded to the Association.

C.    Completed copies of this Agreement will be printed, if necessary, and the expense will be borne equally by the Committee and the Association.

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

E.    This Agreement constitutes Committee policy for the term of said Agreement, and the Committee will carry out the commitments contained herein and give them full force and effect as Committee policy. The Committee will amend its Administrative Regulations and take such other action as may be necessary in order to give full force and effect to the provisions of this Agreement.


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

The following will not be applicable:

Article IV               Salaries - Section A

Article V                Operational Guidelines - Sections C, E, and F

Article VI               Non-Teaching Duties - Entire Section

Article VII             Teacher Employment - Sections C, D, and F

Article VIII           Teacher Assignment - Entire Section

Article IX               Job Sharing - Entire Section

Article XIII           Sick Leave - Entire Section

Article XVI            Professional Development Incentive Program - Sections A and E

Appendix A          Northborough Salary Schedule

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.

Deductions for excused absences beyond the allowable sick leave, or for other causes, shall be computed at the rate of 1/185th of the annual salary for each day to be deducted. Salaries obtained for extra-curricular activities will not be included in the deduction.

In the event of absence of a tutor for illness in excess of five (5) consecutive working days, the committee will require the filing of a doctor's certificate, or the Committee may, if it has reasonable cause to believe that there is an abuse of sick leave policy, require an examination to be at the Committee's expense.

Tutors' Salary Schedule















































A.    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.

B.    Nothing in this Agreement shall be deemed to derogate from or impair any power, right, or responsibility heretofore possessed by the School Committee except where such power, right, duty, or responsibility heretofore possessed by the School Committee is specifically limited by this Agreement.


This Agreement will 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 2013-2014 school year, and will thereafter automatically renew itself for successive terms of one (1) year each unless

(1)     by the first Wednesday in November next prior to expiration of the contract year involved, either the Committee or the Association shall have given the other written notice of its desire to amend this Agreement, or

(2)     by the April 1 next prior to expiration of the contract year involved, either the Committee or the Association shall have given the other written notice terminating this Agreement upon expiration of the said contract year.

IN WITNESS WHEREOF, the parties hereunto set their hand and seals this __________________day of _______________________ , two thousand eleven.



Nancy Berglund



Melinda Kement


Colleen Griffin




Steps 0-10 1.00%                         Step 11 1.75%






CAGS/ M+36































































































CAGS/ M+36































































































CAGS/ M+36






















































































The Superintendent is authorized to accept certain professional activities other than formal course work in satisfaction of this requirement. Credit may be given for participation in curriculum revision, travel participation in certain professional conferences, or other educationally significant activities. Innovative programs may also satisfy the three (3) credit requirement and are welcomed by the Superintendent.

A.    Bachelor's +15 Track

1.       Teachers who have accumulated fifteen (15) semester hours in a graduate program and submitted proof that they are in a program leading to a Master's Degree at an accredited institution will be eligible for this track.

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

3.       Only those credits taken since January 1,  1970, may be included on a retroactive basis in this program.

B.    Master's Track

Teachers who have earned a Master's Degree - a graduate degree beyond the Bachelor's Degree awarded by an accredited college or university - will be placed on the Master's track of the salary schedule.

C.    Advanced Study Track

1.     Certificate of Advanced Graduate Study

An applicant working on a CAGS program, having accumulated eighteen (18) hours of graduate credit, will be placed on the appropriate salary schedule.

2.    Advanced Study

a.     Courses taken beyond a masters degree must be approved in advance by the Superintendent of Schools. Applicants having accumulated eighteen (18) hours of graduate credit will be placed on the appropriate salary schedule.

b.     Courses taken beyond a masters degree shall meet the following criteria:

(1)    All semester hours must be earned in an accredited graduate school.

(2)    There shall be no repetition of courses.

(3)    All grades must meet the particular school's requirement for graduate credit.

(4)    Only those credits taken since  1993 may be included on a retroactive basis in this program.

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

4.     Teachers with a Master's Degree may also achieve placement on the "Advanced Study" column of the salary schedule by the following procedure:

a.     Preparing a program of study which includes thirty-six (36) credit hours in a discipline which the teacher feels would advance his/her professional career and would be of value to the school system. Teachers may include in their proposals for the Superintendent's approval, courses which they have completed since June 1993.

b.     Submitting this program to the Superintendent for approval, the Superintendent will respond to the program submitted within two weeks.

c.     Negotiating any revisions suggested by the Superintendent.

d.     Signing a contract with the Committee. This contract is to be a statement of intent by the teacher to pursue the program of study approved by the Superintendent, and a promise by the Committee to place the teacher on Advanced Study pay status as soon as the program is completed. Proposals for amendments to the contract, due to changes in course offerings, may be submitted to the Superintendent for approval at any time.

e.     Meeting the particular school's grade requirement for graduate credit.

f.     Certifying to the Superintendent completion of the program by use of college transcripts or other suitable documentation.

D.      Doctorate Track

The salary for a teacher with a doctorate shall be 1.04 times the salary at the corresponding step of the Masters +60 column.

E.    Master's +60 Track

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

1.        All twenty-four (24) additional credits needed for placement on this schedule must be current and relevant.

2.        Only courses taken since 1998 are eligible for consideration.

3.        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 Education regulations.

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

F.     Salary Adjustments

Salary adjustments will take effect September 1 and March 1 with a fifty per cent (50%) crossover for those achieving a given track status as of March 1.

G.    Courses Acceptable at Appointment

For teachers being considered for appointment, only those courses taken from years prior to appointment are acceptable.

H.    Stipends

All positions will be posted annually by May 15th. Job descriptions will be developed by the Administration and will be made available at the time of posting.

1.       Department Heads/Curriculum Chairs at the Middle School are to be paid eighteen hundred dollars ($1,800) in 2011-12 and increase to two thousand dollars ($2,000) beginning in 2012-13.

2.       Team Leaders at elementary schools are to be paid five hundred seventy-five dollars ($575).

3.       The Coordinator of the Music Program shall be paid seven hundred dollars ($700). Time necessary to perform administrative duties shall be arranged between the Coordinator of the Music Program and the Administration.

4.       If there is a Kindergarten Coordinator he/she shall be compensated in the amount of seven hundred dollars ($700).

5.       If there is a Coordinator of the Gifted Program he/she shall be compensated in the amount of seven hundred dollars ($700).

6.       If there is a Coordinator of the Health Program he/she shall be compensated in the amount of seven hundred dollars ($700).

7.       If there is a Coordinator of the Physical Education Program he/she shall be compensated in the amount of seven hundred dollars ($700).

8.       The Superintendent will appoint a Head Teacher at each elementary school to be paid a stipend of two thousand dollars ($2,000).

