Richmond

Show detailed information about district and contract

DistrictRichmond
Shared Contract District
Org Code2490000
Type of DistrictElementary
Union AffiliationMTA
Most Recent DocumentContract
Expiring Year2016
Expired Status
Superintendency UnionUnion 70 Hancock Richmond
Regional HS Members
Vocational HS Members
CountyBerkshire
ESE RegionBerkshires
Urban
Kind of Communityresidential suburbs
Number of Schools1
Enrollment172
Percent Low Income Students16
Grade StartPK or K
Grade End8
download pdf version of this document view accessible version of this document Richmond

CONTRACT AGREEMENT BETWEEN THE

RICHMOND SCHOOL COMMITTEE AND THE

RICHMOND EDUCATORS’ ASSOCIATION

2013-2016

 

 

 

Agreement made as of the ______ day of  ______________, 2013, pursuant to the provisions of Chapter 150E of the General Laws of the Commonwealth of Massachusetts, by and between the RICHMOND EDUCATORS ASSOCIATION (REA) and the RICHMOND SCHOOL COMMITTEE (RSC).

 

 

PREAMBLE

 

This agreement is built on a relationship of mutual cooperation between the Richmond Educators’ Association and the Richmond School Committee. While it codifies terms of employment and working conditions, its foundation is a shared commitment to the mission of the Richmond Consolidated School: striving for extraordinary academic excellence and an environment that allows all students to discover their own ways to shine, whether it be in academics, music, the arts, technology or athletics.  As a community of learners, we are committed to creating a school climate that encourages positive self-esteem, critical thinking, responsibility, mutual respect, citizenship and a life-long love of learning; to enable learners to understand important ideas and processes in and across disciplines; to transfer their learning across disciplines in meaningful and effective ways; and, to demonstrate effective habits of mind.  In this way, the Richmond Consolidated School District will provide all students the highest quality education and challenge them to explore and maximize their potential, ensuring the acquisition of skills and knowledge necessary to lead fulfilling lives.

The RSC and REA recognize the importance of a free flow of information and solutions, use of a consensus decision-making and conflict resolution process, and promotion of collegiality and respect.  Joint efforts by both the RSC and REA to discover the best solutions will be made. Both parties are committed to working together in a respectful, collaborative process to ensure that in every classroom, the content, pedagogy, assessments, instruction, emotional and physical environments and resources are dedicated to the realization of our common mission.

 

 

 

ARTICLE I

CONTRACT LENGTH AND TIME LIMITS

 

The RSC and the REA agree that this Agreement will become effective July 1, 2013 and shall end on June 30, 2016.

 

All time limits herein will consist of calendar days exclusive of legal holidays.  The time limits herein will be considered maximal unless extended by mutual agreement in writing.

ARTICLE II

RECOGNITION

 

Under the laws of the Commonwealth of Massachusetts, the RSC, elected by the citizens of Richmond, has the sole responsibility for the control, operation and maintenance of public education in this District.

 

The RSC does hereby recognize the REA as the exclusive representative of all full-and part-time teaching professionals employed by the RSC, pursuant to the provisions of Chapter 150E of the General Laws of the Commonwealth of Massachusetts, for the purposes of collective bargaining with respect to wages, hours and other terms and conditions of employment.

 

 

ARTICLE III

PROFESSIONAL NEGOTIATIONS

 

Section 1.        Effective Date.

 

This Agreement shall be effective as stated in Article I above.  It shall be automatically renewed under the same terms and conditions from year to year thereafter, unless, by October 15, 2015, either party notifies the other party in writing that it desires to negotiate on matters in this Contract Agreement.

 

Section 2.        Initiate Negotiations.

 

In the event either party desires to negotiate as set forth in Article III, Section 1, such parties shall, no later than December 1, 2015, present in writing to the other party a draft list of those proposals it desires to negotiate.  This draft list may be expanded during the first and second meetings.  After the second meeting, no new proposals will be considered.

 

Section 3.        Begin Discussions.

 

When both parties have complied with Article III, Sections 1 and 2 above, they shall within 14 days set a mutually agreeable date to begin discussions of proposals.  Any Agreement so negotiated will apply to all full and part-time teachers, and will be reduced to writing and signed by the Chairperson of the RSC and the President of the REA.

 

Section 4.        Prolonged Negotiations.

 

In the event that negotiations take place and if agreement is not reached on all proposals under discussion by August 31, 2016, then the present Contract Agreement will remain in effect until replaced by a new one.

 

Section 5.        Document Availability.

 

The RSC will make available to the REA pertinent information relating to items under negotiation contained in the public records of the Richmond School District.  The REA request for such records are to be in writing and will specify the records desired.

 

Section 6.        Negotiations Structure.

 

It is recognized that teachers are members of a profession and have the interest of professionals in their work.  It is further recognized that they may make constructive suggestions and contributions toward the administration of this school.  To this end, the executive board of the REA will meet at the request of the Superintendent, and/or the REA with a representative of the Administration to discuss matters of school operation and questions relating to the implementation of this Agreement.  Policies that may be adopted or maintained for the school by the RSC as a result of such meetings, shall not be inconsistent with the terms of this Agreement.

 

Section 7.        Outside Consultants.

 

Either party may, if it so desires, utilize the services of outside consultants and may call upon professional and/or lay representatives to assist in negotiations.  Each party must give the other party at least one week’s notice when utilizing outside consultants at Negotiation sessions, unless less notice is agreed upon by both the REA and the RSC.

 

Section 8.        Re-Opening During Life of Contract.

 

The Agreement incorporates the entire understanding of the parties on all issues, which can be the subject of negotiations.  During the terms of this Agreement neither party shall be required to negotiate with respect to any such matter whether or not covered by this Agreement, except as required by Massachusetts State Law.  This Agreement may not be modified, in whole or in part, by the parties except by an instrument in writing, duly executed by both parties.

 

Section 9.        Exclusive Agreement between the RSC and REA.

 

The RSC agrees not to negotiate with any teachers’ organization other than the REA during the terms of this contract.

 

Section 10.      Distribution of Contract.

 

Copies of this Agreement and any other successor Agreement will be printed and distributed by the RSC.  The Superintendent must give a copy of the contract to all new employees at the time they are offered employment. 

 

 

ARTICLE IV

SCHOOL YEAR

 

The teachers’ “work year” (other than new personnel who may be required to attend additional orientation sessions) will begin no earlier than Monday of the last full week in August and will terminate no later than June 30th.

 

The school year will be established in compliance with both the “Board of Education Regulations for the School Year” and the “Minimum School Year for Elementary Schools.” In no case shall any teacher who is working on the first day of school have a work year less than 184 days.

 

The Principal, in collaboration with the staff, will develop a school calendar that shall set forth anticipated workdays for the next school year.  The Principal will present such calendar to the RSC for its approval.  The school calendar, as adopted, may be adjusted only for snow days, emergencies, teacher professional development, and for other unforeseen reasons.

 

 

ARTICLE V

TEACHING HOURS

 

The regular workday for teachers will be no less than 8:10 A.M. to 3:10 P.M.  In the event of abnormally early or late school bus arrival or departure, the Principal will assign appropriate staff to supervise students. Teachers are required to participate in two (2) scheduled evening Parent/Teacher Conferences and one fall Open House beyond the regular workday.  Staff members must obtain approval in advance by the Principal for absences from the scheduled Open House or conference.  Teachers, at their own discretion, are encouraged to attend other after-school and evening activities.  On rare occasions, the Principal may require teachers to attend school-related evening conferences when dictated by unusual circumstances, not to exceed three (3) extra meetings in one academic year.

 

All teachers working six (6) or more hours per day will be provided a lunch period of not less than thirty (30) uninterrupted minutes between 11:00 A.M. and 1:30 P.M.  Teachers working four and a half (4 ½) or more consecutive hours will be provided a thirty (30) minute break.

