Orange

Show detailed information about district and contract

DistrictOrange
Shared Contract District
Org Code2230000
Type of DistrictElementary
Union AffiliationMTA
Most Recent DocumentContract
Expiring Year2013
Expired Status
Superintendency Union
Regional HS MembersRalph Mahar
Vocational HS MembersFranklin County RVTSD
CountyFranklin
ESE RegionPioneer Valley
Urban
Kind of Communityrural economic centers
Number of Schools3
Enrollment840
Percent Low Income Students49
Grade StartPK or K
Grade End6
download pdf version of this document view accessible version of this document Orange

 

 

 

 

 

AGREEMENT

 

 

Between the

 

 

ORANGE SCHOOL COMMITTEE

 

 

And the

 

 

ORANGE ELEMENTARY TEACHERS ASSOCIATION

 

 

School Years

 

 

 

 

2010-2013

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 


Agreement

 

Pursuant to the provisions of Chapter 150E of the General Laws of Massachusetts, THIS CONTRACT IS MADE between the SCHOOL COMMITTEE OF THE ORANGE ELEMENTARY SCHOOLS, ORAGE, MA             (hereinafter sometimes referred to as the Committee) and the ORANGE ELEMENTARY TEACHERS ASSOCIATION (hereinafter sometimes referred to as the Association).

 

 

Preamble

 

Recognizing that our prime purpose is to provide education of the highest possible quality for the children of Orange, and that good morale within the teaching staff of the ORANGE ELEMENTARY SCHOOL SYSTEM is essential to achievement of that purpose, and recognizing also our responsibilities to the citizens of ORANGE, we, the undersigned parties to this agreement declare that the following principles and procedures are hereby adopted:

 

A.        The Superintendent of Schools of Orange (hereinafter referred to as the Superintendent) has the responsibility for carrying out the policies so established by the School Committee.

 

B.        The professional staff of the Public Schools of Orange has the responsibility for providing the highest quality education for all children.

 

C.        It is the belief of the Committee and the Association that a strong explicit commitment to student achievement is the most promising response to the challenges now confronting public school systems.

 

D.        The parties desire to maintain a collaborative relationship beyond the collective bargaining relationship so as to provide the best opportunity for the Orange Elementary School System to succeed in its educational mission.

 

 

ARTICLE I

Recognition

 

For the purposes of collective bargaining with respect to wages, hours, other conditions of employment, the negotiation of collective bargaining agreements, and any questions arising thereunder, the Committee recognizes the Association as the exclusive bargaining agent and representative of all professional employees of the Committee (as such employees are defined in Section I of Chapter 150E of the General Laws of Massachusetts) including teachers, guidance counselors, school psychologists, school nurses, librarians, and speech/language teacher/pathologists; excepting, however, every such employee, who on the effective date of this Contract, is or thereafter shall be, designated by the Committee as a representative of it for the purposes of such bargaining.

 

Excluded from the above-mentioned bargaining unit shall be the principals, occupational therapist, computer technician, physical therapist, director of pupil personnel and special education administrator.

 

 

ARTICLE II

Management Rights

 

A.        Under the law of Massachusetts, the Committee, elected by the citizens of Orange, has final responsibility for establishing the educational policies of the public schools of Orange and it is recognized that the Committee has and will continue to retain, whether exercised or not, the sole and unquestioned right, responsibility and prerogative to direct the operation of the elementary schools in all its aspects, unless specifically delegated within the provisions of this agreement.

           

The parties recognize the exclusive and unabridged right of the School District, acting through the School Committee and/or the School District’s administrative representatives, to select and hire employees, to direct its employees, to promote, transfer, assign and evaluate employees, and to suspend, demote, discharge, or take other disciplinary action against employees in accordance with the Massachusetts General Laws, to promulgate and establish reasonable rules which employees are required to follow, to regulate the use of school property, to relieve non-Professional Status employees from duty at the end of a school year or as otherwise appropriate, to maintain efficiency, to determine the methods, means and personnel by which school services are to be rendered, to establish curricula and to take whatever other action may be necessary to carry out its mission of providing the highest quality educational program for the students except as expressly limited by a specific provision of this Agreement or by the law.

 

No action taken by the Committee or School Administrators as delegated under the Education Reform Act with respect to their rights, responsibilities and prerogatives shall be subject to the grievance procedures of this agreement.

 

B.        Subject to the provision of this Contract the wages, hours, and other conditions of employment applicable on the effective date of this Contract to the employees covered by this Contract shall continue to be applicable.

 

 

 

 

 

 

ARTICLE III

Grievance Procedure

 

A.        Definition

 

A “grievance” is a claim based upon an event or condition which affects the welfare and/or conditions of employment of a teacher or group of teachers and/or the interpretation, meaning, or application of any of the provisions of this Agreement or any subsequent agreement entered into pursuant to this Agreement.  A “grievant” is defined as an employee, employees, or the Association submitting the grievance.

 

B.        Time Limits

 

The purpose of this procedure is to secure, at the lowest possible administrative level, equitable solutions to the problems which may from time to time arise affecting the welfare or working conditions of teachers.  Both parties agree that these proceedings will be kept as informal and confidential as may be appropriate at any level of the procedure.  Nothing in this grievance procedure will preclude the parties from resolving issues informally, provided said informal resolution does not violate the terms of this Agreement.

 

Since it is important that grievances be processed as rapidly as possible, the number of days indicated at each level should be considered as maximum, and every effort should be made to expedite the process.

 

A “grievance” shall be deemed to have been waived, and shall not be further processed under this grievance process if it has not been presented or pursued within those time limits herein set forth.  The time limits specified may be extended by a mutual agreement in writing.

 

C.        Grievant and Association Rights

 

The grievant shall have the right to be represented by the Association at all meetings involving the grievance.

 

No reprisals of any kind will be taken by the School Committee or by any member of the administration against the grievant, any member of the Association, or any other participant in the grievance procedure by reason of such participation.

 

Decisions rendered at Levels One, Two, Three, and Four of the grievance procedure will be in writing setting forth the decision and the reasons therefore and will be transmitted promptly to the grievant and to the representative of the Association.

 

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

 

Forms for filing grievances, serving notices, taking appeals, making reports and recommendations, and other necessary documents will be jointly prepared by the Superintendent and the Association and given appropriate distribution so as to facilitate operation of the grievance procedure.

 

D.        Procedure

 

Level One

 

A teacher with a grievance will present it, in writing, to his/her building principal/immediate supervisor, either directly or through the Association, or appointed representative of the Association within fifteen (15) school days of the time the teacher or the Association knew or should have known of the act or condition on which the grievance is based.

 

Within ten (10) school days of receipt of the grievance, the principal/immediate supervisor will meet with the grievant.  Within five (5) school days of the meeting, the principal/supervisor will render a written response.

 

Level Two

 

If the grievance is not resolved to the satisfaction of the grievant and/or the Association within five (5) school days of the meeting at Level One, or if no response has been made within said time period, the grievant may present the grievance in writing to the superintendent within ten (10) school days of the Level One response, or the response due date, whichever is earlier.

 

Within ten (10) school days of receipt of the grievance, the superintendent will meet with the grievant.  Within five (5) school days of the meeting, the superintendent will render a written response.

 

Level Three

 

If the grievance is not resolved to the satisfaction of the grievant or the Association within ten (10) school days of the meeting at Level Two, or if no response has been made within said time period, the grievance may be presented in writing to the School Committee within ten (10) school days of the Level Two response, or the response due date, whichever is earlier. 

 

The School Committee will schedule a hearing of the grievance at its next regularly scheduled meeting or within fifteen (15) school days, whichever is sooner.  The School Committee will render its response, in writing, within ten (10) school days next following the meeting at Level Three.

 

Level Four

 

If the grievance is not resolved to the satisfaction of the Association within ten (10) school days of the meeting at Level Three, or if no response has been made within said time period, the Association may submit the grievance, in writing, for arbitration through the American Arbitration Association, with a copy to the superintendent and the School Committee, within fifteen (15) school days of the Level Three response, or the response due date, whichever is earlier.

 

            Only a grievance involving a claim that the School Committee and/or its agents

            has violated, misinterpreted, or misapplied any of the provisions of this agreement

            or any subsequent agreement entered into pursuant to this agreement shall be

            subject to arbitration. 

 

            The decision of the arbitrator shall be final and binding on the School Committee,

            the Association, and the grievant(s).  The arbitrator shall be bound by all the terms

            of this Agreement and shall have no power to add to, subtract from, or in any way

            modify its provisions.

 

The expenses for such arbitrators’ fees shall be shared equally by the School Committee and the Association.

 

E.         Class Action Grievance

 

If in the judgment of the Association, and within fifteen (15) school days of the time the teacher or the Association knew or should have known of the act or condition on which the grievance is based, a grievance affects a group or class of teachers, the Association may submit such grievance in writing to the Superintendent directly and the processing of such grievance will be commenced at Level Two.  The Association may process such a grievance through all levels of the grievance procedure even though the aggrieved person does not wish to do so.

 

 

ARTICLE IV

Salary Schedule

 

A.        Salary Schedule – See “Appendix A.”

 

B.        Personnel whose positions require regular and frequent travel between the schools, shall receive a travel stipend of $200 per year, with half the amount paid on or before January 15 and the rest by the end of June.

 

C.        The salary provided teachers covered by this contract is deemed by the Committee and the Association to be fully earned by the close of the teacher’s school year and proportionately during the school year.  In the event of termination of service for any cause at the end of or at any time during the school year, salary earned but withheld to date of termination shall be payable to the teacher or, in the event of death, to his/her executor or administrator.

 

D.        A teacher may elect one of the following payment schedules unless s/he is paid by a grant, which does not allow all of these payment options.

 

1.         Twenty-one equal, bi-weekly installments beginning with the first pay period in September.

 

2.         Twenty-six equal, bi-weekly installments beginning with the first pay period in September.

 

3.         Twenty-one bi-weekly installments beginning with the first pay period in September, the first twenty of which equal 1/26 portion of annual salary and the twenty-first which equals the balance due on the remainder of annual salary.

 

4.         The choice between which of the three (3) foregoing methods of payment a teacher wishes, must be made not later than August 1 preceding the payment year, or immediately upon initial employment (if employed after August 1) by submitting such decision to the Superintendent’s office on the approved form.  If a teacher (other than a newly employed teacher) does not submit such form by August 1, then the District shall continue the same method of payment as utilized for that teacher the preceding year.  If a newly employed teacher does not submit such form immediately upon initial employment, then the teacher will receive payment of his or her salary in twenty-one (21) equal installments.