9.     Upon recommendation of the building principal and approval by the Superintendent, positions for supervision of extracurricular sports and/or activities will be posted. For the 2011-12 school year such positions will be paid at the rate of twelve dollars and fifty cents ($12.50) per hour, not to exceed a total amount of five hundred dollars ($500) per sport and/or activity. Beginning in the 2012-13 school year the following stipends will apply for the Middle School:

Coach of a competitive sport:                  $1,000

Director of a Musical:                                 $1,000

Assistant Musical Directors (2):                $750 each

Student Council Advisors (2):                   $1,000 each

Yearbook Advisor:                                      $1,000

All other clubs and activities:                    $250 per quarter

10   If there are positions of curriculum coordinators at the middle school each position shall be paid a stipend of four thousand dollars ($4,000) annually.

11   The position of team leader at the middle school shall be paid a stipend of eighteen hundred dollars ($1,800).

I.       Longevity Pay

1.     Teachers having extended continuous service in the Northborough School System shall be compensated above their current position in the longevity salary schedule as follows:

12 to 14 years                        $300 (beginning in 2012-13) Per Year

15 to 19 years                        - $500 Per Year

20 to 24 years                        - $1,100 Per Year

25 years & more                    - $1,800 Per Year

2.       The dollar amounts listed above shall be cumulative to the maximum listed over the course of the three steps in the longevity salary schedule.

3.       The longevity salary schedule amount awarded becomes part of the individual's base salary and is to be considered in all subsequent pay raises.

4.       Any percentage raises that occur during each longevity grouping will be calculated on both the regular salary and the longevity stipend. When moving to a new longevity grouping the accrued percentage raises are not carried over, but begin anew.

J.     Travel Allowance (Mileage Allowance)

Bargaining unit members who are required to use their personal vehicles in fulfilling their daily and/or weekly assignments shall be compensated for travel related expenses in accordance with the following mileage payment schedule:

Frequency of Travel                           Annual Payment

1 day                                                      $200.00

2 days                                                    $250.00

3 days                                                    $300.00

4 days                                                    $350.00

5 days                                                    $400.00

Memorandum of Understanding on Seniority List

In accordance with Article VII, Section D.4. of the Collective Bargaining Agreement between the Northborough School Committee and the Northborough Teachers Association, an annual seniority list is prepared pursuant to the provisions of Article VII, Section

People who work less than full-time (i.e. part of a week, part of a day) will be provided with seniority on a pro-rata basis.

Memorandum of Understanding on Maternity Leave

The following document is provided to give you information pertaining to your rights for maternity leave based on the collective bargaining agreement (CBA), the Massachusetts Maternity Leave Act (MMLA) and the Family and Medical Leave Act (FMLA). In addition, you may apply for a Child Rearing Leave of up to two years pursuant to Article XV of the CBA.

As per Article XV, Section B: The parties agree that to qualify for benefits under this Article a teacher who becomes pregnant must notify the Superintendent in writing as soon as possible but in no event less than four (4) weeks before the commencement of such leave, stating the anticipated dates of departure and return. Such notification shall provide the Administration with as much opportunity as possible to secure a replacement teacher and insure continuity of assignments.

In the event of the absence of a teacher for illness in excess of five (5) consecutive days, the Committee may require the filing of a doctor's certificate, or the Committee may, if it 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.

Year 1:

You are entitled to take up to eight (8) weeks of unpaid leave pursuant to the MMLA. You may use any accrued sick time during this leave if you have a doctor's note certifying actual disability (CBA Article XV).

Year 2 and 3 (or until you acquire Professional Status):

You are entitled to take up to a total of twelve (12) weeks of unpaid leave pursuant to the MMLA and the FMLA. You may use any accrued sick time during this leave if you have a doctor's note certifying actual disability (CBA Article XV).

Example: You want to take twelve (12) weeks of maternity leave. You want the leave to start March 1st. On February 28th you will have ten (10) days of accrued, but unused, sick time. You will be eligible for a total of twelve (12) weeks of leave—of which two weeks (10 days) will be paid from your sick time. In total, you will get two (2) weeks paid.

PTS Status:

You are entitled to take up to twelve (12) weeks of unpaid leave. You may use any accrued sick time during this leave if you have a doctor's note certifying actual disability.

Memorandum of Understanding on 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.




Amended 2008

Philosophy of Teacher Evaluation

Evaluation should be as positive and continuous as possible. (Positive in that it seeks in a non-threatening way to help strengthen performance; continuous in that it is an on-going process throughout the school year.)

Evaluation should be viewed as a means for a teacher to gain recognition for his/her achievements and for the evaluator to recognize these contributions.

Each teacher's goals for professional growth are unique, but procedures for assessment must be uniform throughout the system.

In general, evaluations are to reflect the overall performance of the teacher with a view toward professional growth.







(Without Professional Status)

(With Professional Status - On-Year)

(With Professional Status - Off-Year)

September 1st through October 1st

Goal Setting between evaluator and evaluatee

Goal Setting between evaluator and evaluatee

Goal Setting between evaluator and evaluatee

October 1st through May 1st

A minimum of four formal observations will take place during this time period, one resulting in an informal write-up and the other three in formal write-ups. encompassing

At least two formal observations will take place during this time period, one resulting in an informal write-up and the other resulting in a formal write-up both observations.


May 1st     

Final Evaluations * for personnel with­out professional status due in Central Office


June 1st

Final Evaluations * for all personnel with professional status due in Central Office

* Final evaluations will be received by all personnel one week prior to submission to the Central Office.


The evaluation process is ongoing and continuous throughout each school year and has 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.     Goal Setting: September 1st through October 1st.

Each teacher will meet with his/her administrator 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 should 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.

2.     On/Off Cycle:

Teachers with professional status shall be divided into two groups by the administrator. 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. One group, the off-year group, will follow a more limited evaluation procedure as outlined in the evaluation calendar. Off-year teachers with professional status will become on-year group members the following year.

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.   Administrators may, at their option, initially place a teacher with professional status in the on-year group, continue a teacher with professional status in the on-year group from year to year, or at any time during the evaluation process move an off-year teacher with professional status to the on-year group. If at any time during the evaluation calendar, an off-year teacher with professional status is to be placed into an on-year group, the administrator will notify the teacher with professional status in writing of this decision and identify any deficiencies or problem areas.

3.     Formal Observation: Based on evaluation calendar.

Formal observations will be done according to the calendar for staff evaluation. A pre-observation conference may be used to discuss the goals of a particular observation. A post-observation conference will be held within a reasonable time (5 to 10 school days) following the observation. A written report of the observation may be given to the person observed before, during or after that meeting. If the teacher wishes, he/she may submit his/her own self-evaluation of the class, which will be attached to the supervisor's observation report. A signed copy of the final observation report will be held by the administrator and used in the development of the final summary evaluation document. The written observation report may include appropriate data collected during the observation process.