 

Excluding occasional special circumstances (e.g., MCAS testing, field trips, fire drills, etc.), all teachers shall have five (5) class periods per week, preferably one preparation period per day, during which the only duty of the teacher shall be that of preparation for class and other professional responsibilities for full-time teachers.  With respect to part-time teachers, preparation time shall be provided on a pro-rated basis; however, at no time will the additional hours of preparation periods result in benefits for part-time teachers, nor will they count toward greater than 100% FTE.

 

 

ARTICLE VI

EVALUATION PROCEDURE

 

Purpose

 

The purpose of teacher evaluation is professional improvement.  Both teachers and evaluators must keep this goal in mind if the evaluation process is to be carried out in a spirit of professional growth.  All teachers will be evaluated in compliance with Massachusetts Law 603 CMR 35.00.

 

See Appendix C, D, and E attached hereto.

 

 

ARTICLE VII

(RE)ASSIGNMENTS, TRANSFERS AND VACANCIES

 

Section 1.        Definitions

 

1.         Teacher (Re)Assignment – that written notification by the Principal issued prior to or at the beginning of the school year which indicates the grades and subjects to be taught by the teacher, or, if the teacher is other than a classroom teacher, the nature of the professional duties to be performed.  This “teacher assignment” may be a change from the previous year’s assignment, resulting in a “teacher reassignment.”

2.         Teacher Transfer – that written notification by the Principal issued during a school year, which changes a "teacher assignment" during that school year.

3.         Teacher Vacancy – that open position that remains after "transfers," "reassignments," layoffs or creation of new positions have been made.

4.         Time Limits – all time limits will consist of calendar days, exclusive of legal holidays.

 

Section 2.        Teacher Assignments

 

On or before June 1st, the Principal shall notify each teacher of his/her "teacher assignment" for the next school year. The Principal retains the right to change a "teacher assignment" any time between June 1st and the commencement of the school year.  Changes of this nature may not be made arbitrarily, capriciously, or without basis in fact and the Principal must inform the teacher involved of the reason or reasons for such change.  Within five (5) days, the teacher may request to meet with the Principal to discuss the change in "teacher assignment."  Within five (5) days, the Principal shall promptly meet with the teacher to discuss the reasons for the change.  The teacher may have a representative of the REA present at such meeting.

 

Section 3.        Involuntary Reassignments and Transfers

 

Whenever a transfer or reassignment is necessary, teachers who have submitted requests for transfers and reassignments will be considered first.

 

Whenever the Principal contemplates the transfer or reassignment of a teacher, he/she shall give to the teacher and the REA President written notice of the contemplated transfer or reassignment at least ten (10) days prior to the effective date of such transfer or reassignment.  Within five (5) days, the teacher or REA President may request in writing a conference with the Principal to discuss such transfer or reassignment.  Within three (3) days, the Principal shall confer with the teacher. 

 

Section 4.        Voluntary Transfers and Reassignments

 

Whenever a teacher desires a transfer or reassignment, he/she shall apply in writing to the Principal by April 15th.  The Principal shall respond by May 15th, advising the teacher of his/her decision.  If the teacher's request for transfer or reassignment is refused, the Principal shall advise the applicant teacher, in writing, the reasons for such refusal by May 15th.

 

All requests for transfers or reassignments will remain in force and a copy placed in the teacher's personnel file until the teacher retracts the transfer request.  The Principal shall consider the request whenever a vacancy in the area of the request becomes available.

 

Section 5.        Vacancies

 

Whenever a vacancy in a professional position occurs, the Superintendent shall promptly deliver written notice thereof to the President of the REA within ten (10) days.  Such notice shall set forth the qualifications for the position, its duties, the rate of compensation to be paid according to the Salary Schedule attached hereto, and the date the Superintendent expects the vacancy to be filled.  The qualifications for a particular position will not be changed arbitrarily, capriciously, or without basis in fact when such vacancies occur.  Applications for such positions shall be accepted from professional personnel within and without the school system.  In selecting an applicant, the Principal agrees that he/she will consider the professional background, attainments and experience of each applicant, together with such other factors he/she shall deem to be relevant.  If, in the judgment of the Principal, the professional background, attainments, experience and other relevant factors of the applicants are substantially equal, the Principal will give preference to an applicant then currently employed by the RSC.  In the event that the Principal has a preference for employment of an applicant from without the school system, the Principal shall promptly notify, in writing, each applicant from within the school of the expression of such preference. Within the three (3) days immediately after the date of such written notice, an applicant from within the school may request, in writing, to personally meet with the Principal. The Principal shall give the teacher the reason(s) why the other candidate was preferred.  Such request shall be granted before an applicant from without the school system is employed.

 

If the Superintendent or Principal anticipates that a vacancy will exist at the commencement of the next school year, the Superintendent shall deliver written notice to the REA President and post a notice in the Faculty Room by May 1st.

 

Vacancies may be filled on a temporary basis (substitute) during the posting period.  Temporary appointments shall not extend beyond 120 days unless mutually agreed upon by the Superintendent and the REA President.  Vacancies are filled on a temporary basis to permit continuity within the school system.

 

In filling non-promotional vacancies, the Principal will consider teachers whose requests for transfer are on file in the Superintendent's office pursuant to Section 4 of this Article, along with those candidates who apply for said vacancies.

 

 

ARTICLE VIII

REDUCTION IN FORCE (RIF)

 

Whenever the RSC, in the exercise of its discretion, determines that it has become necessary due to budget constraints to reduce the number of teachers employed by the RSC, it shall (subject to the provisions of the General Laws of the Commonwealth of Massachusetts) implement such reduction by not renewing the employment of teachers without professional status.  Once a position or position(s) to be eliminated are recommended by the Superintendent to the RSC, the Superintendent will notify the REA (through its president) in writing within ten (10) days of the recommendation.  Every effort will be made to start the process of Reduction in Force notification by April 1st of the school year preceding the school year in which reduction is to become effective.

 

If a professional status teacher is to be laid off, the Superintendent shall determine which teacher or teachers are to be laid off based on:

 

1.         Teacher’s area of certification; “Certified” means that the teacher has on file with the Superintendent’s office evidence that he/she possesses the necessary qualifications or can obtain said qualifications by the effective date of his/her layoff which is the beginning of the school year.

2.         Teacher’s quality of performance as determined by and through the Evaluation Procedure (Article VI). Teachers who receive ratings of “unsatisfactory” will be terminated first; teachers who receive ratings of “needs improvement” shall be next; and teachers who receive ratings of “proficient” or “exemplary” shall be considered equal in quality of performance, and laid off last.

3.         Teacher’s length of service measured in years, months, and days from the initial date of employment by the RSC.  Teachers shall be credited for seniority purposes with all time spent on any leave of absence provided for in this Agreement.

 

In cases involving teachers who have identical certification, performance, and length of service, preference for retention shall be given to the teacher who has achieved the highest level of training as determined by degree and credit hours accrued.

 

A teacher whose position is eliminated may exercise bumping rights consistent with criteria 1, 2, and 3 above.  If the teacher is not eligible to replace another teacher, said teacher shall be laid off.

 

Teachers being considered for lay-off will be notified by April 15th of the school year preceding that in which they will no longer be employed, or as soon as possible in cases of financial exigency.  The REA President will be provided with a copy of said notifications.

 

Laid-off teachers shall retain the right to be “called back” for a period of two (2) years from the date of their respective lay-off.  Released teachers shall be notified by certified mail to their last address of record and given first preference for positions as they develop, providing an affirmative reply by certified mail is received by the office of the Superintendent within fifteen (15) day of receiving such notice.  A copy of the notification shall also be sent to the REA President.  Failure to respond to, or refusal of, a recall notice will result in the teacher being removed from the recall list.