 

Changes in method of payment may not be made during a school year.

 

E.         Beginning with the first teacher employment day of the 2004-2005 school year, the opportunity for advancement on the salary scale shall be provided for those individuals who have attained thirty-three (33) credits beyond their Bachelor’s Degree (B) and Master’s Degree (M).   The salary schedule shall include B+33 in the M column and M+33 in the 2M/Cags column.

 

As all credits acquired prior to the first teacher employment day of the 2004-2005 school year are from courses that have been pre-approved, any teacher possessing enough credits to be eligible for B+33 or M+33 may submit the credits for appropriate movement on the salary schedule in accordance with the provisions of this Article and Article VI.  All future credits to be applied must be from courses that are pre-approved by the Administration.

 

To advance on the salary schedule for the first teacher employment day of that year, all necessary transcripts must be submitted to the Superintendent’s office no later than October 15th.  Advancement shall be retroactive to the first teacher employment day of that year.  To advance on the salary for the second semester, all necessary transcripts must be submitted to the Superintendent’s office no later than February 15th of the second semester.  Advancement shall be retroactive to the first day of the second semester.

 

 

ARTICLE V

Payroll Deductions

 

The Committee shall certify to the Treasurer of the Town of Orange, payroll deductions as follows:

 

A.        For the payment of dues to the Association duly authorized by employees covered by this Contract. Deductions are to be made in eight equal payments beginning in October. (See also Agency Fee Provision).

 

B.        For savings in the amount of five dollars minimum, per pay period, duly authorized by members of the Massachusetts Teachers Association Credit Union, to be deposited with said Credit Union in the member’s name, or to a deferred compensation or TSA account.

 

C.        For teacher contributions to health insurance, group term life insurance and other forms of insurance (where appropriate) to be paid with pre-tax earnings.

 

 

ARTICLE VI

Increments and Courses

 

A.        For degrees earned prior to the start of a work year, credit will be given retroactive to the start of the work year provided a true copy of the degree and the school transcripts is received by the Superintendent of Schools on or before October 15th of that year. If the proper documentation is not on file within the established deadline, the employee must wait until the following semester to obtain any increase.

 

For degrees earned after the start of a work year, but prior to the start of the second semester of the work year, credit will be given retroactive to the start of the second semester provided a true copy of the degree and the school transcripts is received by the Superintendent of Schools on or before February 15th. If the proper documentation is not on file within the established deadline, the employee must wait until the following work year to obtain any increase.

 

Teachers will receive compensation for a maximum of 21 credits earned before 9/1/92. There is no cap on the number of credits earned after 9/1/92 for which a teacher can receive compensation.

 

B.        The Committee reserves the right to require study during the school year in specific courses related to the changes in curriculum or new methods of teaching for which the teacher is responsible. It is understood that teachers who are taking courses under this section will be reimbursed for tuition, books, and travel expenses by the School Committee.

 

Teachers taking required specific courses for which reimbursement is paid shall not receive compensation within the scope of “A” above.

 

C.        Service increments will become effective upon the first day of each employment year. They are not automatic and can be withheld by a vote of the Committee on an individual basis. The Committee reserves the right to withhold increments from a teacher doing work that is unsatisfactory, as the increments are dependent upon continued satisfactory service. Any member of the bargaining unit who is present for at least half of his/her contracted days will be eligible for a service increment in the following year.

 

D.        Costs (mileage, fees, materials) associated with teacher initiated requests approved by the Superintendent for workshops or other study, within or outside the system, shall be borne by the Committee. If a workshop provided by the school system does not meet individual teacher’s needs as determined by that teacher and principal, that teacher may request an alternate assignment.

 

E.         It is the policy of the Orange Elementary School Committee to encourage teachers to continue professional study.  To assist in this process, the School Committee shall reimburse teachers for coursework under the following conditions:

 

1.         The teacher must be at or beyond the maximum level (2M, M+33, CAGS) of the salary schedule.

 

2.         Courses must have prior approval in writing by the Administration.

 

3.         Only graduate level coursework shall be considered for reimbursement.  The standard of work must be that which is acceptable for graduate credit.  A pass grade is acceptable if a stated letter grade is not offered for the course.

 

4.         The courses, including on-line and correspondence courses, must be offered by an accredited college or university.  If questioned, it is the responsibility of the applicant to obtain evidence of accreditation.

 

5.         The Committee shall reimburse one (1) course up to four (4) credits in a given fiscal year.

 

6.         Reimbursement shall be based on the following formula:

 

·                     If one (1) or two (2) teachers apply and qualify for reimbursement, $1000 shall be divided equally between the applicants;

 

·                     If three (3) or four (4) teachers apply and qualify for reimbursement, $2000 shall be divided equally among all the applicants;

 

·                     If more than four (4) teachers apply and qualify for reimbursement, the School Committee may increase the total amount to be divided equally among all the applicants.

 

7.         Reimbursement shall not exceed the total amount of course payment, as documented, including tuition, fees, textbooks, and/or related materials.

 

8.         Course reimbursement shall occur within sixty (60) days of the date that the grade report and course payment documentation are provided to the Superintendent of Schools.  Reimbursement for courses shall be made by separate check.

 

9.         Any teacher who seeks reimbursement for courses must be under contract with the Orange Elementary School District at the time reimbursement is requested.

 

10.       Courses taken during a sabbatical year shall not be reimbursed.

 

11.       This benefit may be granted to an individual(s) not at the highest level of the salary scale in the event of a special situation that may be advantageous to the District and only by mutual agreement between the School Committee and the Association.

 

 

ARTICLE VII

Leave Policy

 

A.        Sick Leave

 

1.         A full-time teacher shall be entitled to fifteen (15) days sick leave per year as of the first school day of said school year. Sick days will be pro-rated for part-time faculty. Accumulation of unused sick leave is unlimited. Sick leave is non-compensable and is transferable only in accordance with sick-leave bank provisions.

 

2.         Sick leave shall be used for the following reasons:

 

a)         When an employee is too ill to perform his/her duties due to a bona fide physical or mental injury or illness. The Superintendent reserves the right to require satisfactory proof of the medical necessity.

 

b)         Serious illness in the immediately family that requires the attendance of the teacher when no other arrangements are possible. Immediate family consists of father, mother, wife, husband, daughter, son, sister, brother, and in some cases other persons who have fulfilled one of the above role relationships.

 

A sick leave form is to be submitted within five (5) days of the teacher’s return to duty.

 

c)         Attendance at the funeral of other than members of the immediate family. (See E2 for clarification.)

 

d)         The Committee reserves the right to insist that teachers must take time off with sick leave pay under certain conditions.

 

3.         In cases where it has been demonstrated that sick leave has been abused, the employee shall be subject to disciplinary action up to and including discharge for just cause.

 

4.         Professional staff using a sick/personal day on an early release day or conference day shall be charged a full day, as it is a full day for professionals.

 

5.         Annual Accounting of Sick Leave – District shall annually, along with the last paycheck during the month of September, distribute to each employee a statement of the employee’s accrued sick days, and a master list of all employees’ accrued sick days shall be provided to the Association. The employee shall have twenty (20) calendar days from the date said statements are sent out, to notify the Superintendent in writing of any discrepancy. Said statement shall plainly state on its face: “You have twenty (20) calendar days to notify the Superintendent in writing of any discrepancy that appears on this statement. In the event that such notice is not received by the Superintendent within twenty (20) calendar days the statement of accrued sick days shall be considered final.”

 

 

 

 

B.        Sick Leave Bank

 

1.         Purpose – The purpose in creating a Sick-Leave Bank is to provide additional paid sick leave for those who contribute to the Bank, whose individual sick days are exhausted, and who continue to face long term or catastrophic illness.

 

2.         Administration of the Bank –  There shall be established a Sick Leave Bank Committee to administer the plan outlined below.  The Committee shall have six (6) members, three (3) appointed by the Chairperson of the School Committee and three (3) appointed by the President of the Orange Elementary Teachers Association from among the members of the teacher’s bargaining unit, whether members of the Association or from among those who pay the agency fee, and who are also members of the sick leave bank. In order to approve a request presented to it, four (4) of the six (6) members must vote in favor. Procedural matters may be resolved by a majority of the members present and voting.

 

3.         Membership and the Assignment of Sick Days

 

a.         All employees covered by this contract may volunteer to become members of the Sick-Leave Bank. During the month of September, 1999, all who wish to participate will reassign one (1) of the sick days reserved for them to the Bank. Employees hired after September 30 of any year may participate by reassigning one (1) sick day to the Bank during the following September. Any employee who chooses not to participate in September of 1999 may enter the plan during any subsequent September by reassigning whatever days should have been placed in the Bank if he/she had become a participant in September of 1999.

 

All who are covered by this contract and who desire to become members of the Sick Leave Bank, must sign a waiver allowing the school administration to share with the Sick Leave Bank Committee the record of their use of Sick Leave days and, should they request days from the Bank, must be willing to provide verification of the condition or cause which prompts their request.

 

b.         Any member of the Bank may withdraw at any time but, a person who withdraws, leaves behind whatever investment he/she may have in the Bank and has no further claim upon the Bank.

 

c.         If, on the first day of school, 2000, and in any subsequent year, the number of days in the Bank is less than the number of current Bank members on that date, then each current member must reassign a sick day to the Bank. This means that reassignment of sick days to the Bank may occur only once a year and during the time between the first day of school and September 30.

 

d.         Normally a new member must be able to transfer one (1) sick day to the Bank; but, if he/she has used all of his/her sick days, he/she will not be denied membership because of this inability to contribute the required day.

 

4.         Granting of Benefits – A member of the Sick Leave Bank who exhausts his/her individual sick leave benefit and who is faced with personal long term or catastrophic illness may apply to the Sick Leave Bank Committee for additional days of paid sick leave. Family illness is not covered by the Bank. The Committee shall review the request in the light of the following criteria:

 

a.         The demonstrated need of the applicant;

 

b.         A review of the past use of sick days;

 

c.         The relative needs of any other applicants; and

 

d.         The supply of days in the Bank.

 

The Sick Leave Bank Committee’s decision on all applications and other matters within its jurisdiction shall be final and not subject to the grievance procedure or any other claims.  Any employee whose application is rejected, in whole or in part, shall, upon request, be granted a meeting with the Sick Leave Bank Committee.