Informal observation occurs as a result of teacher-administrator/supervisor 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 Evaluation Reference Guide. An evaluator may use the formal observation form to comment on informal observations and may also act upon informal observation throughout the year. During formal observations, literal notes will be taken. In a conference following a classroom visit, the evaluator will share any notes taken.

Both formal and informal evaluation aspects may be used in completing the final evaluation instrument.

4.     Evaluation Instrument: Beginning with the 1991 -1992 school year, observations and evaluations will be in a narrative form.


The final annual evaluation will be completed using the "C" form. It will be narrative form, following the outline in the Evaluation Reference Guide and will include specific commendations and/or recommendations under the appropriate categories and will include comments on goals. A conference will be held to discuss the final evaluation and its recommendations. The final instrument 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 without professional status's cycle as indicated on the calendar for staff evaluation.


Classroom Teachers                                           Grades K-4 - Building Principals

Grades 5-8 - Building Principal and  Coordinators

Shared Teaching                                                  Principal (in school where greatest

Specialists (Music, Art, Phys. Ed.,                     proportion of time is spent, unless

Library/Media, Remedial Reading)                 previously determined by building principals)

Special Ed. Teachers, Guidance                       Principal (in school where greatest

Counselors, and Psychologists                          proportion of time is spent, unless previously determined by building principals)

Evaluation of all personnel may be performed by the Superintendent of Schools and the Assistant Superintendents of Schools.

Role of the Evaluator

The key to accurate evaluation is in the evaluator. The role of the evaluator is to collect written documentation concerning all aspects of a teacher's performance during the course of any day. The data collected throughout the year is to be used in the formal evaluation of each teacher.


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. The evaluation of the Standards is in accordance with the fifteen basic parameters found in The Skillful Teacher1. 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.



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, and mutual respect and safety. 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 inter-acting with ideas, materials, teachers 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

1Saphier. Jon and Gower, The Skillful Teacher. Research for Better Teaching. Inc.. 1982

students take increasing responsibility for their own learning. The standards are high, yet attainable, and the message is sent that all students can learn. The teacher is open to student challenges about information and ideas and uses classroom time and classroom space 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. The teacher is available to students at reasonable times 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 student's learning tasks, assigning work according to the student's needs.

3.     Classroom Management

Students need an environment where the 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, waiting time, 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 high standards 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 standards, 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.


The teacher maintains lesson plans that are purposeful and show continuity and clarity. Classwork is based on well-organized plans incorporating clear objectives. The teacher makes learning goals clear to students and makes connections between concepts taught and students' prior knowledge and experience. The teacher regularly checks for students' understanding of content and progress on skills while identifying 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 need. 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, plays, art work, oratory, 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 and providing 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 regularly identifies students needing extra help and secures student cooperation and participation in extra help sessions. The teacher identifies students who are not meeting expectations and secures student cooperation in developing a plan that designates the teacher's and the student's responsibilities regarding learning.

The teacher strives to ensure equitable opportunities for student learning, providing opportunities to include all students in the full range of academic programs and activities and extracurricular activities. The teacher addresses the needs of diverse student populations by applying and adapting constitutional and statutory laws, state regulations and Board of Education policies and guidelines. The teacher demonstrates appreciation and sensitivity to differences in abilities, modes of contribution and social and cultural backgrounds. The teacher develops and implements educational and organizational strategies that are effective in meeting the needs of a diverse student body.


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 year-long goals for curricular units which derive from unifying themes of fundamental importance to students' present and future lives. 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, and 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, and administrators to better design curricula or instructional modifications to meet the special learning needs of students and support all students to learn and apply a challenging core curriculum. Instructional opportunities are planned where students frequently interact with ideas, materials, teachers and one another. The teacher designs curriculum experiences in which students take increasing responsibility for their own learning.

3.           Assessment of Curriculum and Instruction

The teacher plans assessment of student learning effectively and determines specific and challenging standards for student learning. The teacher develops and uses authentic assessment which describes a student's learning process as well as his/her learning achievements. Time for individual and interactive reflection including response journals, debriefings and group discussions is incorporated into the curriculum.

The teacher monitors students' understanding of the curriculum effectively 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 a range of information including portfolios, anecdotal records and other artifacts. 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.


The teacher shares responsibility for accomplishing the goals and priorities of his/her grade/team/department, building and school district through active positive involvement at school meetings, 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.


The teacher has constructive and cooperative interactions with parents and is receptive to their contributions. The teacher keeps parents informed of students' progress-completing all written reports fully and accurately, making special presentations and displaying a sensitivity to the educational needs and expectations of the student. The teacher establishes an effective home-school partnership, in culturally appropriate ways, while maintaining professional boundaries. The teacher recognizes and uses community resources and functions effectively in a multi-lingual, multi-cultural and economically diverse society.


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. Teachers are encouraged to participate in student or school activities and to cooperate with other teachers about students' overall workload.


The teacher is a reflective and continuous learner and 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 is receptive to suggestions for growth and improvement.



Special Education teachers will maintain the same standards listed in pages five through eight; in addition the following criteria will pertain:


1.     Chapter 766 TEAM Management

Chapter 766 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.     Chapter 766 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 mandates of Chapter 766 deadlines.


1.       Students need an environment where the 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.


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 in 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

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.     Chapter 766 TEAM Evaluation

The dynamics of team meetings should promote effective communication among all of its participants. The school psychologist 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.


The guidelines under Standards of Performance, beginning on page 5, 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.


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.     High School Planning and Preparation

Counselors will assist students in planning and in making decisions for entrance into High School. Counselors will familiarize students with Guidance Department resources.

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 which will be made known to the parents of students having personal problems. 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.     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.

d.     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.



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 usable collection of materials and audio-visual equipment is a key function of the library media specialist. The library media specialist previews and selects 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 in 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.

Curriculum Development

The library media specialist constructively contributes to the development of school programs; initiates and presents ideas for improvement in curriculum. The library media specialist encourages and supports applications of newer 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.


Enclosed are models for each of the evaluation forms: "A" Forms, Teacher/Evaluator Conference Forms, and "C" Forms.

The three examples of each form included show a variety of possible responses. Responses on any of the forms are not expected to be uniform; however, these samples should give both evaluators and evaluatees a clear idea of the general expectations.

All forms, except the final negative "C" form, are adapted versions of actual forms (included by permission of the involved parties). Blanks represent places where the teachers' names have been omitted.

The use of these models as guidelines should prevent issues from arising in the future regarding acceptable interpretations of what may or may not be included on each form.


Name:_______________________________           School and Position:__________________________

Years in System:_________________________       Grade:_____________________________________

Date:____________________________________  Evaluator:__________________________________

MODEL: (I. Teacher Goal(s) for School Year.. .