 

Teachers with professional status who were laid off under this Article shall be re-hired in the inverse order of their release providing the teacher has the required certification for the vacancy, and all benefits to which the teacher was entitled at the time of his/her lay-off including salary step attained and accumulated sick leave shall be restored in full upon re-employment within the recall period.  Laid-off teachers may continue group insurance coverage available through the RSC during the recall period by reimbursing the RSC for premium costs starting September 1st of the following school year.  Failure to forward premium payment to the RSC on a previously stipulated schedule or refusal to return to employment upon notice of position opening will terminate this option.

 

A list specifying the seniority, certification(s), and level of training as determined by degree and credit hours accrued of each member of the bargaining unit shall be prepared by the RSC and forwarded to the REA President annually on or before October 15th of each year.  The REA President will have twenty (20) school days to verify such seniority.

 

 

ARTICLE IX

GRIEVANCE PROCEDURE

 

Section 1.        Definition.

 

Any claim by the REA or a teacher that there has been a violation, misinterpretation, or misapplication of the terms of this Agreement, a violation of its or his/her right to fair treatment, or violation of any established policy will be a grievance.

 

Section 2.        Time Limits.

 

In the event a grievance is filed which cannot be resolved to the satisfaction of the REA prior to the termination of this contract using the normal time limits set out herein, the REA may submit the grievance directly to arbitration in accordance with level four of this procedure.  

 

All time limits herein will consist of calendar days exclusive of legal holidays.  The time limits herein will be considered maximal unless extended by mutual agreement in writing.

 

All grievances shall be initiated within 90 days of the incident(s).  Timelines as defined above may be “frozen,” if both the RSC and REA agree.

 

Section 3.        Grievance Levels.

 

Informal Level.  A teacher with a grievance will first discuss it with his/her Principal either directly or through the REA representative with the object of resolving the matter informally.  The Principal will respond verbally within seven (7) days of this discussion at the informal level. If not resolved, the teacher moves to Level One.

 

Level One.  A teacher with a grievance will present it in writing to his/her Principal either directly or through the REA within fifteen (15) days of a response at the Informal Level.  In the event that the teacher is not directly responsible to an individual Principal, then he/she will present it to his/her immediate supervisor.  The Principal or supervisor will meet with the aggrieved party and/or his/her representative from the REA/MTA within five (5) days to discuss the grievance.  He/she must give the grievant or the REA a written response to the grievance within seven (7) days of presentation at Level One.

 

Level Two.  If the grievance is not resolved to the satisfaction of the grievant at Level One, the grievant or the REA, if he/she so chooses, may present the grievance to the Superintendent within five (5) days after receipt of response at Level One.  The Superintendent will meet with the grievant and/or his/her representative from the REA/MTA within five (5) days of receipt of the grievance to discuss the grievance and must provide the grievant or the REA a written response to the grievance within ten (10) days of presentation at Level Two.

 

Level Three.  If the grievance is not resolved to the satisfaction of the grievant or the REA at Level Two, the grievant or the REA will present the grievance in writing to the RSC at its next scheduled meeting unless such meeting occurs fewer than ten (10) days after receipt of response at Level Two.  The RSC will address the grievance at its next scheduled meeting, or at a special meeting called for that purpose, at the discretion of the RSC. The RSC must provide the grievant or the REA a written response to the grievance within ten (10) days of addressing the grievance at a RSC meeting.

 

Level Four.  If the grievance is not resolved to the satisfaction of the REA twenty (20) days after receipt of written response at Level Three, the REA may submit the grievance to the American Arbitration Association for binding arbitration in accordance with the current rules.  The arbitrator shall be limited to the issues submitted by both parties and shall consider nothing else.  The decision will be final and binding on both parties.

 

Section 4.        General Provisions.

 

1.         The REA will have the right to use in its presentation of any level of this grievance procedure any representative or representatives of its own choosing.

 

2.         The costs for the services of the arbitrator, including per diem expenses, if any, and actual and necessary travel and subsistence expenses, will be borne equally by the RSC and the REA.  The parties may, by mutual agreement, use the arbitration services of the Commonwealth of Massachusetts.

 

3.         The RSC acknowledges the right of the REA to participate in the processing of a grievance at any level.

 

4.         Grievances regarding employee discipline may not be presented at Level Three of the grievance procedure, but instead must proceed directly from Level Two to Level Four.

 

5.         Provided the parties agree, Level One and/or Level Two of the Grievance Procedure may be passed and the grievance brought directly to Level Three.

 

6.         No reprisal of any kind will be taken against any teacher by the RSC or the school administration because of his/her participation in this Grievance Procedure.  Likewise, no reprisals of any kind will be taken by the teacher against the RSC, the school administration, or any student because of his/her participation in this Grievance Procedure.

 

7.         The RSC and the Administration will cooperate with the REA in its investigation of any grievance, and, further, will furnish the REA with such information as is requested for the processing of any grievance.  Likewise, the grievant and the REA will cooperate with the RSC and the Administration in its investigation of any grievance, and, further, will furnish the RSC and the Administration with such information as is requested for the processing of any grievance.

 

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

 

9.         If in the judgment of the REA a grievance affects a group or class of teachers, the REA may submit such a grievance in writing to the School Committee through the Superintendant and the processing of such grievance will be commenced at Level Three. 

 

10.       All grievances and decisions at Level One, Two, and Three will be in writing. 

 

a.         When it is necessary, pursuant to the Grievance Procedure, for a member of the REA to investigate a grievance or attend a grievance meeting or hearing during a school day, he/she will use sick or personal days to be released without the loss of pay as necessary in order to permit participation in the foregoing.

b.         The procedure outlined in this Article applies to the processing of grievances and their resolution.

 

 

ARTICLE X

LEAVES OF ABSENCE

FOR SICKNESS AND OTHER REASONS

 

Section 1.        Sick Leave. 

 

1.         Teachers will be allowed fifteen (15) days sick leave at full pay each school year.  Part-time teachers’ yearly sick leave earnings will be pro-rated.

2.         Full and part-time teachers’ unused sick leave may be accumulated up to a maximum of (195) days for the length of this contract.

3.         Sick leave may be used as follows:

a.         Absence due to personal illness;

b.         Absence due to illness in the individual’s immediate family (spouse, children, parents);

c.         Absence due to death in the individual’s extended family (spouse, children, parents, siblings, mothers or fathers-in-law, brothers or sisters-in-law, nieces and nephews).  The number of days allowed to be used shall be at the discretion of the Superintendent.

 

4.         When a teacher has exceeded his/her sick leave allowance due to a prolonged illness, the RSC may or may not, at the recommendation of the Superintendent and REA Officers, extend the sick leave allowance beyond the specified limits, drawing days from the sick leave bank.  (See Article X, Section 2, 5.)

 

Section 2.        Other Reasons for Absence.

 

1.         A teacher will be granted up to a one (1) year leave of absence for childrearing/paternity or adoption leave.  Such leave shall be with or without pay at the discretion of the RSC.

2.         Teachers may, on the approval of the Superintendent, take three (3) days per school year for the purpose of visiting other schools or attending conferences of an educational nature.

3.         Up to three (3) days of non-cumulative leave may be used for important personal business that cannot be conducted during non-school hours.  Teachers must make requests for such leave to the Principal in advance.

4.         A teacher who is absent for reasons of pregnancy and delivery of a child shall be deemed to be absent because of illness, when certified by a doctorThe RSC or their designee requires a Doctor’s certification of disability before and after the delivery of the child.

5.         The RSC and the REA will establish a sick-leave bank to be administered by the Superintendent, per RSC direction.  The bank may hold up to a maximum of fifty (50) days of sick leave at any time. Individual staff members may contribute, on a yearly basis, up to a maximum of ten (10) sick days to the bank, to be charged against their accumulated sick leave.

6.         The RSC will grant leaves in accordance with the Family and Medical Leave Act and the Massachusetts Maternity and Leave Act.