 

Each member of the Sick Leave Bank may receive up to twenty-five (25) days of sick leave from the Bank per school year on approval of the Sick Leave Bank Committee, subject to the limitations noted below.  The Bank committee may, with the concurrence of at least four (4) members, recommend to the total membership of the Bank that additional days be granted to an individual.  A majority of the Bank members voting shall determine whether the additional days are granted.  Neither the Committee nor the full membership may grant more days than are in the Bank at any given time.

 

Individuals are granted sick days from the Bank will be paid only for those days that they would normally have worked, and at the rate, which they normally receive.

 

5.         Miscellaneous

 

a.         Any employee wishing to join the sick leave bank shall submit a completed membership application to the Superintendent by September 30th of that school year. Membership applications shall be distributed in the opening day packet to all employees. Employees hired after the first day of the teachers’ work year shall have thirty (30) workdays from his/her first workday to submit a completed membership application to the Superintendent. The Sick Leave Bank Committee will then meet by October 15 of said year to tally changes in membership. By November 1 of each school year, the Sick Leave Committee shall furnish the Superintendent and the Orange Elementary Teachers Association with a list of all members of the Bank, the number of sick days which each member has reassigned to the Bank for that school year, and the total number of days, including the current year, then in the Bank. Upon the request of the Bank Committee, the Superintendent, having received the required release form, shall furnish the Sick Leave Bank Committee with written information concerning the availability of sick days for any member of the Bank as may be requested by the Committee.

 

b.         Payments authorized by the Bank Committee will be made in accordance with established School Committee practice.

 

Annual Accounting of Sick Leave Bank – On or before September 30th of each year, the District shall provide a statement of the number of sick days in the sick leave bank and names of all participants in the bank to the Association. The Association shall have twenty (20) calendar days from the date said statement is sent out to notify the Superintendent in writing of any discrepancy. In the event that such notice is not received by the Superintendent within (20) calendar days, the statement of accrued sick days shall be considered final.

 

C.        Maternity and Childrearing Leave

 

1.         Teachers may use sick leave for an eight (8) week period (not to exceed forty (40) school days) for the birth or adoption of a child. Sick leave days may be used before or after the eight-week period in the event of a disability from the pregnancy, birth or recovery therefrom.

 

2.         Unpaid Childrearing Leave shall be granted for a period not to exceed the remainder of one school year and the entire school year immediately following the one in which the leave was initially granted.

 

3.         Teachers on leave described above may have the option of returning to work on the following school year provided they so notify such intent to the School Committee by the preceding March 15.

 

4.         Teachers on an unpaid Childrearing Leave of Absence shall accrue no benefits for such period but may remain a member of the medical insurance group provided s/he pays the total premium costs.

 

D.        FMLA and MMLA

 

The Orange School Committee will comply with the provisions of the Family and Medical Leave Act of 1993 (FMLA) and the Massachusetts Maternity Leave Act (MMLA).  The School Committee’s FMLA and MMLA policies are available in the Principal’s office in each school building, and from the Association President.  These policies outline the general requirements of the FMLA and MMLA, but are not meant to be all inclusive.

 

E.         Temporary Leaves

 

1.         For death in the immediate family, up to four (4) work days immediately following the death will be granted. These days are not to be deducted from sick leave.  Additional days may be taken from accumulated sick leave with the approval of the Superintendent. For the purposes of the bereavement leave, immediate family will include not only those family members as defined in A.2. (b) above but also will include grandparents, mother-in-law, father-in-law, sister-in-law, brother-in-law, daughter-in-law and son-in-law of teacher.

 

2.         It is agreed that, should it become incumbent upon a teacher to attend the funeral of a person other than a member of the family as defined in 1 above, and if the teacher has no personal days available, then this day may be taken from sick leave. It is understood that the full 24-hour notice may not be possible in such situations.

 

3.         Employees who work a minimum of four (4) days each week shall be granted two (2) one-day leaves, pro-rated, with pay for business, religious, legal, or family matters which require absence during working hours. Employees who work fewer than four (4) days each week will receive only one (1) personal leave day.

 

One-half personal leave day means one-half of the hours scheduled to work that day and a whole personal leave day means the full number of hours scheduled to work that day. At the end of each year, unused personal leave days will be converted to sick leave days and added to each employee’s accumulated sick leave days. If an employee works less than a full work year, personal leave days will be pro-rated.

 

Notice of intent to take personal leave shall be submitted to the Superintendent at least two (2) working days prior to the leave day, and on a form provided by the Superintendent’s office. The Superintendent may grant emergency personal leave as circumstances warrant.

 

A third day of personal leave with pay shall be granted to those who have used two such days for religious observances and whose religious commitments require a third such day. It will be assumed that a teacher requesting a third day has met the requirements of this paragraph.

 

4.         It is agreed that, by definition, the regular classroom teacher is more effective than a substitute teacher. For this reason, it is agreed that the temporary leaves described above will not be taken for personal convenience or preference, but only those urgent circumstances in which no other alternative is possible. For example, the failure of transportation is excluded from this policy concerning temporary leaves. The day before and the day following vacations or holiday also are excluded, except for a stated reason and with the approval of the superintendent.

 

5.         Up to three (3) work days, with pay in total will be granted to Association representatives to attend Massachusetts Teachers Association and/or National Education Association conferences and conventions.

 

6.         A teacher, absent for reasons other than specified, will forfeit a day’s pay (1/183 of annual salary) or will have a day deducted from regular sick leave and have deducted from his/her salary the accepted substitute’s rate of pay. The reason shall be stated on the form provided and choice of pay forfeiture shall be at the discretion of the Superintendent. (Subject to grievance if the teacher feels unfairly treated.)

 

7.         A full or half-year leave of absence without pay for personal reasons may be granted upon the recommendation of the Superintendent and a vote of the School Committee. A leave of absence without pay for a lesser period of time may be granted by the Superintendent.

 

Teachers on such a leave of absence shall accrue no benefits for this period but may remain a member of the medical insurance group, provided she/he pays the total premium costs.

 

8.         The Superintendent may, at his/her discretion, grant whole or partial days off with or without pay as circumstances warrant and which, in his/her opinion, would be beneficial to the School District.

 

F.         Career Leave

 

1.         The School Committee may, upon the recommendation of the Superintendent, grant to any teacher who has served in the Orange Elementary Schools for six (6) consecutive years, a one-year, unpaid career leave of absence. A Career Leave is one which allows the individual to enrich his/her capacity to more effectively assist students in their growth and learning.

 

2.         An employee who returns from such leave will lose no benefits, including unused accumulated sick leave, and will be assigned to the same position, or a substantially equivalent position, as that held before the leave.

 

3.         When such leave is for an approved purpose in the field of education, the teacher, upon satisfactory completion of such educational purpose, will receive his/her salary increment as if he/she had remained in the system. A description of the proposed educational activity must be approved by the School Committee at the time the leave is requested, and proof of its successful completion shall be required before credit for the leave is reflected by movement on the salary scale.

 

4.         Teachers applying for career leave must do so before May 1 and must notify the School Committee of their intent to return before March 15.

 

G.        Sabbatical Leave

 

1.         Any teacher who has served in the Orange Elementary Schools for at least six consecutive years may apply for a sabbatical leave for purposes of graduate study or research.

 

2.         Sabbatical leave shall not exceed a school year, is limited to one person per school year and is granted with the sole discretion of the Committee and lastly is available only once to a person in a ten-year period.

 

3.         A teacher on sabbatical leave shall be considered employed in the school system and all benefits to which the teacher is entitled, except sick leave accumulation for that period, shall be available to the teacher. Compensation shall be fifty percent for a full year or full pay for a half year.

 

4.         At the end of a sabbatical leave, the teacher will be assigned to the same, or a substantially equivalent, position.  A description of the proposed educational activity must be approved by the School Committee at the time the leave is requested, and proof of its successful completion shall be required before credit for the leave is reflected by movement on the salary scale.

 

5.         Upon completion of a sabbatical leave, the teacher involved will return to service in the Orange Elementary Schools for a period of time equal to twice the length of such leave and that, in default of completing such service, he/she will refund to the Committee an amount equal to such proportion of salary received by him/her while on leave as the amount of service not actually rendered as agreed bears to the whole amount of service agreed to be rendered provided; however, that in the event of illness, disability, discharge or death, the teacher or the estate of said teacher will not be considered liable in any way.

 

 

ARTICLE VIII

Work Year, Work Load & Conditions of Employment

 

A.        The employment year shall consist of 183 teacher workdays, one of which shall be a pre-school workday. Through a designated committee consisting of the Professional Development Committee and administrators, the pre-school work-day(s) shall be planned to include, to the extent that time allows, introductory meetings, professional development activities, school preparatory activities to address educational needs of the children with teachers and specialists, and classroom preparation. Recognizing the benefit of individual teachers preparing their classrooms, the final decision as to the allocation of time shall rest with the Superintendent.

 

B.        Each teacher shall be in his/her school building and available for duty after the closing of school for a period of time which shall be sufficient to take care of those details which usually are connected with the closing of the daily session, such period of time not to exceed fifteen (15) minutes. The parties to this Contract agree that fifteen (15) minutes may be insufficient to meet with the Principal if requested to do so, to meet with pupils who may wish assistance or advice. On such occasions the fifteen (15) minute limit does not apply.

 

During any parent/teacher conference dates, teachers may leave school immediately after their last scheduled conference each day.

 

On the night of open house, teachers may leave school immediately after student dismissal, provided they attend the Open House.

 

The teacher work day is as follows:

 

Fisher Hill School         8:05 a.m. - 3:00 p.m.

Dexter Park School      8:10 a.m. – 3:10 p.m.

Butterfield School        8:15 a.m. – 3:15 p.m.

 

The above times may be adjusted up to five (5) minutes on an annual basis due to operational needs.

 

C.        On the day before a holiday or vacation, teachers may leave immediately after a student dismissal.

 

D.        Teachers shall be available for duty fifteen (15) minutes prior to the opening of school.

 

E.         The Association agrees that they will not cause, condone, or sanction, or take part in any strike, walkout, slowdown, or work stoppage during school times.

 

F.         Personnel covered by this contract may be required to attend a maximum of two (2) in-service meetings per year, which may extend the workday up to, but not beyond 5:00 P.M.