A.      Teacher Activities for Achieving Each Goal.. .)

I.     To create interdisciplinary learning opportunities for students.

A.    Assign materials that make connections among curriculum areas, e.g. math and social studies.

B.    Coordinate with team members to create interdisciplinary units, e.g. a unit on "pioneers" will be taught in January.

C._ Work with individual team members (_____________and I will share classes to create original books).

D.    Share ideas with colleagues.

E.    Attend conferences on topic of teaming; apply ideas presented in "Skillful Teacher" classes.

F.     Involve students with teachers in other subject areas, e.g. computer teacher will help instruct students in word processing of original stories.

G.    Provide students with techniques for reading in content areas.

H.    Provide interdisciplinary opportunities in math—use cooperative learning groups that focus on geometry, elementary algebra, and word problems.

II.    To promote development of positive self-esteem within classroom setting.

A.    Create classroom climate that encourages students to have positive feelings about themselves and their abilities.

B.    Communicate promptly with parents when needed.

C.    Student of the Week Program - One student is honored each week and others write paragraphs about him/her.

D.    Great Things We've Done - Each week students nominate classmates for kindness, academic work, special events, etc. Certificates are awarded.

E.    Creative/critical thinking activities provide students on all levels with opportunities to feel successful (no one right answer).

F.     Encourage students to work successfully in groups; foster active and cooperative learning.

Signature of teacher in no way indicates approval of contents. These goals/ activities are arrived at through discussion between the teacher and evaluator.

Teacher's                                                                               Evaluator's

Signature:___________________________               Signature:_______________________________


Name:_______________________________           School and Position:__________________________

Years in System:_________________________       Grade:_____________________________________

Date:____________________________________  Evaluator:__________________________________

MODEL: (I. Teacher Goal(s) for School Year,..

A.       Teacher Activities for Achieving Each Goal. . .)


Cultural Diversity:             Helping each child become aware of his cultural heritage, including Caucasians, to develop a pride in his/her heritage and the contribution made to U.S.A. - relating it to the fact we are all Americans.


a.     Will elicit parent help - input as to each child's heritage-songs, food, origin, attributes.

b.     Will spend 2-4 weeks on each country.

c.     Will culminate with each country with a program - party (for our class only).


Reading: Will pilot the new Ginn World of Reading series.


a.     Determine growth, enthusiasm, and success of program as year progresses.

b.     Assist other teachers to become aware of the program.

c.     Incorporate whole language and cooperative learning.

d.     Eliminate stigma of grouping through whole language-cooperative learning using enrichment literature for grouping instead of series.


Math:    Devise a Math Curriculum using Heath, Addison Wesley, D.M.P., and other Hands-on Manipulatives— using no workbooks.


Signature of teacher in no way indicates approval of contents of. These goals/activities are arrived at through discussion between the teacher and evaluator.

Teacher's                                                                               Evaluator's

Signature:______________________________        Signature:__________________________________


Name:_______________________________           School and Position:__________________________

Years in System:_________________________       Grade:_____________________________________

Date:____________________________________  Evaluator:__________________________________

MODEL: (I. Teacher Goal(s) for School Year...

A.       Teacher Activities for Achieving Each Goal...)

I.    Be a better resource for teachers in providing curriculum related materials, fiction (topic related and read aloud), information on new acquisitions.

A.    Reach out to provide information on areas I'm aware of when its unsolicited.

B.    Provide forms which make it easier for teachers to request specific resources (print or human), thus enabling them to make a request when they think of it—not just when they see me.

C.    Devise and distribute a form on which I can note newly acquired materials which might be of interest to individual grade level or teacher.

D.    Circulate monthly wish list for future orders/acquisitions. Something may come up that would be forgotten by waiting until May/June as I have in the past.

II.   Improve the handling of paperwork/clerical aspects of Library:

A.    Run a volunteer session to teach book repair (done 9/29).

B.    Recruit and train volunteers to type and file.

-recruit them by adding this option to fall volunteer slip,

-devise guidelines for completing tasks,

-devise method of dispensing work to be done,

 -provide training session (to be held 10/9),

III.          Improve logistics for student recording program begun last year.

A.            Give potential recorder a date for readiness to record.

B.            Set up specific time schedule for recording (in triplicate).

IV.          Provide Peer Coaching Experience.

A.            Visit colleague class presentation.

B.            Colleague visits me.

C.            Critique sessions.

V.            Direct Student Activities.

For Grades 3 and 4 - reports on reference skills progress to go home (in report cards).

T-shirt designs to promote book week.

A"mazing" Reading display book lists with mazes monthly.

Author and student birthday balloons display (3 authors per month).

Mystery Book Box - January - upper wing - clues to guess book.

Signature of teacher in no way indicates approval of contents of. These goals/activities are arrived at through discussion between the teacher and evaluator.

Teacher's                                                                               Evaluator's

Signature:_________________________________ Signature:__________________________________


Date of Classroom Observation: ____________________________________________________________

Date of Teacher/Evaluator Conference: ______________________________________________________

Teacher's Signature______________________________________________________________________

Evaluator's Signature_____________________________________________________________________


_________________was observed conducting a reading lesson with a homogeneous group of below average readers. At the beginning of the instruction, she conducted a review of vocabulary they had been working on in the previous day's session. Then she passed out a quiz on these same words. After about 10 minutes, she collected the papers of those who were finished but told those still working that they could have more time later to complete the quiz. She conducted a review of the story "The Fire Bringers" through a series of questions. Next, she handed out large white construction paper on which students were told to construct a time line telling a legend of how a tribe got fire. As there was only a little time left in the instructional period,_____________________ told them to just make notes of things they might include, and the project would be finished tomorrow.


__________________ 's teaching evidenced sound planning, diversity of appropriate learning experiences and strong impact targeted to the needs of the students involved. The following are the elements that contributed to this judgment:

a.     PLANNING: The objectives were appropriately planned at the mastery and generic thinking skill level. As examples, these objectives were observed and clarified during the post observation conference:

          Mastery Objectives: to know the vocabulary for the story "The Fire Bringers"; to know the structure of the story "The Fire Bringers"; to know the correct sequence of events in the story.

          Generic Thinking Skills Objectives: to apply a standard set of questions that provide a structure to a piece of fiction in order to gain deeper understanding of the story; to understand the concept of cause and effect by labeling such events as they appear in reading content; to understand how to conduct a character analysis using a standard set of questions relating to the behaviors and the author's clues.

          Activity and Involvement: The above objectives also had an intentional activity objective that was well matched to the learning style of these students. Noting that these were students who might lose interest quickly, who do not search for precision in selection of meaning, who have difficulty staying with a disciplined exercise such as vocabulary drill,___________________ structured the previous day's assignment to provide high engagement. She assigned them partners. Each     student had to research and learn half the words and teach them to the partner. Each partner had a different half of the list. This was successful as evidenced by the high degree of engagement and conversation between the students on the vocabulary.