 

Section 3.        Unpaid Extended Leave.

 

Upon request of any teacher, the RSC will grant an unpaid extended leave for up to one (1) year.  The RSC may grant further extensions of unpaid extended leave at their discretion.  Examples of such leave includes the following:

 

1.         Active Military Duty

2.         Teaching overseas

3.         Peace Corps

4.         Educational Purposes

5.         Medical Reasons

6.         Personal Reasons

 

The RSC may grant an extended leave for purposes that they deem advantageous and beneficial to the educational process of the school.

 

 

ARTICLE XI

RETIREMENT BENEFITS

 

Section 1.  Retirement Eligibility.

 

Refer to the Massachusetts Teachers’ Retirement System (MTRS) guidelines for retirement eligibility criteria. 

 

Section 2.  Unused Sick Days.

 

If a teacher, having been employed at least 17 years in the system and having attained the age of 55 years, notifies the Superintendent in writing by February 1st of such teacher’s retirement effective before the commencement of the next school year, the RSC shall pay such teacher a sum determined by multiplying the number of such teacher’s accumulated unused sick days on the date of the teacher’s retirement by $35.  The Superintendent will provide all necessary retirement paperwork to the town accountant within 30 days of the teacher’s retirement date. Payment will be made within 30 days of the town accountant receiving the required paperwork from the Superintendent.

 

Section 3.  Withdrawal of Notice of Retirement.

 

The Superintendent may at any time upon request of a teacher, allow a teacher to withdraw a notice of retirement.

 

 

ARTICLE XII

TEACHING LOAD

 

The RSC administration and teachers of the REA recognize that class size in regularly graded classrooms, as well as “special” academic areas, and the number of students assigned to a teacher, are important factors in good education. The RSC, with input from other stakeholders, will, after considering the nature of each class, educational programs, the availability of personnel and space considerations, propose a budget providing for class sizes that are the most effective for both pupils and teachers.

 

 

ARTICLE XIII

NON-TEACHING DUTIES & POSITIONS

 

The RSC and the REA acknowledge that a teacher’s principle responsibility is to teach and his/her energies should be primarily utilized to that end.  Therefore, both parties agree that the teachers will be assisted by the utilization of techniques, such as the use of non-teaching personnel, to perform non-teaching and administrative duties.  If teachers are asked to perform such non-teaching and administrative duties, said duties must be equitably assigned.

 

The following additional positions may be assigned to staff by the Principal as needed.    All positions will be posted at the Richmond School, with preference given to qualified teachers presently employed by the RSC.  Should the Principal request additional building support for a position not listed below, the position will be posted at Richmond School, with preference given to qualified teachers presently employed by the RSC.  Salary for such positions shall be negotiated by the REA and RSC.

 

Acting Principal  ($1,500)      

High School Coordinator  ($1,000)

Drama Director  ($1,500)

Year Book Coordinator  ($1,000)

Dance Coordinator ($500)

Jazz Band Director ($1,000)

Seventh and Eighth Grade Field Trip Coordinator ($750)

Student Council Coordinator ($750)

 

 

ARTICLE XIV

DUES DEDUCTIONS AND CREDIT UNION

 

Section 1.        Dues Deductions.

 

The RSC hereby accepts the provisions of 17-C of Chapter 180 of the General Laws of Massachusetts and in accordance with agreed-upon Dues Deduction Form, the RSC shall certify to the Treasurer of the REA all payroll deductions for the payment of dues to the REA duly authorized by the professional teachers covered by this Agreement as shown on the payroll deduction authorization form attached hereto and made a part hereof.

 

The deductions shall be made in twenty-two (22) or twenty-six (26) equal installments beginning with the first payroll and continuing through the twenty-two (22) or twenty-six (26) payrolls of the school year and shall be remitted to the treasurer of the local association who shall be bonded.

 

Section 2.        Other Payroll Deductions.

 

The REA is authorized to deduct sums of money from the teachers’ salaries for purposes such as joining the MTA Credit Union or any other acceptable institution, life insurance, AFLAC, etc.

 

Section 3.        Payroll Deduction Forms

 

See Appendix A.

 

 

 

ARTICLE XV

SALARY & OTHER MONETARY CONSIDERATIONS

 

Section 1.        Salary Schedule.

 

The Teacher Employment Verification Agreement for each teacher determines his/her placement on the Salary Schedule (Appendix B). 

 

Section 2.        Payment Options. 

 

All persons on the Salary Schedule will have the option of being paid in twenty-two (22) or twenty-six (26) equal payments.  Teachers will chose their option when signing their Salary Agreement for each year of this contract.  If neither option is selected, teachers will automatically be paid in twenty-six (26) installments.  Changes in method of payment may not be made during the school year.

 

Section 3.        Placement of Newly Hired Teachers on the Salary Schedule.

 

New teachers are hired using the contracted Salary Schedule based on credit for degree status, graduate courses and previous school experience. The Superintendent has the authority to grant advancement for teacher placement on the Salary Schedule for experience that is immediately contiguous to Richmond service.

 

Section 4.        Curriculum Development Compensation.

 

Compensation for teachers working on curriculum development outside of the regular school day and/or school year shall be paid at the rate of thirty-five dollars ($35.00) per hour for the life of this agreement.

 

Section 5.        Payments for Overnight Field Trips.

 

Teachers who supervise overnight field trips shall, in addition to their regular salary be paid one hundred dollars ($100) per night for each night they supervise such field trips.

 

Section 6.        Tuition Reimbursement Fund.

 

A tuition reimbursement fund will be established annually to reimburse teachers who successfully complete coursework.  The allocation among teachers who qualify for reimbursement will be the responsibility of the REA.  However, the RSC, through the Superintendent, will manage the fund and make payment upon receipt of appropriate documentation.  The teacher must obtain a B or better for reimbursement. 

 

For 2013 – 2014 only, the allocation will be $7,000.  For subsequent fiscal years, the teacher must notify the Superintendent of the number of graduate credits the teacher will take by January 15th of the previous fiscal year.  For example, if a teacher plans to take a course in the 2014 – 2015 fiscal year (which runs from July 1st, 2014 to June 30th, 2015), the teacher must notify the Superintendent by January 15th, 2014.

 

Upon completion of the course(s), submission of payment receipt and proof of attaining a B or better, the teacher will be reimbursed up to the cost of a credit hour(s) at the University of Massachusetts.

 

Regardless of the balance in the Tuition Reimbursement Fund, any teacher who is required by the administration to participate in a specific course will be reimbursed at 100% regardless of the grade obtained.

 

Section 7.        Salary Advancement.

 

Alternate credits, credits not documented by a college or university, may be granted by the RSC to teachers who design projects, research studies, or curriculum of direct value to the education of children attending the Richmond Consolidated School.  Projects must include fifteen (15) hours of instruction within a class, workshop, or other structured setting, as well as a minimum of five (5) additional hours working outside of this setting on related project materials, in order to earn one (1) credit. All projects must meet the following conditions:

 

1.         A written proposal including a projected completion date, is to be submitted to the Alternate Credit Committee.  This Committee will consist of three (3) REA members and at least one (1) member of the RSC. The Committee can make suggestions, approve or reject proposals and determine credit values.

2.         A written proposal approved by the Alternate Credit Committee will be forwarded to the RSC for approval.

3.         Upon completion, documentation, such as a log or journal, of time spent on the project, as well a summary of projects completed, must be submitted to the Alternate Credit Committee. The Alternate Credit Committee has the option of requesting further development if it is deemed necessary.

4.         Upon completion, all documentation and project materials must be presented individually to the RSC.

 

Section 8.        Coursework Submission.

 

Teachers must submit coursework documentation by February 1st of a given year in order to advance and be compensated at the appropriate educational placement on the salary schedule in the next fiscal year.  Any teacher enrolled in Spring Semester course work that would mean advancement on the salary schedule must submit proof of enrollment by February 1st of that year. Upon completion of the coursework, the appropriate documentation must be submitted to the Superintendent by August 1st of the given year.