 

G.        Lunch periods may change according to the needs of the individual school, provided teachers are allowed a thirty (30) minute contiguous, duty-free lunch period.  Each employee in the bargaining unit shall receive a thirty (30) minute contiguous, duty-free lunch period. In the event that an employee is required to respond to a health or safety matter during his/her designated lunch period, the principal will schedule additional time off to compensate the employee. Outside the thirty (30) minute contiguous, duty-free lunch time, the employees may be required to perform duties during their non-teaching time, excluding the designated lunch period and approved planning and preparation periods.

 

H.        Notice of Staff meetings will be given to teachers as soon as possible and under normal circumstances at least one (1) week in advance.

 

I.          The Superintendent and/or Principals will make every reasonable effort to include teachers in the interview process in the hiring and placement of teacher aides.

 

 

ARTICLE IX

Teaching Assignment

 

A.        To the extent possible, changes in school, grade, and/or subject assignments of teachers will be made only after a meeting with the teacher involved and the Superintendent (or his/her designee), at which time the teacher will be notified of the reason for this change.

 

B.        Notice of changes in assignments will be given to teachers as soon as practical and under normal circumstances not later than five (5) work days prior to the last day of school.

 

C.        Vacancies and Promotions. Whenever any vacancy occurs in a professional position, it will be adequately publicized by the Superintendent as far in advance of the appointment as possible. These vacancies are to be published in each elementary school building five (5) school days before there is outside publicity, except when the vacancy occurs in July or August.  In the event that there is solely a change in the number of hours in a position, and the current teacher is to be retained, there would be no need to post the position as a vacancy.  In the event the current teacher does not accept the additional hours, the District will post the additional hours.

 

Teachers who wish to receive postings of vacancies, which occur during vacation, should leave self-addressed, stamped envelopes with the Superintendent’s Secretary. All qualified teachers will be given adequate opportunities to make application for such positions, and the Superintendent/Principal will give due weight to the professional background and the attainments of all applicants, the length of time each has been in the school system and other relevant factors. Each teacher applicant not selected will, upon request, receive a written notification from the Principal.  Final selection will be at the discretion of the Principal, with the approval of the Superintendent.

 

 

ARTICLE X

Association Meeting

 

The Association will have the right to use school buildings without cost at reasonable times for staff and Association meetings. The Principal of the building will be notified in advance of the time and place of all such meetings.

 

 

ARTICLE XI

School Calendar

 

The school calendar will be submitted to the Orange Elementary Teachers Association before approval by the School Committee. Any suggestions made by the Association will be given preferential consideration.

 

 

ARTICLE XII

Professional Staff Performance Evaluation

 

A.        Supervision and evaluation of all professional staff will be conducted openly and with full knowledge of the professional staff. Professional staff will be given a copy of any evaluation report and will have the right to discuss this report with the evaluator.

 

1.         After discussion of the report it will be signed by the person being evaluated. It is expressly understood that such signature in no way indicates agreement with the contents thereof.

 

2.         The professional staff also will have the right to submit a written answer to the report, which will be reviewed by the Superintendent and attached to the file copy.

 

B.        Any material derogatory to a professional staff’s conduct, service or personality will be placed in the personnel file only after the staff member has been given an opportunity to review the material and to respond to it in writing. Should the professional staff member desire to prepare a written response, it also will be attached to the material in question.

 

C.        Supervisory personnel must be aware of the desirability, in fairness to the professional staff, of giving the professional staff prompt notice of any complaints received relative to such professional staff member from other professional staff, from parents, from students and/or from others, which may have a bearing on the professional evaluation of the professional staff member so as to give the professional staff member adequate and early opportunity to rectify the situation.

 

D.        Upon written request professional staff will have the right to review, at reasonable times, the contents of their personnel file and said professional staff member will have the right to copy any document.  Any documents received prior to employment, and which pre-date the Freedom of Information Act, are specifically excluded from this right of review.  During such review, the professional staff member has the right to have present another person of the professional staff member’s choosing.

 

E.         Any disciplinary action taken against a professional staff member will be in conformance with appropriate State Statutes.

 

F.         The evaluation process will be free of racial, sexual, religious and other discrimination as defined in state and federal laws.

 

G.        Evaluations will be done in accordance with the Orange Elementary Schools Professional Staff Performance Evaluation, a copy of which will be given to each professional staff member.  Any changes to the Orange Elementary Schools Professional Staff Performance Evaluation are subject to negotiation.

 

 

ARTICLE XIII

Resignation

 

Resignation of a teacher requires a written notice of thirty (30) calendar days, except when such resignation would be effective in September, when a sixty (60) calendar day notice is required, unless waived by the Principal and/or Superintendent.

 

 

ARTICLE XIV

Discipline or Dismissal

 

A.        The parties to this collective bargaining agreement recognize the “exclusive remedy” provisions of M.G.L. c. 150E, § 8 and the amendment to M.G.L. c. 71 providing some educational employees the right to access a statutory arbitration procedure.  The parties further agree that an employee who is subjected to disciplinary action, where such disciplinary action can be reviewed by an arbitrator appointed by the Massachusetts Department of Education pursuant to M.G.L. c. 71 or through this Article, may pursue an appeal of his/her grievance through either the grievance procedure or such state appointed arbitrator.  The parties further agree that whichever arbitration forum in which review of a disciplinary action is first requested shall be the exclusive method for the resolution of such dispute, foreclosing access to the other arbitration forum.  If the grievance is pursued through the grievance procedure, the grievance will not proceed to Level Three of the grievance procedure, but instead will go directly from Level Two to Level Four.

 

B.        No Teacher will be disciplined, reprimanded, reduced in rank, or denied professional advantage without just cause.  No Teacher with professional status will be dismissed without just cause.  The provisions of M.G.L. c. 71, § 42 will be followed regarding dismissal of teachers without professional status.

 

 

ARTICLE XV

Curriculum Development and Textbook Selection

 

Teachers shall be involved in any curriculum development or textbook changes. Teachers will work on committees in their grade on subject areas. All projects of this nature will be planned so no one teacher receives an unfair burden.

 

 

ARTICLE XVI

Contract Copies

 

The Committee will provide each teacher with a copy of this agreement.

 

 

ARTICLE XVII

Agency Fee

 

As a condition of employment, all teachers except those certified as members to the Committee by the Association as of the 30th day subsequent to such employment, or the 30th day subsequent to the effective date of this agreement, whichever is later, shall pay an agency service fee as determined solely by the Association.  The Association shall provide the District with a written notice of said agency fee on or before September 30th of each school year.

 

 

 

 

ARTICLE XVIII

Attendance Registers

 

Pupil Attendance registers are to be kept by the central office. However, the teachers are required to take attendance and complete attendance forms in a timely manner.

 

 

ARTICLE XIX

Deputy Principal

 

A.        One teacher in each building shall be appointed Deputy Principal. This teacher will be in charge of the school in the absence of the Principal. The Principal and Deputy together will decide if it is necessary for the teacher to be replaced by a substitute when the Principal is to be absent for a full day

 

B.        The position of Deputy Principal will be posted annually; any teacher who is full time in one building may apply. The Deputy Principal will be selected by the Building Principal subject to the approval of the Superintendent.

 

C.        The Deputy will receive an annual stipend of $650 to be paid in two installments of $325.00 at the end of each semester.

 

 

ARTICLE XX

School Nurse

 

The School Nurse position is included in the definition of the bargaining unit, but with several unique conditions.  They are:

 

A.        The work year will be one hundred eighty-three (183) days.

 

B.        Nurses will report to work thirty (30) minutes prior to the beginning of the school day for students.

 

C.        Nurses may leave upon student dismissal on parent conference days and/or other scheduled half days, for a total of six (6) half days.

 

D.        New nursing hires will be placed on the appropriate step commensurate with their years of experience.

 

 

ARTICLE XXI

Reduction in Force

 

A.        In the event it becomes necessary to reduce the number of employees included in the bargaining unit as defined in Article I, “Recognition,” the School Committee will take into consideration length of service, ability, and qualifications; and when all the factors that constitute ability and qualifications are relatively equal, length of service shall prevail. The laid-off employee or the employee whose position is eliminated shall (a) be transferred to an open position for which he or she is qualified or could become qualified before the effective date of the lay-off , or (b) replace an employee with the lowest seniority anywhere within the Orange Elementary School System in an area which the laid-off employee is qualified.

 

B.        “Qualified” means the teacher has on file with the Office of the Superintendent evidence that he or she possesses the necessary qualifications or can obtain said qualifications by the effective date of his or her lay-off. “Seniority” means continuous length of service in years, months, and days, in the bargaining unit. Teachers shall be credited, for seniority purposes, with all time spent on any paid leave of absence provided for in this Agreement. No time shall be credited for seniority for any unpaid leave of absence but such unpaid leaves do not constitute a break in service or continuity. In cases involving teachers who have identical seniority, preference for retention or recall shall be given to the teacher who has achieved the highest level of training.

 

C.        Teachers who are to be affected by a reduction in staff shall normally be notified, in writing, no later than June 15 of the school year preceding the year in which the reduction will take effect. Said notice shall include the specific reason for the lay-off notification.  In the event lay-off notification is not possible by June 15, due to circumstances beyond the control of the committee, notice shall be made as soon as possible thereafter. If notice is to be made during a period of no school, notice shall be made, in writing, to the last address on file with the Office of the Superintendent of Schools.

 

D.        Teachers who have been laid-off shall be entitled to recall rights for a period of time equal to the length of continuous service on the effective date of their respective layoffs, but under no circumstances more than two years. During the recall period, teachers shall be notified by certified/registered mail to their last address of record, and given preference for positions as they develop in the inverse order of their respective lay-off, and all benefits to which a teacher was entitled at the time of lay-off shall be restored in full upon re-employment within the recall period. During the recall period, teachers who have been laid off shall be given every consideration for substitute work, if they so desire.

 

E.         During the recall period, teachers shall have the option of continuing to participate in the group insurance program provided said teacher assumes the full amount of the premiums as they become due.

 

F.         A recalled teacher who gains additional teaching experience, or undertakes approved training during the recall period, will be given credit for such experience or training in determining placement on schedule.

 

G.        The Superintendent’s Office will notify a teacher being recalled by certified/registered mail, and said teacher must notify the Superintendent’s Office within two (2) weeks of the mailing date of the notice of his or her acceptance of the position. Failure on the part of the teacher to notify the Office within twenty (20) calendar days of the date the Committee placed on the certified/registered mail receipt, will constitute an automatic rejection of the position by the teacher and terminate his or her recall rights.