Similarly, the objective to master sequence in the story was designed with a motivating, engaging element as well. The students were to visually map the sequence of a legend, using a model of a story map. Since writing is difficult for most of the students,_______________________ designed the activity to build on their visual skills. She wanted them to see that an important element of story structure, such as sequence, could be brought out in ways other than writing. What was significant about the activities was that they were designed with mastery of a concept or skill as an outcome - not simply "a good time" for students.

As a result of this careful planning, students were engaged in high level thinking about their reading. The expectations, having simplified content, were appropriately demanding and similar to those of higher performing groups. This showed excellent judgment on_____________________ 's part regarding the long term outcomes for below average readers.

b.     CLIMATE/TONE: The tone of the learning was one of support and belief in each student's success. The climate was one of learning and stretching without fear of failure, without tension. Evidence of this was seen when_________________ conducted a review of the vocabulary words for the quiz right before the quiz began. At the end of the review, she asked students if there were any words they still weren't sure about and wanted to review again. There was an expectation that "we can all get 100 if we listen and learn, and we'll all help." Further evidence was indicated by_________________ 's behavior during the quiz. She circulated, checked student's progress, gave them some immediate feedback so they had the chance to correct, gave them hints if they were stuck. Examples: "Up here, you used the word HEED twice. I think one must be wrong. Check it." She was truly there to help. The emphasis of the quiz was on knowing the words and knowing how to use them, not punishment for not knowing.

This tone of cooperation was further evidenced in____________________ 's explanation of prior work on the same content. Specifically, she assigned students to work on vocabulary mastery with partners.

CLARITY: The lesson achieved clarity through the following moves. She asked many comprehension questions: "What does 'keen' mean?" "What can you tell me about a legend?" When students encountered difficulty with vocabulary, she gave minimal cues by taking them back to where the word appeared in the story context to see if that would give a clue. ("Can you find me the sentence where the word is used on this page?") She unscrambled confusions by asking pinpoint questions and by re-explaining. Examples: "Is it telling us true facts or is it telling us a story?" "They didn't use the word VOLCANO in the story. What words did they use to describe a volcano?" She used visual aides to give greater clarity and to provide a model. She did this by drawing a map of the coyote's journey on the board. This organized the students' thinking about the order of events in the story and served as a model of an organizer map that they were to construct later independently. "Do you see how this map can help you organize the events in the story?"


We discussed the background of the specific objectives, what had come before, what would come next. It was clear that there was not only an appropriate context for these specific skills but that_____________ has larger, more global outcomes in mind for these students. Simply stated, she wants them to be able to read and comprehend a story well enough to tell the main events in an appropriate structure of problem-characters-resolution or beginning, middle, and end. She intends for them to be able to write a succinct summary of a story. She also wants them to feel secure enough about their reading ability so they choose it as a leisure activity.

We discussed the need to be cautious in designing alternatives to traditional seatwork so that they do stay interested but receive enough practice at what they are deficient in so that they can improve. For example, the alternative story summaries that are visual maps are balanced with enough writing by students so that their writing fluency can improve.


This was very fine, carefully planned and carefully implemented instruction. The expectations were high. The tone of individual interaction with each child was positive. The climate of the classroom carefully supported strong ego development while stretching students' starting points.


Date of Classroom Observation: ____________________________________________________________

Date of Teacher/Evaluator Conference: ______________________________________________________

Teacher's Signature______________________________________________________________________

Evaluator's Signature_____________________________________________________________________


My third formal observation in__________________ 's classroom took place on March 14,______________. The lesson focused on the extension of learning of the weekly spelling words. Students used their notebooks to record dictated sentences. Directions included special attention to spelling and correct punctuation. The chalkboard was used by           ___________________ and students to record and review dictated sentences.


The objectives addressed in___________________ 's lesson included those of coverage, activity, and mastery level. The spelling text for the grade specifically provides weekly lists for the students with activities to be used throughout the week. Dictation is one of the mastery level activities. ("See if you can underline the spelling words...this unit. just this unit...Who can tell me what spelling words are in that sentence?")

Directions for what to do with the dictated sentences were clearly stated. ("Underline spelling words...check...check.") In this way, confusion around the task was minimized.

Specific comprehension of the individual objectives of the lesson was tapped by an extensive repertoire of pinpoint questions. ("Who can help him with the spelling?...What punctuation could I use?...What did you forget at the end of the sentence?") General comprehension of concepts was dealt with as well. Clues for remembering spelling were encouraged. ("If it works, use it; if not, forget it.")

Wait time was appropriate and allowed those who needed more thinking and doing time to respond. ("Raise your hand if you've got it.. Rich...Maura...")

The intrusion of three students walking in late was skillfully handled. The children were warmly welcomed and immediately directed to the task at hand. ("We're doing dictation...Do the best you can with this one you'll catch up...Fatima, Debbie, Chris, just copy from the board.") In this way, the children felt comfortable, relaxed, and could begin work with ease.


____________________ 's on-going rapport is built upon her strategies to acknowledge and reinforce positive attempts at success, whether it be for management or comprehension. ("Thank you for raising your hand and not calling out...Pat yourself on the back.") Humor and dramatization of material led to motivation and heightened interest. ("Don't write it right away...Listen so it makes sense...The vein in his neck...when the colonel got angry [dramatized]...Check spelling of 'vein' [dramatized].")

Children were often called upon to share responses on the chalkboard. In this way,_______________ could not only check learning but also increase attention to task. ("'re not along.") One student, Christine, was especially excited about sharing and showed her delight through overt body language.


________________________ has a way of making the review and extension of a lesson interesting. Her manner, respect, and acceptance of the diversity of students, flexibility in lesson strategy, and response to a wide variety of learning styles highlights her quality teaching.


Date of Classroom Observation: ____________________________________________________________

Date of Teacher/Evaluator Conference: ______________________________________________________

Teacher's Signature______________________________________________________________________

Evaluator's Signature_____________________________________________________________________


______________________ was observed teaching a math lesson in a whole class setting. First, the students did a multiplication test.___________________ dictated a problem for which they had to write the answer. Students were instructed to write down the problem even if they didn't know the answer.

Next,________________________ explained to the students that they would be writing the multiplication families for these combinations. She reviewed the addition/subtraction family, and then she showed the multiplication/division relationship. Students were asked to write one related fact, either multiplication or division, next to each problem recorded on the paper.

The students proceeded to work. _______________________ circulated among the students, checking their work and providing individual help where needed.