 

The “horizontal level” of each employee will be determined by his/her academic credits as set forth on the salary schedule subject to approval by the Superintendent.  The Superintendent, in considering whether to grant his/her approval, shall be guided by the following criteria:

 

1.         Generally, only graduate level courses will be approved, except that undergraduate level courses may be approved if related to an employee’s assignment and not be repetitive of prior academic work.

2.         Only courses that are sponsored by an accredited institution of higher learning will be approved.

3.         Courses must be, in the opinion of the Superintendent, either directly related to the area of the employee’s assignment, or are other wise in the best interest of the school.   

 

Section 9.        Professional Development Budget.

 

A line item on the school budget for professional development will be established annually.  The RSC, Superintendent, or Principal can request that funds from this line item be used to send faculty members to conferences, workshops, etc., or to hire consultants to provide professional development activities at the school.  This allocation will be a minimum of $4,500.00.

 

 


 

ARTICLE XVII

LONGEVITY PAY

 

Option A.       Any teacher, who has already received a lump sum payment of $7,500 over a three year period during their employment at Richmond School, shall receive Recurring Longevity Payment as follows:

 

10 to 14 years              $1,000

15 to l9 years               $1,500

20 to 24 years              $2,000

25 to 29 years              $2,500

30 or more years          $3,000

 

Please note that Option A is no longer available to new hires.  It will remain in the contract for reference purposes until all Option A teachers have retired or otherwise left employment with RCS.

 

Option B.        All other teachers shall receive Recurring Longevity Payment as follows:

 

10 to 14 years              $1,500

15 to l9 years               $2,000

20 to 24 years              $2,500

25 to 29 years              $3,000

30 or more years          $3,500

 

 

Recurring Longevity Payments will be payable with the selected 22 or 26 payment schedule and prorated in the same manner as salary for teachers that work part-time.

 

Payment of longevity (to be added to the respective Salary Schedule attached hereto) will be based on years of service completed in the Richmond School System at the start of the contract year (July 1st).

 

 

ARTICLE XVIII

TUITION FREE ATTENDANCE

 

Children of permanent, full-time, non-resident teachers will be allowed to attend Richmond Consolidated School as School Choice students at no cost to the teacher.  If there are no School Choice openings for a specific grade, these children will still be allowed to attend Richmond School at no cost to the teacher. Parent(s) must provide thirty (30) days prior notice to the RSC of their intentions to enroll his/her child(ren).

 

For the purposes of this clause, the definition of permanent, full-time is defined as being permanently employed in the position as funded by the RSC.

 

The RSC reserves the right to limit attendance should additional enrollment cause the need to

hire additional staff.

 

 

ARTICLE XIX

MEDICAL AND DENTAL COVERAGE

 

Section 1.        Medical Coverage.

 

The Town of Richmond will pay seventy (70) percent of the individual or family premium for the available indemnity, preferred provider or point of service plan or seventy-five (75) percent for the individual, or family premium of the available HMO plan.

 

For the length of this contract, the co-pay for an office visit to a primary care physician or specialist will be $15.00.  The co-pay for an emergency room visit will be $50.00.

 

Recognizing that health insurance costs are rising and plans are continually changing, both the REA and the RSC are willing to open negotiations at any time on this Article.

 

Section 2.        Dental Coverage.

 

The Town of Richmond will pay fifty (50) percent of the individual or family premium for dental insurance provided that the minimum requirements for participation allows the Town of Richmond to make this benefit available.

 

 

ARTICLE XX

CHAIN OF COMMAND

 

The RSC and the Superintendent will abide by the Chain of Command Procedures when dealing with a complaint concerning a teacher.  The parent will be asked to address his/her complaint to the teacher first. If no satisfaction is reached at this meeting, the parent next speaks to the Principal.  If satisfaction is again not reached at this meeting, the parent may speak to the Superintendent, and lastly, to the RSC.

 

 

ARTICLE XXI

JUST CAUSE

 

No teacher with professional status shall be discharged, disciplined, suspended, reprimanded, reduced in rank or compensation, or deprived of any professional advantage without just cause.  The provisions of M.G.L.c. 71, §42 will be followed regarding dismissal of teachers without professional status.


 

IN WITNESS WHEREOF, the parties have hereunto set their hands this ______day of _______, 2013.

 

 

This agreement will be effective as of July 1, 2013 and will remain in effect until June 30, 2016.

 

 

For the School Committee                                          For the Richmond Educational Association

 

 

____________________________                            _______________________________

Chairperson                                                                 President

 

 

RICHMOND

APPENDIX A

PAYROLL DEDUCTION FORMS

 

Section 1.        Dues Deduction Form.

 

In accordance with Chapter 17C of the Acts of 1962, I hereby authorize the Richmond Town Treasurer to deduct my professional dues annually, until further notice, for membership in the Richmond Educational Association (REA).  The deductions shall be made in twenty-two (22) or twenty-six (26) equal installments beginning with the first payroll and continuing through the twenty-second (22nd) or twenty-sixth (26th) payroll of the school year and shall be remitted to the Treasurer of the local Association who shall be bonded.

 

In accordance with Chapter 17C of the Acts of 1962, Chapter 180 of the General Laws, I agree that at least sixty days (60) prior to the first withdrawal period, notice in writing, shall be given to the Superintendent in order to withdraw this authorization.  I hereby waive all rights and claim for said monies so deducted and transmitted in accordance with this authorization and relieve the School Committee and all of its officers and the Town of Richmond officers from any liability whatsoever.

 

I agree that the total amount to be withheld shall be $ ____________

 

Date:   __________________ Signed: ________________________

 

Copies to:

1.         Member

2.         Town Treasurer

3.         Town Accountant

4.         Superintendent

5.         Treasurer of the REA

 


 

Section 2.        Other Payroll Deductions Form.

 

I hereby authorize the Richmond Town Treasurer to deduct $               from my wages each payroll period and deposit same to the account referenced below with the _____________________ (Institution name).

 

The deductions are to begin on_____________________ and continue until a written notice of change by me is received by the Richmond Town Treasurer.  Such notice shall be no less than ___________ days in advance of the date change. I hereby waive any right and claim for said monies so deducted and transmitted in accordance with this authorization.

 

Payment or Deposit: $ _________________ Account Number: __________________________

 

Signature:        _______________________ Date: __________________

 

Copies to:       

1.         Superintendent

2.         MTA or other Institution

 

 



APPENDIX B

SALARY SCHEDULES

 

FY14 (2013-2014)

Step

BA

BA+18

MA

(BA+36)*

MA+15

MA+30

MA+45

MA+60/

CAGS

1

$37,908

$39,967

$42,027

$44,021

$46,014

$47,671

$49,328

2

$40,072

$41,920

$43,767

$45,866

$47,965

$49,652

$51,340

3

$42,237

$43,872

$45,508

$47,711

$49,915

$51,633

$53,352

4

$44,401

$45,824

$47,248

$49,556

$51,865

$53,614

$55,364

5

$46,565

$47,777

$48,988

$51,402

$53,815

$55,596

$57,376

6

$48,730

$49,729

$50,728

$53,247

$55,766

$57,577

$59,388

7

$50,894

$51,681

$52,469

$55,092

$57,716

$59,558

$61,400

8

$53,058

$53,634

$54,209

$56,938

$59,666

$61,539

$63,412

9

$55,223

$55,586

$55,949

$58,783

$61,616

$63,520

$65,424

10

$57,387

$57,539

$57,690

$60,628

$63,566

$65,501

$67,436

11

$59,430

$62,473

$65,517

$67,482

$69,448

12

$61,170

$64,319

$67,467

$69,463

$71,460

13

$62,911

$66,164

$69,417

$71,444

$73,472

14

$64,651

$68,009

$71,367

$73,425

$75,484

15

$66,391

$69,854

$73,317

$75,407

$77,496

16

$68,132

$71,700

$75,268

$77,388

$79,508

 

Base pay per chart plus $35 per CEC above column excluding CECs above MA+60.  Employees that had already attained CECs at or above MA+60 as of June 1st, 2006 are grandfathered from this exclusion.