 

H.        The Office of the Superintendent will provide a seniority list to the Association President on November 1, or the first school day thereafter, of each year. Challenges to the list must be presented, in writing, to the Superintendent within thirty (30) calendar  days of receipt of the seniority list by the Association, or the list will be deemed to be correct until replaced by the following year’s list.

 

 

ARTICLE XXII

Mentor Teachers

 

A.        An induction and mentoring program shall be maintained for all teachers new to the District, in accordance with MGL Chapter 71 and 603 CMR 71.  The purpose of the program is to provide guidance, resources, training and support by pairing mentor teachers (mentors) and new teachers (protégés).

 

New teachers who have taught for less than three (3) full years shall be required to participate in their first year in the District.  If needed, second and third year teachers shall be recommended for continued mentoring during their annual evaluations. A teacher new to the District but with three (3) full years or more of teaching experience elsewhere may elect not to participate in the mentoring program, unless evaluation warrants a need for mentoring.

 

Mentors must be teachers currently employed by the District and have Professional Teachers’ Status and at least five (5) years teaching experience. Mentors must participate in a mentor training program prior to beginning his/her work with a protégé.  Mentors shall be compensated at the Bachelor’s Step 1 per-diem rate for participation in any training designed and/or approved by the District that takes place outside of the school day, up to thirty (30) hours.  Mentors working with a protégé shall receive an annual stipend.

 

Mentors shall be assigned no more than (1) protégé during a school year.  Mentors and protégés shall meet on a regular basis, but at least once a month. Meetings shall take place before or after the school day, or during preparation periods.  Time and class coverage shall be provided at least once per quarter for the mentor and protégé to observe each other’s classrooms and for the protégé to visit the classrooms of other voluntary participants.  Classroom visits shall occur in addition to the regular meetings.

 

Confidentiality is crucial when building a relationship based on mutual respect and trust.  All communications and knowledge gained (except illegal acts) must be considered confidential between the mentor and protégé. 

 

Mentors are coaches, not evaluators.  Mentors shall not discuss the protégé’s teaching performance with anyone other than the protégé, including school and District administrators.  The mentor’s assessment of a protégé shall not be used in the protégé’s formal administrative evaluation.  The mentor shall provide the Principal with a record of meetings held between the mentor and protégé during the mentoring year. The mentor shall use the Orange Elementary School District Mentor’s Handbook as the official record for mentoring activities.

 

The mentor-protégé relationship may be terminated by mutual agreement at any time.  In the event one party wishes to terminate the agreement, approval shall be required by the Principal.  In the event that the relationship is terminated, and the mentor is not reassigned, the mentor’s stipend shall be pro-rated as applicable. 

 

Mentors shall serve for a period of one (1) school year and may reapply annually for the position.  The posting for the position of mentor shall occur no later than June 1st of each school year for the following school year.

 

B.        Stipend of one thousand dollars ($1000) per year plus PDP’s in accordance with Massachusetts regulations.  Mentors are expected to provide a minimum of fifty (50) documented hours of work in the mentor position.

 

 

Article XXIII

Longevity benefit

 

Effective the school year 2005-2006, a teacher with at least twenty (20) years of teaching experience in education and at least fifteen (15) consecutive years of employment within the District may elect to increase his/her pay for three (3) consecutive years by $3,000 in each of the three (3) years.  After receiving these payments, the teacher will not be eligible to reapply for this benefit at any time. 

 

A teacher must apply for this benefit in writing to the Superintendent of Schools on or before January 1 preceding the school year in which s/he wishes to begin collecting said benefit.  If a teacher leaves prior to the full three years of this benefit, s/he shall forfeit all remaining financial benefits.

 

Participation in the longevity benefit is irrevocable after receipt by the Superintendent of the teacher's application for said benefits.  After full receipt of the longevity benefit, the teacher shall not be entitled to any further experience stipend payments under Appendix A.  No teacher shall be entitled to receive payments hereunder after date of termination for just cause. 

 

Up to two (2) teachers may have initial access to the longevity benefits each year, unless the School Committee, on a yearly basis, votes to increase the number eligible.  In the event that more than the maximum number of teachers apply for this option in a specific year, the following sequence of events shall take place:

 

members willing to delay the start of this option to the next school year.  Members will have five (5) school days to respond to this request.  Failure to respond shall mean forfeiture of his/her application for that school year.

 

 

 

 

 

 

ARTICLE XXIV

Health Insurance

 

Effective the first teacher employment day of the 2007-2008 school year, the School District agrees to continue to pay its share of the health insurance premiums until the first day of the third month following the effective date of an employee’s retirement with the Massachusetts Teachers Retirement System (MTRS).  The employee must pay his/her share of the health insurance premiums on a biweekly basis directly to the School District in order to continue such insurance during said time period.

 

 

ARTICLE XXV

District Experience Stipend

 

In the 2007-2008 school year, no new applications will be accepted for the longevity benefit as outlined in Article XXIII:  Longevity Benefit.  (The last acceptable application date is January 1, 2007.)  As of September 1, 2008, teachers who have completed at least twenty-five (25) years experience as a teacher in the Orange Elementary School District and have not and are not receiving the longevity benefit as outlined in Article XXIII will be eligible to receive on an annual basis the following district experience stipend:  effective September 1, 2008 - $600; effective September 1, 2009 - $700.

 

 

ARTICLE XXVI

Duration

 

Subject only to the right to reopen in accordance with the section below, this Contract shall continue in effect from the first teacher employment day of the 2010-2011 school year to and including the day immediately preceding the first teacher employment day of the 2013-2014 school year. And shall thereafter automatically renew itself for successive terms of two (2) years, unless by September 15 next prior to expiration of the Contract years involved, either the Committee or the Association shall have given the other written notice of its desire to modify or terminate this Contract.  If a successor agreement is not reached before the expiration date of the existing contract, the existing contract shall remain in full force and effect until the successor agreement is reached.

 

 

 

 

IN WITNESS WHEREOF the parties to this Contract have caused these presents to be executed by their agents hereunto duly authorized, and their seals to be affixed hereto, as of the date first above written.

 

SCHOOL COMMITTEE OF ORANGE      ORANGE ELEMENTARY TEACHERS ASSOCIATION

 

 

By Chairman_____________________         By President___________________

 

Date____________________                                    Date_______________________


 

Appendix A – Salary Schedule

 

1.         To attract capable teachers to service in the system.

 

2.         To maintain stability in the teaching staff by encouraging capable teachers to remain in the system.

 

3.         To promote continued professional growth of the teachers through approved units of study.

 

4.         To enable teachers to maintain adequate living and cultural standards.

 

5.         To aid the Committee in planning its annual budget.

 

Experience Stipends

 

Effective September 1, 2007, employees covered by this contract will be paid a stipend each year according to their number of years of experience:

 

$250 -              20-24 years

$800 -             25-29 years

   $1500 -            30-34 years

   $2000 -            35 years or more

 

Part-Time Teachers

 

The parties have agreed that part-time teachers shall move up a step each year in the same manner as full-time teachers and shall have their salary pro-rated.


Appendix A

 

Salary Schedules

 

2010-2011

 

 

 

 

 

 

 

 

 

 

 

 

 

 

B

B+18

M / B +33

M+18

2M/CAGS/M+33

1

35,339

37,055

38,772

40,489

42,206

2

37,055

38,772

40,489

42,206

43,922

3

38,772

40,489

42,206

43,922

45,638

4

40,489

42,206

43,922

45,638

47,356

5

42,206

43,922

45,638

47,356

49,071

6

43,922

45,638

47,356

49,071

50,789

7

45,638

47,356

49,071

50,789

52,505

8

47,356

49,071

50,789

52,505

54,222

9

49,071

50,789

52,505

54,222

55,939

10

50,789

52,505

54,222

55,939

57,655

11

52,505

54,222

55,939

57,655

59,373

12

54,222

55,939

57,655

59,373

61,089

13

55,939

57,655

59,373

61,089

62,805

14

57,655

59,373

61,089

62,805

64,522

15

59,373

61,089

62,805

64,522

66,239

 

 

All employees will remain on the step they were on during the 2009-2010 school year (i.e., if an employee was on step 3, the employee will remain on step 3).

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Appendix A

 

Salary Schedules

 

2011-2012

 

 

 

 

 

 

 

 

 

 

 

 

 

 

B

B+18

M / B +33

M+18

2M/CAGS/M+33

1

36,339

38,055

39,772

41,489

43,206

2

38,055

39,772

41,489

43,206

44,922

3

39,772

41,489

43,206

44,922

46,638

4

41,489

43,206

44,922

46,638

48,356

5

43,206

44,922

46,638

48,356

50,071

6

44,922

46,638

48,356

50,071

51,789

7

46,638

48,356

50,071

51,789

53,505

8

48,356

50,071

51,789

53,505

55,222

9

50,071

51,789

53,505

55,222

56,939

10

51,789

53,505

55,222

56,939

58,655

11

53,505

55,222

56,939

58,655

60,373

12

55,222

56,939

58,655

60,373

62,089

13

56,939

58,655

60,373

62,089

63,805

14

58,655

60,373

62,089

63,805

65,522

15

60,373

62,089

63,805

65,522

67,239

 

 

All employees will remain on the step they were on during the 2010-2011 school year (i.e., if an employee was on step 3, the employee will remain on step 3).

 

 

 

 

 

 

 

 

 

 

 

 

 

Appendix A

 

Salary Schedules

 

2012-2013

 

 

 

 

 

 

 

 

 

 

 

 

 

 

B

B+18

M / B +33

M+18

2M/CAGS/M+33

1

36,702

38,436

40,170

41,904

43,638

2

38,436

40,170

41,904

43,638

45,371

3

40,170

41,904

43,638

45,371

47,104

4

41,904

43,638

45,371

47,104

48,840

5

43,638

45,371

47,104

48,840

50,572

6

45,371

47,104

48,840

50,572

52,307

7

47,104

48,840

50,572

52,307

54,040

8

48,840

50,572

52,307

54,040

55,774

9

50,572

52,307

54,040

55,774

57,508

10

52,307

54,040

55,774

57,508

59,242

11

54,040

55,774

57,508

59,242

60,977

12

55,774

57,508

59,242

60,977

62,710

13

57,508

59,242

60,977

62,710

64,443

14

59,242

60,977

62,710

64,443

66,177

15

60,977

62,710

64,443

66,177

67,911

 

 

All employees will move to the next step (i.e., if an employee was on step 3, the employee will move to step 4).