The instruction had impact on students' learning in the following ways:

a.     For drill and reinforcement, it provided another format for assessing mastery of multiplication facts.

b.__ The conceptual development of the "family relationships" was very clear.___________________ used the model of addition and subtraction, a point of clear mastery, to model the relationship of multiplication and division, a less familiar concept. Hence, the new knowledge began on a point of solid understanding.

c.__ When students needed correction,_________________________ started at a point of success and then guided toward the newer material by giving a well thought out progression of minimal cues. For example, she said, "If you already know 4 X 5, then you can figure out 5X4." The implication in this type of coaching seemed to be that the emphasis was on seeing what had to be learned, and looking for the related facts that would help the process. Students were able to be successful with these clues.

d.     Student response: The students were very focused on the task. They worked independently. They did not ask for help, not did they need any of the dictated problems repeated. This implies that the students had internalized the expectations of the classroom which demand serious effort.


___________________ provided a larger context for this lesson. Her immediate goal (for this lesson) was threefold: (1) to provide a quick check of mastery for her benefit as well as the students'; (2) to provide a way for students to see that the number of facts they would need to memorize is less if they see the commutative relationships; and (3) to provide variety in the long-term process of memorizing multiplication facts.

When asked for an evaluative assessment of the students' progress in learning their multiplication facts, _______________________ indicated that she is pleased with their progress. She indicated that most of the students have learned through the 6 or 7 tables.

__________________________ indicated that the students were showing resistance to the memorization task. We discussed several ways to increase their motivation to mastery learning of the facts: (1) use stickers on a chart (either group or in folders, based on the assumption that the stickers would mark their progress and students could relate to the increments in learning more concretely; (2) continue or increase the amount of cooperative learning allowed; (3) explore the possibility of going on to a geometry or measurement unit so that students don't get bogged down with memorization and provide short amounts of cumulative practice; (4) have students write a note to their parents, seeking their help and support with this task.

The following suggestions would enhance the impact of this instruction. _____________________ already provides strong oral drill with quick repetition of the related fact within a few moments. I suggest that at the end of such an exercise, the learning may be strengthened by asking explicitly for students to give an example of one fact they learned during that drill. This could increase their focused listening to other students' responses.

The second suggestion was to transfer the skill to a cooperative learning structure. The measurability and the need to build in a renewed motivation to stick with memorizing the tables lends itself well to a cooperative learning mode. Students could provide strong tutoring to each other, and they might feel more motivated by the group camaraderie.

A third suggestion addresses the long range context of teaching multiplication. After students have some familiarity with the concept, they should have some instruction in the use of calculators with multiplication. There are two reasons for this. (1) Students can progress in the complexity of multiplication problems without being hindered by their memorization skills, (2) A calculator is the real-life application of multiplication.


Although the activity of the instruction - the drill of the dictated multiplication facts - was relatively simple and one dimensional in its focus,______________________ is to be commended for understanding the larger complexity of learning the multiplication tables. She provided a variety of exercises and supports so that the students could master the objective over a long period of time. Her goals for mastery were realistic. She identified the critical elements needed for success. She had several avenues open for increasing motivation and efficiency in learning and using the multiplication tables in the future.




To:          Members of the Northborough School Committee

From:     The Administration


School: _______________________________________________________________________________


Years in System:________________________________________________________________________


(Evaluators should include the commendations and recommendation relating to: I. Classroom Management, II. Teacher Performance, III. Professionalism.)


__________________________ articulated one goal that addressed classroom management. She intended to explore cooperative learning in more depth this year. In defining the actual growth area more clearly, the goal was to take the group work, always a frequent learning structure in____________________ 's program, and move it to a more complex level of cooperative interaction. Toward that goal,_______________ attended several workshops and applied the knowledge base provided in the course "The Skillful Teacher."

_____________________ was most successful with her efforts. In one formal observation, she used partnership designs to increase students' interest and retention of vocabulary words. The social dimension of the partnerships was an excellent way to heighten the engagement in vocabulary development of a group of low achievers. Later in the year, she tried other models such as the expert learners and the numbered heads designs. She applied these structures to current events, reading, science and language arts. She was pleased with the results and intends to continue exploring the structures.

Working with her team, she helped refine a successful process for communicating student progress to parents with more elaboration than the report card allowed. Each homeroom teacher wrote a narrative describing the specific accomplishments in each of the academic areas and in social development. While this was a tremendous amount of work, the impact was invaluable. The narratives made parent conferencing much more potent. These writings focused parents' questions toward a better understanding of academic growth and reduced personal judgments without appropriate supportive detail.


The full scope of__________________ 's repertoire of teaching strategies has been summarized in previous evaluations. Hence, this document will focus only on new or different parameters and areas of growth. One of_____________________ 's goals in curriculum was to use writing for math comprehension. Toward this goal, she successfully implemented math journals for her students. Once a week, students wrote in response to a directive that

helped them synthesize the week's learning. Examples of the directives included: write what was easy, what was hard, what is still confusing from this week's work; write the thinking process for a given algorithm; explain how you would teach someone else the way to solve X problem.________________________ was very pleased with the results. While students balked at the exercise initially, they developed an interest to the point that they would remind her when it was time to do it. It is too early to measure the impact of this strategy on students' math comprehension, as they only recently took the State Assessment tests. However, it couldn't help but strengthen their reasoning skills.

A dimension of_________________________ 's teaching that hasn't adequately been documented is the strength of her personal relationship building with students, both individually and as a group. She continually monitors the pulse of social issues through the informal talk, the student complaints, and the more dramatic recess conflicts. She addressed issues directly with the class, providing the time and the safe climate for students to talk openly. She sets reasonable parameters about expected behavior to resolve these conflicts. She never hesitates to enlist her teammates to uniformly address problems. She also allows and encourages discussion about students' personal issues when that discussion happens spontaneously as an extension of content. She does this appropriately, realizing the bonding effect that occurs when students' personal issues are acknowledged. Several letters have come in this year from parents, as well as verbal praise, expressing appreciation for________________________ 's ability to deal sensitively and effectively with the social issues that can impede learning.


____________________________ initiates continual growth as teacher. In addition to "The Skillful Teacher" course as one source for _______________________ 's development ______________continued her work with the Department of Education in its statewide effort, Beyond Paper and Pencil, which explored ways to assess reasoning and applications in math and science. In that capacity, she served as a planner and facilitator for the statewide conference, to name just one dimension of that role.

At the building level,________________________ conducted separate workshops for parents and teachers on the implications of the statewide project. The workshops were excellent. She provided hands-on activities, a video, and the background material for maximum understanding of the importance of application. She also followed up by disseminating the new math standards from the National Council of Teachers of Math. These new standards show a major shift in the emphasis of classroom objectives. ________________________________ organized the dissemination in small units so that teachers could fully digest the changes necessary. She also wrote about these two efforts for the school newsletter.

_______________________ and her team members have achieved recognition among the staff and the parents for having perhaps the most effective teaming structure in the school. The successful efforts of one teacher are adopted across the team. They use each other in a collegial way to problem solve through regularly scheduled team meetings.

One other building level professional activity was her membership on the School Improve-ment Council this year. She helped the council come to consensus and early closure.