 

Chart figures exclude longevity, retirement bonuses, or other adjustments.

 

* BA+36 is grandfathered for employees that had already attained this column as of June 1st, 2006.


 

FY15 (2014-2015)

Step

BA

BA+18

MA

(BA+36)*

MA+15

MA+30

MA+45

MA+60/

CAGS

1

$38,666

$40,767

$42,867

$44,901

$46,935

$48,625

$50,314

2

$40,874

$42,758

$44,643

$46,783

$48,924

$50,645

$52,367

3

$43,081

$44,750

$46,418

$48,665

$50,913

$52,666

$54,419

4

$45,289

$46,741

$48,193

$50,548

$52,902

$54,687

$56,471

5

$47,497

$48,732

$49,968

$52,430

$54,892

$56,707

$58,523

6

$49,704

$50,724

$51,743

$54,312

$56,881

$58,728

$60,576

7

$51,912

$52,715

$53,518

$56,194

$58,870

$60,749

$62,628

8

$54,120

$54,706

$55,293

$58,076

$60,859

$62,770

$64,680

9

$56,327

$56,698

$57,068

$59,958

$62,848

$64,790

$66,732

10

$58,535

$58,689

$58,844

$61,841

$64,838

$66,811

$68,785

11

$60,619

$63,723

$66,827

$68,832

$70,837

12

$62,394

$65,605

$68,816

$70,853

$72,889

13

$64,169

$67,487

$70,805

$72,873

$74,941

14

$65,944

$69,369

$72,795

$74,894

$76,993

15

$67,719

$71,251

$74,784

$76,915

$79,046

16

$69,494

$73,134

$76,773

$78,935

$81,098

 

Base pay per chart plus $35 per CEC above column excluding CECs above MA+60.  Employees that had already attained CECs at or above MA+60 as of June 1st, 2006 are grandfathered from this exclusion.

 

Chart figures exclude longevity, retirement bonuses, or other adjustments.

 

* BA+36 is grandfathered for employees that had already attained this column as of June 1st, 2006.


 

 

FY16 (2015-2016)

Step

BA

BA+18

MA

(BA+36)*

MA+15

MA+30

MA+45

MA+60/

CAGS

1

$39,246

$41,378

$43,510

$45,575

$47,639

$49,354

$51,069

2

$41,487

$43,399

$45,312

$47,485

$49,658

$51,405

$53,152

3

$43,728

$45,421

$47,114

$49,395

$51,677

$53,456

$55,235

4

$45,968

$47,442

$48,916

$51,306

$53,696

$55,507

$57,318

5

$48,209

$49,463

$50,717

$53,216

$55,715

$57,558

$59,401

6

$50,450

$51,485

$52,519

$55,127

$57,734

$59,609

$61,484

7

$52,691

$53,506

$54,321

$57,037

$59,753

$61,660

$63,567

8

$54,931

$55,527

$56,123

$58,947

$61,772

$63,711

$65,650

9

$57,172

$57,548

$57,924

$60,858

$63,791

$65,762

$67,733

10

$59,413

$59,570

$59,726

$62,768

$65,810

$67,813

$69,816

11

$61,528

$64,679

$67,829

$69,864

$71,899

12

$63,330

$66,589

$69,848

$71,915

$73,982

13

$65,131

$68,499

$71,867

$73,966

$76,065

14

$66,933

$70,410

$73,886

$76,017

$78,148

15

$68,735

$72,320

$75,906

$78,068

$80,231

16

$70,537

$74,231

$77,925

$80,119

$82,314

 

Base pay per chart plus $35 per CEC above column excluding CECs above MA+60.  Employees that had already attained CECs at or above MA+60 as of June 1st, 2006 are grandfathered from this exclusion.

 

Chart figures exclude longevity, retirement bonuses, or other adjustments.

 

* BA+36 is grandfathered for employees that had already attained this column as of June 1st, 2006.

 

RICHMOND    APPENDIX C

TEACHER PERFORMANCE EVALUATION PROCEDURE

 

(1)                        Purpose of Educator Evaluation

(2)                        Definitions

(3)                        Evidence Used in Evaluation

(4)                        Rubric

(5)                        Evaluation Cycle:  Training

(6)                        Evaluation Cycle:   Annual Orientation

(7)                        Evaluation Cycle:   Self-Assessment

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

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

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

(11)                    Observations

(12)                    Evaluation Cycle:  Formative Assessment

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

(14)                    Evaluation Cycle:  Summative Evaluation

(15)                    Educator Plans :  General

(16)                    Educator Plans:  Developing Educator Plan

(17)                    Educator Plans:  Self-Directed Growth Plan

(18)                    Educator Plans:  Directed Growth Plan

(19)                    Educator Plans:  Improvement Plan

(20)                    Timelines

(21)                    Career Advancement

(22)                    Rating Impact on Student Learning Growth

(23)                    Using Student feedback in Educator Evaluation

(24)                    Using Staff feedback in Educator Evaluation

(25)                    Transition from Existing Evaluation System

(26)                    General Provision


Introduction

The Richmond Educator’s Association (REA) and the Richmond School Committee (the Committee) recognize that this evaluation process is a new venture with many new learnings and applications involved. As such, there may be from time to time a need to revisit/revise portions of this document.  Both parties agree that this portion of the contract can be re-opened at any time as determined by either party.

 

1)                  Purpose of Educator Evaluation

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

B)                The regulatory purposes of evaluation are:

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

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

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

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

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

A)                Administrator: Those individuals who serve in a leadership role in the school or district. Examples include Superintendent, Principal, and directors.

B)                *Artifacts of Professional Practice: Products of an Educator’s work and student work samples that demonstrate the Educator’s knowledge and skills with respect to specific performance standards. The parties shall work together during the fall of 2013 to develop templates for portfolios that reflect acceptable categories of evidence to be implemented during the 2013-2014 school year. The templates will be in the form of sample binders and will address issues of quantity and quality.

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

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

E)                 Categories of Evidence: Multiple measures of student learning, growth, and achievement, judgments based on observations and artifacts of professional practice, including unannounced observations of practice of any duration; and additional evidence relevant to one or more Standards of Effective Teaching Practice (603 CMR 35.03). Evidence that has not been shared with the Educator within 10 working days shall not be utilized in the evaluation process except by mutual agreement.    

F)                 *District-determined Measures: Measures of student learning, growth and achievement related to the Massachusetts Curriculum Frameworks, Massachusetts Vocational Technical Education Frameworks, or other relevant frameworks, that are comparable across grade or subject level district-wide. These measures may include, but shall not be limited to: portfolios, approved commercial assessments, district-developed pre-and post-unit course assessments, and capstone projects. District leadership teams and the REA shall create a review process for district determined measures. The parties will also consider student absenteeism and other factors such as class size and make-up when collaboratively determining, reviewing and evaluating measures.

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

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

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

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

iii)                Directed Growth Plan shall mean a plan developed by the Educator and the Evaluator of one school year or less for Educators with PTS who are rated overall needs improvement. Teachers who successfully complete a Directed Growth Plan shall be placed on a Self-Directed Growth Plan in the next cycle.  If by June 1st, the Educator does not receive a rating of proficient or exemplary, he or she shall be rated unsatisfactory and shall be placed on an Improvement Plan for the next cycle, which can be from 60 instructional days to one full school year.

iv)                Improvement Plan shall mean a plan developed by the Evaluator of no fewer than 90 instructional days and no more than one school year for Educators with PTS who are rated less than proficient after completing a Directed Growth Plan with goals specific to improving the Educator’s unsatisfactory performance. In those cases where an Educator is rated unsatisfactory near the close of a school year, the plan may include activities during the summer preceding the next school year, by mutual agreement.