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Appendix B

 

Stipend Positions

 

2010-2013

 

All stipend positions will be posted for a minimum of ten (10) school days.  Members of

the bargaining unit will be given preference for those positions.

 

 

Position

Compensation/Time Off

Curriculum Committee Member

Bachelor’s Level 1 hourly rate

Curriculum Committee Chair

Bachelor’s Level 1 hourly rate plus 10%

I.E.P. Chair for S.P.E.D. Meetings

$3,000 (twelve month stipend)

Professional Development Presenters

2 hours of paid preparation time at the Bachelor’s Level 1 hourly rate for every hour of presentation time.  Bachelor’s Level 1 hourly rate for presentation time, only if the presentation occurs beyond the work day. 

Tutoring

2010-2013 - $25.00/hour if 21st Century Grant is not approved

2010-2013 – Bachelor’s Level 1 hourly rate if 21st Century Grant is   

                      approved

Band Director

1 extra personal day as replacement for unpaid Memorial Day Marching Band responsibilities

 

 

NOTE:            For purposes of stipend positions, the Bachelor’s Level 1 hourly rate shall be rounded to the nearest dollar for payroll purposes.

 

 

 

 

 


 

Appendix C

 

ORANGE ELEMENTARY SCHOOLS

PROFESSIONAL STAFF PERFORMANCE EVALUATION

 

PHILOSOPHY

The parents, school board members, and staff of the Orange Elementary School System are committed to the belief that “all children are capable of learning”.

 

Evaluation can encourage and facilitate professional growth while assessing performance. The teacher should be an active participant in all phases of the evaluation process.

 

PRINCIPLES FOR TEACHER EVALUATION

An effective system for teacher evaluation

 

1. Ensures that the summative evaluation document contains information that has been reviewed with the teacher in a timely manner.

 

2. Produces a written record of individual activities and growth.

 

3. Ensures a permanent commitment of the district to the continued professional growth of its teachers.

 

4. Makes the experience of teaching more satisfying and more enjoyable.

 

5. Requires frequent interaction with other in a collaborative setting.

 

6. Provides a structure whereby teachers participate in the evaluation process.

 

 

***********************************************************************

Much of the material in this document is base on works by Jon Saphier and other consultants from Research For Better Teaching, Inc.

 

 

 

 

 

 

 

 

 

 

 

 

 

STANDARDS

 

Teacher evaluation is based on five roles:

 

I.          Classroom Teaching

 

Reports from classroom observations by administrators of teachers are summarized in the Classroom Teaching section of the summative evaluation form. Some observations will include a pre and post-conference between the teacher and administrator, with the opportunity for teacher self-evaluation as well as administrator judgment. All formal observations will include a post-conference.

 

Teachers are expected to continue to add to their repertoire of teaching strategies and increase their capacity to appropriately match these strategies to individual students, groups of students and different curricula.

 

II.        Contributing Member of the Staff

 

“Contributing member of the staff” includes such behaviors as how teachers function at staff meetings; how they interact with peers on curriculum committees and other task forces; how thy reach out to new teachers. There are many ways teachers do things to help colleagues, build team spirit, and further the collaborative goals of their school and system. This section of the evaluation report is where an evaluator summarizes feedback on how well the teacher works with other professionals. Including this role in teacher evaluation signals that teachers are expected to play a positive role in the organization outside their classrooms.

 

III. Communicator with Parents and Community

 

How well teachers communicate with parents and the broader community is another important role of the job. One can observe such performance at Back-to-School night, during parent conferences, and at the numerous points of contact between teachers and parents and community members. This section of the evaluation write-up is the place to note any projects or ways in which a teacher has extended him or her to give information to parents or build bridges between the school and the community. It is also the place to note any obstacles the teacher may be posing to good communication.


 

IV.       Perform of Routine Administrative Duties and Obligations

 

Teachers are also expected to do routine administrative functions such as bus duty, recess duty, taking attendance, and filling out reports and ordering new materials. It is legitimate to comment on how well they carry out these responsibilities.

 

V.        Constant Learner Responsible for His or her Own Professional Development

 

The fifth section for comment, “Own professional development, “ signals that we expect teachers to be constant learners, and we want to credit them for the efforts they make toward their professional growth. By the same toke, we want to be able to use evaluation to deal with a teacher who chooses to do nothing to continue to learn.

 

EVALUTION PROCESS

 

Teachers will be divided into three groups for purposes of evaluation and will be informed in writing of their placement:

 

New teachers (normally a teacher remains in this group for three years)

(Forms on pages 15, 16 &18).

 

Teachers about whom there are serious concerns (any teacher in this category will be notified in writing and informed of the reasons)

(Forms on pages 15, 17 &18).

 

Experienced teachers about whom there are no serious concerns.

 

Teachers will be evaluated on a four-year cycle, with part of the experienced staff on each level each year. New teachers and teachers about whom there are serious concerns will have Year One evaluation.

 

Teachers can be placed on Year One of the Cycle at any time. The principal and/or teacher can initiate this placement.

 

Year One:        Intense principal observation and evaluation. Principal does two to six observations during the year and has several conferences with the teacher, including a pre-observation conference during which the teacher’s goal are discussed and post-observation conference.

 

Year Two:       Teacher chooses from a list of alternatives, with approval of the Principal. (Form on page 19).

 

Year Three:     One observation by the principal, with pre-and post-conferences. (Form on page 15).

 

Year Four:       Teacher chooses from a list of alternatives, with approval of the Principal. (For on page 19).

 

Goal-Setting (for Year One of the Cycle)

 

A teacher goal-setting process recognizes that teachers are professionals who have insight into what their students need and into what they themselves need for professional improvement. It is appropriate that teacher evaluation include a significant place for evaluating progress toward something the teacher personally owns and thinks is important. Just having such a process impels teachers to do self-evaluation (or a needs assessment for their class) and to pick worthwhile improvement goals. Such a process is respectful or teachers and stimulates professional improvement.

 

The Goal-Setting Conference

 

Both the evaluator and the staff member have a responsibility to make the goal-setting conference as productive as possible. The final goals should be the outgrowth of a cooperative activity. When working with continuing contract staff that has received a satisfactory evaluation, the evaluator’s major functions would tend to be as a clarifier, facilitator, and cheerleader.

 

There is a place for evaluators to set goals for teachers, but it is a small one. When a person’s teaching is seriously deficient, the evaluator should be entitled to set goals for that teacher which are specific and helpful. When that happens, however, we are in another mode from the main purpose of teacher goal setting, which is to stimulate self-analysis and self-development. In the case of continuing contract staff member who needs significant improvement in their work, the involvement and input of the evaluator will be much greater. Although both parties are still working in a cooperative manner, in this situation when an agreement cannot be reached, the evaluator maintains final responsibility for the statement and selection of the goals.

 

Number of Goals

 

It is suggested that teachers have very few goals, 3-5 serious, substantive ones at most. Targeting too many goals fragments one’s efforts and leads to frustration or trivializing of the goals. In most cases, the number should be determined by the relevancy and the time and energy required.

 

One of the goals should pertain to instruction. Teachers may also be expected to include a state system-wide goal in their personal goals and be held accountable through evaluation for progress toward such a goal.

 

Goal Priorities

 

Under normal conditions, it is recommended that goals be established in accordance with their potential impact on student learning. The following priorities should be used as guidelines in determining the appropriateness of goals. However, there are instances when any one of the four types may be relevant and necessary depending on unique conditions.

 

1.         Teacher Goals

           

Are goals built together behaviors that are directly related to student outcomes. (Refer to the Parameters of Teaching in the Evaluation Resource Book.) Other instructional personnel should consider direct job-related activities falling under this heading.

 

2.         Learner Goals

 

Are goals that:

 

a.         State what a student will know or be able to do;

 

b.         Describe a thinking skill or strategy a student will be able to perform; and

 

c.         Improve student learning.

 

3.         Program Goals

 

Are goals that relate to curriculum areas, course outlines or materials selection.

 

4.         Organizational or Administrative Goals

 

Are goals that deal with non-instructional assignments and responsibilities (e.g., attendance sheets and other paperwork, meetings, bus and recess duties). It is assumed that only in the case of continuing problems in this area would the goal setting procedure be used to help improve the situation.


 

Measurability of Goals

 

The key to this activity during the conference is a cooperative effort between the evaluator and the staff member in arriving at a measurable method that fits each goal. Certain goals may be so unique that they force the evaluator and staff person to creatively design a method for assessing progress. This is perfectly acceptable. It is to be remembered that subjective judgments made by the evaluator and the staff person after the method (s) have been applied are clearly acceptable forms of measurement. This allows the teacher and evaluator not to have to confine goals to only those things that are measurable by traditional, empirical standards. For example, if a teacher selected a goal to build upon student thinking skills, a method for assessing progress might include student hypotheses and/or student inventions.

 

TEACHERS FOR WHOM THERE ARE SERIOUS CONCERNS

 

These procedures pertain to a very small number of people. They must be (and be seen as) prompt, fair, sensitive and courageous. Prompt in that teaching problems are not allowed to slide since children are losing daily when teachers are doing a poor job. Fair in that teachers subject to these procedure have every chance to improve and significant genuine energy goes into helping them do so. Sensitive in that teachers’ feelings are recognized and support is offered. Courageous in that administrators really write observation reports that provide evidence of inadequate teaching and give suggestions and help for improvement. There shall be a reasonable amount of time for the teacher to achieve the agreed-upon goals.

 

ALTERNATIVE EVALUATION PROPOSAL FOR YEARS TWO AND FOUR OF THE FOUR-YEAR EVALUATION CYCLE

 

Staff members on continuing contract whose evaluations have been satisfactory may choose to submit an Alternative Evaluation Proposal. The alternatives to evaluation should be designed to encourage and enable teachers to reflect upon their teaching. Their proposal would include the following information:

 

1.         The general category of the proposal.

 

2.         The goals of the proposal.

 

3.         The actions or procedures they will follow to accomplish the goal.

 

4.         What evidence they will provide that shows accomplishment of the    goal.

 

5.         Other teacher participants and, if so, their roles and responsibilities.

 

6.         What type of support is needed from the administrator.

 

Categories may include:

 

1.         Peer Observation

 

Teachers agree to observe each other’s classes several times during the year and share with one another feedback important to their goal.

 

2.         Study Groups

 

Teachers meet with colleagues in small groups to learn new strategies, experiment with these strategies and share the results of the experiments and to problem solve. Study groups can be developed to feature content which would support a teacher’s goal.