At the district level,____________________________ continued to work with the Math Curriculum Coordinating Team. One of her most outstanding accomplishments in that capacity was to develop an assessment instrument with her team. She also consulted with other schools, particularly one in Southborough, on achieving greater implementation of the DMP program.

These accomplishments speak to the high degree of professionalism for which__________________ is noted. The areas to explore for further development grow out of her initiations this year and her natural inclination to maintain high standards as children, staff, and structures change. With that in mind, these areas are recommended for her on-going growth:

          to explore a restructured reading program with more heterogeneity and homeroom base;

          to restructure a new grade level team when a new teacher comes on board ~ providing the opportunity for new ideas from the new person without compromising the high standards already achieved by her team.

          continue to explore cooperative learning structures as a powerful model for increased academic and social needs, based on the success of this year's efforts.

Once again,____________________ has had a most successful year. It is my pleasure to work with someone of her integrity, quality, and expertise.

Administration________________________             Teacher____________________________________


To:          Members of the Northborough School Committee

From:     The Administration


School: _______________________________________________________________________________


Years in System:________________________________________________________________________


(Evaluators should include the commendations and recommendation relating to: I. Classroom Management, II. Teacher Performance, III. Professionalism.)

____________________________ is completing her___________________ year as a teacher of children with special needs in the Northborough Public Schools.


_______________________________ has established a very positive working relationship with her instructional aide. She utilizes this aide in an efficient way that puts emphasis on student needs, not teacher needs.

She continually provides academic services to the students to the very best of her ability. She respects the dignity of her students, parents, and staff and embraces diversity with students and staff. Responsibilities are taken seriously, and her performance is superior. She treats with respect those she works with, is receptive to new ideas, and develops a positive working relationship with parents and staff.

______________________ motivates students through a consistent use of a point program. Children use the accumulated points to select their rewards.


This year__________________________ has initiated a very intensive academic and social program for two special needs students. She demonstrates sensitivity to the diversity of each student in her class. In her interactions with children, she enlists their interest in reaching the goals she sets for them. _____________________ participated in the Orton-Gillingham reading workshops held this year and was implementing some of the techniques (use of rough board) and using materials acquired with the two children previously referred to during my most recent observation.

She maintains an environment which motivates interest through the display of students' work, well-organized work areas, and appropriate use of computers and other audio-visual equipment. Her classroom momentum is excellent, and there is much evidence of appropriate provisioning. Winning attention moves are evident through praise and encouragement. She makes swift, well planned transitions from one activity to the next with no loss of momentum. Adequate time is provided for each student to complete the activity.


________________________ has demonstrated an investment in school-wide goals. She is_______________________ School Computer Curriculum Committee representative and is currently involved in conducting that committee's curriculum evaluation at team level meetings. She assists other staff members who are having difficulty with computer programs and keeps the staff informed of new developments.

______________________ plays a leadership role in faculty meetings, showing commitment to building-wide concerns. She considers teachers' personal priorities in scheduling meetings. ____________________ develops a partnership with parents for the mutual concern of the students.


1.       Integrate new learning tools for reading with dyslexic children as prescribed by Children's Hospital. The Orton-Gillingham materials and techniques should be further expanded.

2.       Support classroom teachers in managing of children with specific behavioral   difficulties.

3.       Actively participate and provide consultation to Child Study Teams when behavior modification interventions are indicated as a need.

Administration_____________________________ Teacher____________________________________


To:          Members of the Northborough School Committee

From:     The Administration


School: _______________________________________________________________________________


Years in System:________________________________________________________________________


(Evaluators should include the commendations and recommendation relating to:

I.     Classroom Management, II. Teacher Performance, III. Professionalism.)


The atmosphere in Mr. Person's classroom has been minimally productive when observed during two formal occasions and weekly informal visits. His role with the students, his use of instructional time, and the preparation and access of materials contribute to minimally productive instruction.

Attempting to implement an individualized program in math and reading, Mr. Person spends most of his instructional time with one or two children at the small table in the back of the room. Other children wander around the classroom acquiring materials, talking to friends enroute. Students continually interrupt his direct instruction to ask what they are supposed to do next and where they can find certain materials. He often needs to leave the instructional area to secure the materials from a pile of assorted papers, books, and artifacts collected on his desk. Although he directs students to hold their questions until he is finished with his individual instruction, he instinctively responds to each student who approaches. Other students often sit with hands raised waiting at their desks for ten to fifteen minutes before he attends to them.

The physical design of Mr. Person's classroom adds to the distractions. His position in the back corner of the room for most of the instructional time prevents him from having an unobstructed view of the classroom. When he gives directives from that vantage point, a third of the students cannot see him. Likewise, when instructing a whole group lesson from the front of the classroom, another third of the class cannot see the blackboard through the science activity table in the center of the classroom. The cluster of desks near the windows are so closely positioned that students knock materials off other students' desks while attempting to walk between the rows.

While the intention of giving strong individual attention to each student is a worthy instructional design, its benefit is negated by the lack of frequent interaction with each child. On two occasions, students were directed to get a worksheet form the "Busy Box" because he hadn't had time to correct their assignment from the previous week. During a recent conference with a parent, Mr. Person explained that he did not have any grades yet for the child, even though it was four weeks into the marking period.

Whether Mr. Person continues his individualized instructional model in math and reading or changes to another model, the following management recommendations are suggested to improve the productivity in his class:

•      Materials need to be easily accessible to students with a minimum of distraction. There needs to be a 5-minute time frame for students to look over the assignment, get materials, ask questions. Mr. Person needs to not only be accessible during this time period, but he should also check to see if each student has an appropriate assignment and knows what to do for the duration of the time when his attention will be occupied with a small group of students.

          Directives intended to minimize interruptions during direct instruction need to be consistently implemented.

          The physical arrangement of the classroom needs to be reconsidered to minimize distractions. One such plan was suggested in October. Perhaps that one could be implemented if an alternative is not forthcoming.

Student work needs to be corrected and returned in a timely manner. Entries into a record book must be frequent. A log of anecdotal student information is suggested as well, especially to report on activities in the DMP (math) curriculum.


Mr. Person has made significant gains in the range of curriculum offerings in his classroom this year. He has allocated a minimum of half his math instruction to the DMP curriculum. Using the Heath text for computational instruction, the math curriculum is now well balanced between computational and conceptual development.

In reading, Mr. Person has implemented a rich literature supplement to the Ginn Basal series. Using multiple copies of paperbacks, the students will have completed at least three of these classics by the end of the year: The Paper Crane; Harriet, the Spy; The Great Gilly Hopkins; Sara, Plain and Tall; and In the Year of the Boar and Jackie Robinson. Noting other curriculum innovations, the science activity center is an engaging, well-constructed way to offer science as inquiry and exploration rather than relying on short answer worksheets from previous years.