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

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

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

i)                    The Primary Evaluator is the Principal and shall be the person who determines the Educator’s performance ratings and evaluation. She/he shall be the person responsible for developing the Educator Plan, supervising the Educator’s progress through formative assessments and evaluating the Educator’s progress toward attaining the Educator Plan goals.

ii)                  The Supervising Evaluator may be the primary Evaluator or his/her designee.  If she/he is a separate administrator, she/he is responsible for making recommendations about the evaluation ratings to the primary Evaluator at the end of the Educator Plan.

iii)                Team Leaders, Deans, Directors and Coordinators may make recommendations about the evaluation of professional status teachers on Self-Directed Growth Plans to the Principal at the end of the Educator Plan cycle.

iv)                The Principal is the Evaluator of all non-professional status teachers and PTS Educators not on self-directed plans.

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

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

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

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

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

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

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

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

S)                 Multiple Measures of Student Learning: Measures must include a combination of classroom, school and district assessments, student growth percentiles on state assessments, if state assessments are available, and student MEPA gain scores.  Measures of student learning may include, but are not limited to: informal demonstration of student understanding along with associated rubrics, running records, demonstrations of knowledge and/or skills, presentations, performances, projects, experiments, tests, quizzes, reports, essays, portfolios, multi-stage performance tasks, internships, service learning projects, district and state determined measures (when guidance is offered by the state).

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

Voluntary responsibilities:

·         Shall not be included within an Educator’s evaluation unless there is an egregious act performed by the Educator, or by mutual agreement.

·         Any observation conducted by a district team or colleagues in fulfillment of district initiatives designed to enhance professional development, collegiality, and professional learning communities will not be considered evaluative or evidence.

U)                Parties: The parties to this agreement are the Richmond School Committee and the REA, which represents the Educators covered by this agreement for purposes of collective bargaining (“Employee Organization/Association”).

 

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

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

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

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

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

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

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

Y)                Rating of Educator Impact on Student Learning: A rating of high, moderate or low based on trends and patterns on state assessments and district-determined measures.  The parties will negotiate the process for using state and district-determined measures to arrive at an Educator’s rating of impact on student learning after reviewing state guidelines.

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

i)                    Standard 1:  Curriculum, Planning and Assessment

ii)                  Standard 2:  Teaching All Students

iii)                Standard 3:  Family and Community Engagement

iv)                Standard 4:  Professional Culture

v)                  Attainment of Professional Practice Goal(s)

vi)                Attainment of Student Learning Goal(s)

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

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

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

iii)                Elements:  Defines the individual components under each indicator

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

v)                  The parties agree to review/modify and adopt on a trial basis the rubrics for the 2013-2014 school year. During the fall of 2014, the parties will review/modify the rubrics and adapt them for use in the 2014-2015 school year.

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

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

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

DD)          *Trends in student learning: At least three years of data from the district-determined measures and state assessments used in determining the Educator’s rating on impact on student learning as high, moderate or low. This timeline applies for the duration of this contract only.

 

3)                  Evidence Used In Evaluation


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

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

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

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

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

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

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

i)                    Unannounced observations of practice

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

iii)                Examination of Educator work products.

iv)                Examination of student work samples.

 

C)                Evidence relevant to one or more Performance Standards, including but not limited to:

i)                    Evidence compiled and presented by the Educator, including:

(a)                Evidence of fulfillment of professional responsibilities and growth such as self-assessments, peer collaboration, professional development linked to goals in the Educator Plans, contributions to the school community, and professional culture; and

(b)               Evidence of active outreach to and engagement with families;

ii)                  Evidence of progress toward professional practice goal(s);

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

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

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

 

4)                  Rubric

The rubrics are a tool used for the Educator’s self-assessment, the formative assessment, the formative evaluation and the summative evaluation.The districts may use either the rubrics provided by ESE or comparably rigorous and comprehensive rubrics developed or adopted by the district and reviewed by ESE.

 

5)                  Evaluation Cycle:  Training

A)                Prior to the implementation of the new evaluation process contained in this article, districts shall arrange training for all Educators, Principals, and other Evaluators that outlines the components of the new evaluation process and provides an explanation of the evaluation cycle. The district through the Superintendent in partnership with the REA shall determine the type and quality of training based on guidance provided by ESE.

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

 

6)         Evaluation Cycle:  Annual Orientation

A)        At the start of each school year, the Superintendent, Principal or designee shall conduct  an orientation for newly-hired Educators and Evaluators focused substantially on Educator evaluation. Previously trained members may request or be requested to be included in the orientation. The Superintendent, Principal or designee shall:

i)          Provide an overview of the evaluation process, including goal setting and the Educator Plans.

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

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

B)        Educators hired after the annual orientation shall be provided an overview and forms within four weeks of their hire dates.

 

7)         Evaluation Cycle:  Self-Assessment

A)        Completing the Self-Assessment

                                            i.            The evaluation cycle begins with the Educator completing and submitting to the Evaluator a self-assessment by October 15th or within four weeks of the start of their employment at the school, whichever is longer. It is understood that the self-assessment portion must be completed prior to the beginning of the goal setting process.  

                                          ii.            Nothing herein shall prevent a teacher from expediting this process and completing the self-assessment and goal setting cycles prior to the October 15th deadline. Teachers are encouraged to complete this process as soon as they are prepared.

                                        iii.            The self-assessment includes:

(a)    An analysis of evidence of prior student learning, growth and achievement for students who will be under the Educator’s responsibility for the year in which the self-assessment takes place.

 

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

                                                                              (c)     Proposed goals to pursue:

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

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

B)        Proposing the goals

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

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

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

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

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

 

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

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

                                              i.     Educators will be provided time to engage in the goal setting process and to develop Educator Plans during collaborative planning time and professional development days.

                                            ii.            The Educator and the Evaluator will work together to prioritize the specific indicators on the four performance standards that will be the major focus for that evaluation cycle.

                                          iii.     Team time must be provided to consider team goals.

                                          iv.     Consultation time with Specialists may be required to complete Educator goals.

                                            v.          Time provided, as referenced above, will not interfere with preparation time or Educator lunches.

B)        To determine the goals to be included in the Educator Plan, the Evaluator reviews the goals the Educator has proposed in the Self-Assessment, using evidence of Educator performance and impact on student learning, growth and achievement based on the Educator’s self-assessment and other sources that the Evaluator shares with the Educator.  The parties agree to negotiate the process for determining the Educator’s impact on student learning, growth, and achievement after ESE issues guidance on this matter. See #22, below.

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

                                            i.            Educators in the first year of their employment will meet with their Evaluator within four weeks from the Educator’s first work day of that school year to review regulatory and contractual requirements for evaluation, including goal setting and the Educator Plan. Dependent on the Educator’s date of hire, the Evaluator will make every effort to have this meeting so that the Educator can meet the October 15th   deadline for Self-Assessment and Goal Setting to be completed. This meeting may involve more than one Educator. 

All other Educators may meet with the Evaluator in teams and/or individually with the specified timeframe above of each academic year to develop their Educator Plan. Educators shall not be expected to meet during the summer hiatus.  For those Educators hired after the start of the school year, the meeting with the Evaluator to review the Educator Plan must occur from the start of their assignment, but in any case prior to the first observation. Evaluators cannot formally observe Educators until 10 days after completion of the Self-Assessment and Goal Setting. The Evaluator shall meet individually with Educators with PTS and ratings of needs improvement or unsatisfactory to develop professional practice goal(s) that must address specific standards and indicators identified for improvement.  In addition, the goals may address shared grade level or subject matter goals.