 

3.         Field Based Research

 

In this category, a teacher develops a hypothesis and a research project to test that hypothesis. A teacher might propose the hypothesis that the use of student cooperative learning strategies will improve student achievement in math. The teacher could then identify the strategy, as well as measure of achievement. Finding could be briefly presented in a paper and discussed with other teachers.

 

4.         Portfolio Analysis

 

A teacher could maintain a file, which may include lesson plans, handouts, tests and activities. The analysis might include the congruency between what is taught and what and how it is assessed; the relationship between the instructional strategies used and student achievement.

 

5.         Weekly Journal

 

A teacher cold reflect upon what worked and what didn’t work in their teaching and record their thoughts each week in a journal which could be shared with other teachers or his/her administrator. Or the teacher could use the journal as a basis for self-evaluation of his/her goal.


 

6.         Preparing and Presenting a Staff Development Program

 

A teacher with interest and expertise in a particular area of instruction could develop and present a program on the topic to other interested staff. The presentation should include what participants will know or be able to do as a result of participating in program, why it is important to learn it, and how it relates to student learning.

 

7.         Team Teaching

 

A teacher could plan, teach and evaluate a unit with another teacher. Both would share the responsibility for developing, presenting and assessing the unit.

 

8.         Submission of Articles for Publication

 

A teacher could prepare and present an article on instruction and/or curriculum for publication in professional journals.

 

9.         Self-Analysis of Videotapes

 

A teacher could videotape three different lessons during the course of the year, analyze the lessons and write up an assessment of the effectiveness of each.

 

10.       Extended Mentoring

 

A teacher could develop and/or extend mentoring relationships throughout the school. The mentoring process should include observing the new teacher at several points throughout the year, providing feedback, being observed by the teacher and holding frequent discussions about teaching.

 

11.       An Approved Graduate Course or an independent course of study approved by the Principal.

 

12.       If a teacher has other ideas that are in keeping with the general objective of promoting serious reflection about teaching, she/he may develop a proposal and discuss it with his/her evaluator.


 

PERFORMANCE STANDARDS

 

The following performance standards reflect the Principles of Effective Teaching formulated by the Massachusetts Department of Education as guidelines for the development of teacher evaluation systems. These seven principles are:

 

I.          CURRENCY IN THE CURRICULUM

 

            The teacher is up to date regarding curriculum content.

 

II.        EFFECTIVE PLANNING AND ASSEESSMENT OF CURRICULUM AND INSTRUCTION

 

A.        The teacher plans instruction effectively.

 

B.        The teacher plans assessment of student learning effectively.

 

C.        The teacher monitors student’s understanding of the curriculum effectively and adjusts instruction, materials or assessments when appropriate.

 

III.       EFFECTIVE MANAGEMENT OF CLASSROOM ENVIRONMENT

 

A.        The teacher creates an environment that is positive for student learning and involvement.

 

B.        The teacher maintains appropriate standards of behavior, mutual respect and safety.

 

IV.       EFFECTIVE INSTRUCTION

 

A.        The teacher makes learning goals clear to students.

 

B.        The teacher uses appropriate instructional techniques.

 

C.        The teacher uses appropriate questioning techniques.

 

D.        The teacher evaluates, tries innovative approaches, and refines instructional strategies, including the effective use of technologies, to increase student learning and confidence to learn.

 

V.        PROMOTION OF HIGH STANDARDS AND EXPECTATIONS FOR STUDENT ACHDIEVEMENT

 

A.        The teacher communicates learning goals and high standards and expectations to students.

 

B.        The teacher promotes confidence and perseverance in the student that stimulate Increased personal student responsibility for achieving the goals of the curriculum.

 

VI.       PROMOTION OF EQUITY AND APPRECIATON OF DIVERSITY

 

A.        The teacher strives to ensure equitable opportunities for student learning.

 

B.        The teacher demonstrates appreciation for and sensitivity to the diversity among individuals.

 

VII.     FULFILLMENT OF PROFESSIONAL RESPONSIBLITIES

 

A.        The teacher is constructive and cooperative in interactions with parents and receptive to their contributions.

 

B.        The teacher shares responsibility for accomplishing the goals and priorities of his/her grade/team/department building and school district.

 

C.        The teacher is a reflective and continuous learner.

 

COMMUNICATION SKILLS

 

1.         Conciseness of explanations and directions should be observed in the context of a complete lesson.  The evaluator looks for variety and specificity of directions and structuring comments; clarifying when learners misunderstand, varying tone, volume, enunciation, etc., as conditions require.

 

2.         Language used encourages inquiry and critical and independent thinking skills, states clearly the lesson’s goals by writing and speaking, uses appropriate examples and illustrations while taking into account the needs/capacities of the individual students.

 

3.         Communications with parents effectively relate student performance while maintaining a positive tone.

 

4.         Teacher/Student interaction is marked by sensitivity to a diverse student population with varying developmental needs, background, personalities, learning styles and prior knowledge.


 

TEACHERS AS DESIGNER OF EFFECTIVE INSTRUCTION

 

1.         Good planning and organization (short and long term) is demonstrated by having goal oriented performance objectives, which are consistent with approved curricula, sequential and responsive to individual ability level and learning styles. Planning and organization are also demonstrated by student moving purposefully from one endeavor to another with a minimum of lost time.

 

2.         Teacher regularly communicates lesson goals and provides feedback to pupils on their progress. Sets short-term and yearlong goals for curricular units, which derive from unifying themes of fundamental importance to students’ present or future lives.

 

3.         Teacher uses stimulating techniques, media and materials for individual/class motivation and creativity using, when appropriate, student interests, desires and experiences.

 

4.         Teaches, as necessary, the basic academic skills as they relate to the goals of instruction.

 

5.         Teacher demonstrates an awareness of recent developments (research, etc.) in teaching curriculum, particularly in fields germane to assignment, and continues self-education via courses, workshops, demonstrating a working knowledge of the core curriculum, etc.

 

6.         Teacher uses a variety of presentations and approaches to subject areas, utilizes available teaching aids/resources and up-to-date technology.

 

7.         Requires learners to develop good study habits and shows students the relevance of the subject to life-long learning.

 

8.         Demonstrates an understanding of the techniques of classroom management, maintains discipline through an atmosphere of mutual sensitivity, respect and cooperation.

 

9.         Has a personal vision of committed, confident learners and uses that vision to guide learning goals, expectations and standards for student work.

 

10.       Frames curriculum around students’ own prior knowledge and experience and identifies prerequisite skills, concepts and vocabulary that are important for students to know in order to be successful at a task.

 

11.       Seeks out and collaborates with school-base 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.

 

12.       Designs curriculum experiences in which students take increasing responsibility for their own learning.

 

13.       Uses prompt feedback and student goal setting in order to increase student motivation and ownership of learning.

 

TEACHER AS EVALUATOR

 

1.         Teacher uses evaluation devices and procedures. Regularly checks for students’ understanding of content and concepts and progress on skills. Determines specific and challenging standards for student learning and modifies them based on student progress.

 

2.         Teacher interprets the evaluative results and uses them to improve instruction of individuals and groups, re-teaching and extending teaching when necessary.

 

3.         Regularly tries innovative approaches and makes required accommodations to individual styles of learning as demonstrated by evaluation/observation and assessment of portfolio work.

 

4.         Teacher consistently uses tact and sensitivity when identifying students with problems and seeks timely conductive help when appropriate/necessary and responds appropriately to social and/or emotional needs.

 

5.         Teacher encourages student input into evaluation of instruction by use of pretests, attitude scales, interest inventories, interviews, etc., including written work, plays, art work, oratory, visual presentations, exhibitions and portfolios.

 

6.         Teacher contributes to the ongoing evaluation of the curriculum and periodically reviews the curriculum by evaluating student progress.

 

7.         Communicates student progress to parents, students and staff members in a timely fashion using a range of information including portfolios, anecdotal records, etc.

 

OTHER RESPONSIBILITIES

 

1.         Demonstrates a willingness to accept responsibilities as they relate to being an employee and a member of the school team, ex: being punctual, completing reports on time, being prompt for duties, keeping records complete and up to date and submitting them on time.

 

2.         Teacher demonstrates an awareness of the ever-changing demands on the operation of the school and the curricular and demonstrates a willingness to assume a fair share of the extra work required.

 

3.         Provides opportunities to include all student sin the full range of academic programs and activities and extra-curricular activities.

 

PERSONAL CHARACTERISTICS

 

1.         Teacher makes a favorable appearance by being well groomed and appropriately dressed.

 

2.         Teacher demonstrates a positive attitude/outlook when dealing with others including students and avoids making comments which do not enhance self-esteem.

 

3.         Teacher demonstrates self-control when provoked, maintains poise, maintains a ense of humor, and avoids ridicule or postures that do not enhance student self-esteem.

 

4.         Teacher cooperates professionally with colleagues with the goals and the administration of the school and school district.

 

 

 

 

 

 


Supervision and Evaluation Plan – Outline

 

Activity                                               *Date Due

 


Teachers on Year One of Cycle

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Teachers on Year Two or Four of the Cycle

 

 

 

 

 

Teachers on Year Three of Cycle

 

 

 

 

Goal Setting by Staff Member & Principal. Consensus is preferred. Where necessary, final decision rests with supervisor.

 

A minimum of four observations per year for teacher without professional teacher status and for teachers about whom there are serious concerns, with pre and post conferences.

 

A minimum of two observations per year for teachers with professional status, with pre and post conferences as needed

 

Principal’s written summative Teacher Evaluation and post conferences

 

Alternative Activity Plan

 

 

 

 

Alternative Activity Final Report

 

 

One observation with pre and post conference

 

 

Within five weeks of the beginning of the cycle

 

 

 

 

 

By the end of September, November, February, and April

 

 

 

 

 

 

By the end of November and April

 

 

 

 

 

Last week in May

 

 

 

 

Normally within four weeks of the beginning of the school year

 

 

Last week in May

 

 

 

By the end of April

 

 

 

 


** All due dates should be considered goals rather than rigid deadlines. Circumstances may occasionally result in the need for a two or three week delay. Any delay of more than three weeks will be by written agreement between the teacher and the principal.

 

All post conferences should occur as soon as possible. Normally, this will occur within a week of the observation.

 

Copies of all forms and reports to be forwarded to the Superintendent.

 

Who Supervises and Evaluates:

 

Under normal circumstances, the teacher’s principal is the primary supervisor and evaluator. At the request of either party, other system administrators may participate in any aspect of the supervision and evaluation process to afford support or offer another point of view for the teacher or principal or because they share program responsibilities with the principal.