While Mr. Person's attention to meeting the needs of individuals is commendable, the exclusive commitment to an individualized program in math and reading results in several instructional problems. The management issues have already been described in the previous section. The instructional design relies too heavily on paper and pencil activities as the major teaching tool. Other than the twice weekly oral reading, students spend most of their day at their seats completing short answer worksheets independently. This excludes opportunities for learning to be interactive, cooperative, and explorative.

A final problem with the individualized design is that the learning objectives for each child are defined by the text. During conversations about the long term goals for individual children, Mr. Person indicated that he planned for the student to do the next unit in the book. Hence, the text book drives the objectives. This excludes opportunities for stretching students into higher level thinking skills beyond the text and to prioritize more global competencies, best done with small or large group configuration, as outcomes of instruction.

The following recommendations are made to increase the impact of Mr. Person's instruction:

          a broader range of instructional activities should be provided. This would include: small group and whole class instruction; cooperative learning; focused group discussion so that an individual's knowledge is equal to the collective intelligence of the group; questioning at all levels of Bloom's taxonomy; interdisciplinary projects.

          instruction needs to be planned with definitive, key competencies as instructional outcomes to replace "completion" as an outcome.


Mr. Person is very dependable. He arrives at school early. His duties are carried out with a positive attitude, and he never needs to be reminded of them. He often volunteers to cover for the duties of absentee teachers.

In the context of professional growth, Mr. Person's most significant growth has come about through strong directives from an immediate supervisor. The positive changes previously described in the use of the DMP math curriculum and the literature supplement came as a result of a strong directive from the administrator after much resistance when initially discussed within the team. At staff meetings, Mr. Person often contributes reasons why something won't work whenever a new idea is suggested.

Mr. Person displays similar attitudes about professional workshops, even in areas that would directly strengthen his teaching skills. For example, The Skillful Teacher Course was suggested as a way to broaden his range of strategies for classroom management. Mr. Person did not take the course, nor did he seek out alternative professional workshops to solve the problems in that area.

Interactions with parents of students who are performing successfully in Mr. Person's classroom are very positive. However, the interactions with those parents of students who are having difficulty are often tense. In two recent conferences, Mr. Person became defensive in response to several legitimate questions asked by parents. On three occasions, parents have called the principal to say that they had requested a conference with Mr. Person but he was unable to arrange any time for it to take place.


The following recommendations are offered to improve Mr. Person's professional role within the school:

             Mr. Person should assume more responsibility for his professional growth. This would include showing more initiative in solving some of his classroom difficulties through professional workshops.

             Mr. Person needs to be more accessible and responsive to parent inquiries. An acceptance that parent questions regarding their child's progress are legitimate and even encouraged could minimize his defensiveness with parents.

             A greater tolerance for new ideas would increase his collegiality with other teachers.

The growth in the curriculum areas are commendable. Efforts in the recommended areas in this summary are expected for next year.

Administration_______________________________                             Teacher_____________________________

Professional Growth Option

November 1,2002

The rationale for a professional growth option is to provide teachers with professional development opportunities where they can expand their knowledge of issues important to their careers, their schools, and their districts. It provides educators an opportunity to reflect on their practice and explore issues important to them.

It is crucial to the success of this program that teachers - either individually or in groups - determine, implement, and carry out their professional growth options. The role of the administrator is to facilitate the work of the teachers and offer assistance in helping them share learning with their colleagues. The professional growth option is meant to promote teacher learning, rather than to simply concentrate on classroom observations.

It is suggested that the wording of the professional growth option emphasize the benefit to the teacher and/or the educational community. Some possible professional growth option language follows. These examples are by no means all-inclusive.

   Develop rubrics for writing or reading and share with the faculty and/or team. As a result of this option, assessment practices will be strengthened.

   Analyze MCAS results for a subject at a particular grade level. Share suggestions with colleagues. As a result of this action, both curriculum and student achievement will be strengthened.

   Explore and/or implement NAEYC (National Association Education of Young Children) accreditation. As a result of this action, an important Department of Education guideline will be implemented and our early childhood programs will be strengthened.

   As a member of the school council, actively participate in the writing of the school improvement plan and facilitate faculty involvement. As a result of this option, a school's improvement plan will reflect wider faculty involvement and will be more easily implemented.

   Serve as a co-operative teacher through a college or university program. As a result of this option, the teacher provides invaluable assistance to a student intern and also strengthens his or her own classroom practice.

   Successfully complete a graduate course, the content of which is aligned with building or district goals. As a result of this option, the teacher acquires new skills and has strengthened his or her professional repertoire.

   Actively participate in curriculum development as part of one of several district K-12 curriculum teams. As a result of this option, a teacher engages in collegial work deepening, analyzing, or integrating a particular curriculum area.

   Actively participate in a study team which is examining educational practice in a particular school or in the district. As a result of this study, the teacher gains valuable knowledge and works toward developing a professional community of learners.

   As an individual or as part of a study group, investigate and make recommendations concerning transitional practices for home to preschool, home and/or preschool to kindergarten, 5th grade to middle school or 8th grade to the high school. As a result of this work, transitional practices in the school district will be improved.

   Serve as a mentor to a new teacher, meeting on a regular basis and sharing frequent classroom visits and observations. As a result of this project, the teacher not only passes on a wealth of knowledge to a beginning educator, but also gains valuable insight into his or her own classroom practice.

   Develop specific strategies to develop a stronger relationship with senior citizens or other groups in the community. As a result of this effort, the school and community will work more closely together.

For further suggestions, please consult Danielson, C. & McGreal, T. (2000) Teacher evaluation to enhance professional practice. Alexandria, Virginia: Association for Supervision and Curriculum Development, pp 99 - 117.

Track I: Non-Professional Status Teacher-Beginning Teacher Track

Year 1                                    Summative Evaluation Process

Goal Setting/Minimum 3 observations


Year 2                                      Summative Evaluation Process

Year 3                                    Summative Evaluation Process

Track II: Professional Status Teacher - Professional Development Track

Year 4                                    Professional Growth Options

Goal Setting/Professional Growth Plan.

Professional Growth Summary and Reflection

Professional Growth Plan Annual Review Document and Conference

Professional Growth Plan in collaboration with administrator may include:

          Action Research

          Peer Coaching

          Portfolio Development

(Each one of these options will be defined by the district)

Year 5                                    Summative Evaluation Process

Goal Setting/Minimum 2 observations

Self-Reflection/Final Evaluation

Year 6                                    Professional Growth Options (Defined in Year 4)

Year 7                                    Professional Growth Options (Defined in Year 4)

Year 8                                    Summative Evaluation Process

Goal Setting/Minimum 2 observations

Self-Reflection/Final Evaluation

Year 9                                      Return to year 6 for continuation of the cycle

Professional Growth Option (From Year 6 on) contingent upon Administrative approval.