 

When there are serious concerns regarding a teacher’s performance, which might lead to dismissal or being held at current compensation, a second administrator may be involved in the process at the request of either party.

 

Informal Observation

 

It is expected that principals and other administrators will observe informally on a regular basis in classes and throughout the school system.

 

Change within the Cycle:

 

When the administration has serious concerns regarding the performance of a teacher, they may move the teacher from a four-year to a yearly supervision and evaluation cycle and may place a professional employee on At-Risk status.

 

 

 

 

 

 

 

 

 

 

 

 


Professional Staff Performance Evaluation

 

ORANGE ELEMENTARY SCHOOL

 

Pre-observation sheet

 

Teacher:______________________________           School:_____________________

 

Grade/Subject:______________________     Date:_______________________

 

Observer:_____________________________

 

The pre-observation sheet will allow the teacher/specialist to identify area(s) or issue(s) of instructional delivery and/or classroom management that the observer will focus on during the evaluation process in order to provide supportive feedback.

 

 

Lesson and/or Activity to be observed:

______________________________________________________________________

 

______________________________________________________________________

 

 

Please focus on the following areas I have identified:

______________________________________________________________________

 

______________________________________________________________________

 

______________________________________________________________________

 

______________________________________________________________________

 

 

The signatures below indicate that both parties have mutually agreed on a focus area(s), and that the purpose of the forthcoming evaluation is for improved education services for all children.  Neither signature should indicate agreement with the observation report.

 

 

Teacher/Specialist:___________________________Date:_______________________

 

Evaluator:____________________________________Date:_____________________

 

 


 

OBSERVATION REPORT

 

I.    TEACHING

 

OBSERVATION REPORT

I.   TEACHING

 

 

Teacher_________________________________      School________________________

 

Grade/Subject_____________________________   Date__________________________

 

Observer____________________________  Announced_____________________

 

Beginning Time____________ Ending Time________________ Unannounced________

 

The observation report will identify teacher’s moves and patterns of behavior (CLAIMS), supported by quotes or descriptions of behavior (EVIDENCE). The report will also include the effect on students or the significance of the teaching act (INTERPRETATION) and the evaluator’s assessment of the teaching (JUDGEMENT) SUGGESTIONS for growth and/or improvement may also be included. Are the students learning at a rate appropriate to their abilities? Notes may be attached to the observation form.

 

 

 

 

 

 

 

 

 

 

 

Signatures below indicate that a conference between the teacher and the evaluator was held. The teachers’ signature of this form indicates that she/he has seen all comments on the form. The teacher’s signature does not necessarily indicate agreement with the observation report.

 

 

Copy to ____________________________________________________

 

Evaluator: __________________________________ Date: ___________________

 

Teacher: __________________________________    Date: ___________________

 

 

 

YEAR 1

 

GOAL SETTING REPORT

 

Form A

 

Staff member __________________________         Evaluator _____________________

 

School ________________________________        Date _________________________

 

Goal Setting Conference

 

A. Establishment and monitoring of Performance goals (attach additional material as needed).

 

Performance Goals for Appraisal Period

 

 

 

 

 

 

Means for Measuring the Degree to Which the Goal was Reached

 

 

 

 

 

B. Additional Comments Relevant to the Conference

 

 

 

 

 

_____________________________              ______________________________

Teacher’s Signature                                         Evaluator’s Signature

 

 

 

_____________________________

                        Date

 

 

 

 

 

YEAR 1

 

GOAL SETTING REPORT

 

FORM B: FOR AT-RISK TEACHERS

 

Staff member ________________________             Evaluator _____________________

School _____________________________              Date _________________________

 

Goals Setting Conference

 

1.         Performance Goals for Appraisal Period

 

 

2.         State the Actions or Procedures you will follow to accomplish the goals:

 

 

3.         What Evidence will you provide that shows completion of your proposal? If your proposal extends beyond a one-year period, what will you provide to show progress towards the proposal’s eventual completion? Include a final completion date:

 

 

 

4.         Will there be other Teacher Participants involved in this proposal? If so, name them and give their role and responsibility:

 

 

 

5.         What, if any, type of support (materials, time, staff development meetings) would you like from your administrators, which are necessary to the completion of your project?

 

 

 

Additional Comments

 

 

____________________________                            ____________________________

Teacher’s Signature                                                     Evaluator’s Signature

 

 

_______________________

            Date

 

 

YEAR 1

 

SUMMATIVE STAFF EVALUATION

 

Staff Member ____________________________________________________________

 

School _______________________________________ Grade/Subject ______________

 

Record below in narrative form a description and evaluation of performance in the areas of:

 

I.          Classroom Teaching

 

II.        Contributing Member of the Staff

 

III.       Communicator with parents and Community

 

IV.       Performer of routine Administrative Duties and Obligations

 

V.        Constant Learner Responsible for His or Her Own Professional Development

 

(Use as many sheets as necessary)

 

 

Recommendation regarding renewal of contract  ___________________________

 

 

 

_____________________________                          _____________________________

Signature of Staff Member                                         Signature of Evaluator

 

Date_________________________                          Date_________________________

 

Signatures above indicate that a conference between the teacher and the evaluator was held. The teacher’s signature on this form indicates that she/he has seen all comments on the form. The teacher’s signature does not necessarily indicate agreement with the evaluation report. The teacher has the right to attach a written response to this evaluation report.

 

Cycle Placement for School Year  20_______ : ________

 

 

 

 

 

 

YEARS II & IV

 

ALTERNATIVE EVALUATION PROPOSAL

 

Name ____________________________________________

 

School ___________________________________________          Date _____________

 

1.         State the General category of the proposal (see attached suggestions):

 

 

2.         State the Goals of your proposal:

 

 

3.         State the Actions or Procedures you will follow to accomplish the goals:

 

 

4.         What evidence will you provide that shows completion of your proposal? If your proposal extends beyond a one-year period, what will you provide to show progress towards the proposal’s eventual completion? Include a final completion date:

 

 

5.         Will there be other Teacher Participants involved in this proposal? If so, name them and give their role and responsibility:

 

 

6.         What, if any, type of support (materials, time, staff development meetings) would you like from your administrator, which is necessary to the completion of your project?

 

 

 

 

 

 

 

 

________________________________                    _____________________________

Teacher’s Signature                                                     Evaluator’s Signature

 

 

 

Date of Conference about Proposal ____________________________________

 

 

 

 

PARAMETER OF TEACHING

 

Listed below are fifteen Parameters of Teaching, taken from the book, The Skillful Teacher, which observers will use as guidelines for organizing their feedback to teachers. Each school library has a copy of the text for staff reference.

 

BASIC QUESTIONS OF THE  PARAMETERS OF TEACHING

 


Parameters

 

 

Attention

 

 

 

 

 

 

 

Momentum

 

 

 

 

Expectations

 

 

 

 

 

 

 

 

 

Personal Relationship Building

 

 

 

Discipline

 

 

 

 

 

 

From the Students Viewpoint

 

Are students attending to tasks…engaged in the curriculum activity consistently over the period?

 

 

 

Are the students free from interruptions, waiting time, distractions and delays?

 

Do students know exactly what’s expected of them? Are the standards appropriate? Do students received the three key messages? “This is important. You can do it. I won’t give up on you.”

 

Do the students show respect and regard for the teacher?

 

 

Are particularly resistant students dealt with appropriately?

 

 

20

From the teacher’s Viewpoint

 

Does the teacher have an appropriate range of attention moves and are they working?

 

 

 

 

Does the teacher keep the flow of events moving with smooth, rapid transitions?

 

Does the teacher communicate expectations clearly? Are the standards high yet attainable? Does the teacher communicate the three key messages? “This is important. You can do it. I won’t give up on you.”

Does the teacher build good personal relationships with students?

 

Does the teacher have a repertoire for eliminating disruptions and building cooperation?

 

 

Principles of Learning (See Chapter 8 Principles of Learning P.230, The Skill-full Teacher

 

Clarity

 

 

 

 

 

Space

 

 

 

 

 

Time

 

 

 

 

 

Routines

 

 

 

 

 

Models of Teaching

 

 

 

 

 

Objectives

 

 

 

 

Evaluation

 

 

 

 

Do students’ experiences show opportune use of the principles of learning?

 

 

Are all the students understanding the information and procedures?

 

 

Does the room arrangement support the instruction?

 

 

 

Do students have adequate time to learn? Are beginning and ending minutes used appropriately?

 

Do Students follow efficient routines for all regularly recurring business?

 

 

Are students experiencing an identifiable model of teaching? Is it appropriate?

 

Are there clear and appropriate objectives embedded in the instruction?

 

Do students receive systematic evaluation of their work?

 

Does the teacher build in productive use of the principles of learning?

 

 

 

Is the teacher a good explainer?

 

 

 

 

Does the teacher get the most out of the arrangement of space and furniture?

 

 

Does the teacher manage students’ time investment appropriately?

 

 

Does the teacher have the important procedural routines covered and get all the benefits possible out of them?

 

Does the teacher match different students and learning goals with different models of teaching?

 

Has the teacher decided upon clear objectives and framed them properly?

 

Does the teacher know what the students have really learned?

 

 

 


Learning Experiences 

 

 

 

 

 

 

 

 

Organization

 

 

 

 

 

Is the learning experience appropriate for students relative to such as cognitive level, amount of structure competition cooperation, resources used and grouping?

 

 

Does the learning experience show continuity, sequence and integration with other learning experiences the children are having?

Does the teacher adjust learning experiences for the needs of different students?

 

 

 

 

 

Does the teacher plan learning experiences so that they have continuity with other learning experiences?

 

 


FORMAT FOR OBSERVATION WRITE-UPS

 

 

The observation will be written in a narrative format with a structure that uses a series of Claims, Evidence, Interpretation, Judgment and Suggestions.

 

 

Claim: A statement that a teacher performs a certain teaching skill or carries out a certain pattern in their instruction (thus, a generalization).

 

Evidence:       A quote or literal description of something said or done.

 

Interpretation:           A statement of what the behavior accomplished or intended to accomplish or what was significant about it – the effect on students.

 

Judgment:      A sentence, phrase or adjective that lets the reader know what the writer thought of the behavior.

 

Suggestions:   Suggestions may be to offer another good strategy a teacher may use, pint out a missed opportunity or be for improvement in one or more areas. The inclusion of suggestion does not imply less than satisfactory teaching.