                                          ii.            Time provided above will not interfere with preparation time or Educator lunches.  Evaluators will minimize interfering with teaching time for above activities.

D)     The Evaluator completes the Educator Plan by October 15th.  The Educator shall sign the Educator Plan within 5 school days of its receipt and may include a written response. The Educator’s signature indicates that the Educator received the plan in a timely fashion. The signature does not indicate agreement or disagreement with its contents. The Evaluator retains final authority over the content of the Educator’s Plan.

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

A)        During the first year of employment as an Educator at RCS:

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

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

B)        In their second and third years of practice or second and third years as a non-PTS Educator in the school:

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

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

 

C)        Every unannounced observation in which the Educator receives a needs improvement or unsatisfactory rating shall be followed up with a second unannounced observation within five to twenty school days.  If the Educator receives a needs improvement or unsatisfactory rating after the second unannounced observation, the Evaluator will schedule an announced observation no sooner than five school days and no later than twenty school days.

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

A)        The Educator whose overall rating is proficient or exemplary must have at least two unannounced observations during each year of the evaluation cycle, using the protocol described below in section 11A, below.

B)        Teachers may request that the Evaluator make an announced observation at a mutually agreeable time.  Further, upon mutual agreement, this observation may take the place of an observation referenced in 10A.

C)        The Educator whose overall rating is needs improvement must be observed according to the Directed Growth Plan during the period of Plan which must include at least two unannounced observations.

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

E)        Every unannounced observation in which the Educator receives a needs improvement or unsatisfactory rating shall be followed up with a second unannounced observation no sooner than five school days and no later than twenty school days. After a second unannounced observation in which the Educator receives a needs improvement or unsatisfactory rating, there shall be an announced observation no sooner than five school days and no later than twenty school days.

11)       Observations

The Evaluator’s first observation of the Educator should take place by December 1st for non-PTS Educators. Observations required by the Educator Plan should be completed by May 15th.  The Evaluator may conduct additional observations after this date.

The Evaluator is not required nor expected to review all the indicators in a rubric during an observation.

                        A)        Unannounced Observations

                                            i.                        Unannounced observations will be at least ten minutes long, or shorter by mutual agreement. Evaluators will exercise professional judgment in both scheduling and in framing them within the context of the school day and year.  The context will be addressed in the post-observation meeting and evaluation. Non-PTS will have at least four unannounced observations in Year 1 and at least three unannounced observations in Year 2 and 3. PTS Educators will have at least two unannounced observations per year.

 

                                          ii.                        Any observation conducted by a district team or colleagues in fulfillment of district initiatives designed to enhance professional development, collegiality, and professional learning communities will not be considered evaluative or evidence.

 

                                        iii.                        Each Educator will receive no fewer than the minimum prescribed amount of unannounced observations throughout the course of a given evaluation cycle. Receiving more than the prescribed minimum amount of unannounced observations should be viewed as routine and is not indicative of performance issues unless noted in the written feedback.

 

                                        iv.                        The Evaluator shall signify that she/he is conducting an unannounced observation by making his/her presence and intent known visually or verbally, or after the observation by mutual agreement.

 

                                          v.                        Within three to five school days of the observation, the Evaluator and Educator shall meet for a post-observation conference.  This timeframe may be extended due to unavailability on the part of either the Evaluator or Educator, but shall be rescheduled within 24 hours, if possible.

(1st)     The Educator will be provided with written feedback from the Evaluator within five school days of the post-observation. The written feedback shall be delivered to the Educator in person, by email, or placed in the Educator’s mailbox.

(2nd)   An Educator who has been observed in an unannounced observation may expect to receive a written report of said observation in accordance with paragraph v. above. If no such report is provided within said timeframe, then results from that observation critical of the Educator’s performance may not be included in the Evaluator’s summative evaluation of the Educator’s performance.

(3rd)      The Educator must sign and return the observation form within five school days of receipt of the document.

 

                        B)        Announced Observations

i.                    All non-PTS Educators in their first year in the school shall have at least two announced observations. All non-PTS Educators in their second and third years in the school shall have at least one announced observation per year. PTS Educators on Improvement Plans shall have at least one Announced Observation.

a.         The Evaluator shall select the date and time of the lesson or activity to be observed and discuss with the Educator any specific goal(s) for the observation.

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

(1st)     The Educator shall provide the Evaluator a draft of the lesson, student conference, IEP plan or activity.  If the actual plan is different, the Educator will provide the Evaluator with a copy prior to the observation.

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

                        C)        Post-Observation

                                            i.                        Within three to five school days of the observation, the Evaluator and Educator shall meet for a post-observation conference.  This timeframe may be extended due to unavailability on the part of either the Evaluator or the Educator, but shall be rescheduled within 24 hours if possible.

                                          ii.                        The Evaluator shall provide the Educator with written feedback within five schools days after of the post-observation conference.  For any standard where the Educator’s practice was found to be unsatisfactory or needs improvement, the feedback must:

a.         Describe the basis for the Evaluator’s judgment.

b.         Describe actions the Educator should take to improve his/her performance.

c.         Identify support and/or resources the Educator may use in his/her improvement.

d.         The Evaluator and Educator must sign the observation form within five days of receipt of the document.

e.         The Educator’s signature does not necessarily indicate agreement with the contents.

f.          The Educator may attach a letter and/or evidence to the observation.

iii.        Any observation or series of observations resulting in one or more standards judged to be unsatisfactory or needs improvement for the first time must be followed by at least one observation of at least 30 minutes in duration within 20 school days. This follow-up observation may be done by the original Evaluator or a new Evaluator identified by the Superintendent. Should the Educator choose to have an alternative Evaluator, the Educator will put the request in writing to the Superintendent within one week of the most recent observation. 

 

12)  Evaluation Cycle:  Formative Assessment 

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

B)                Formative Assessment typically takes places mid-cycle when a Formative Assessment Report is completed, however, if, based on collected data, the Evaluator determines an Educator is struggling, up to two additional Formative Assessments per year may take place. For an Educator on a two-year Self-Directed Growth Plan, the mid-cycle Formative Assessment report is replaced by the Formative Evaluation report at the end of year one. For an Educator on a three-year Self-Directed Growth Plan, the mid-cycle Formative Assessment report is replaced by the Formative Evaluation report at the end of year one and two (note: a three year evaluation cycle is only applicable for the duration of this contract cycle). See section 13, below.

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

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

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

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

G)                The Educator shall sign the Formative Assessment report by within 5 school days of receiving the report. The signature indicates that the Educator received the Formative Assessment report in a timely fashion. The signature does not indicate agreement or disagreement with its contents.

H)                The Educator may reply in writing to the Formative Assessment report within 5 school days of receiving the report. This letter and/or evidence shall be attached to the assessment at the discretion of the Educator.

I)                   As a result of the Formative Assessment Report, the Evaluator may change the activities in the Educator Plan.

J)                   If the rating in the Formative Assessment report differs significantly overall from the last summative rating the PTS Educator received, the Evaluator may place the Educator on a different Educator Plan mid-cycle, appropriate to the new rating.

K)                If the rating in the Formative Assessment for a non-PTS Educator indicates that she/he is struggling, the Evaluator may place the Educator on a different Educator Plan mid-cycle.

 

13)   Evaluation Cycle:  Formative Evaluation for Two Year Self-Directed Plans Only or Three Year Self-Directed Plans expiring in 2016 *

A)        Educators on two year Self-Directed Growth Educator Plans receive a Formative Evaluation report near the end of the first year of the two year cycle. Educators on three year Self-Directed Growth Educator Plans receive a Formative Evaluation report near the end of the first and second years of the three year cycle

B)        By the Monday following April vacation, the Educator shall provide to the Evaluator evidence of progress toward achieving goals. This shall include evidence of family outreach and engagement, fulfillment of professional responsibility and growth, and progress on attaining professional practice and student learning goals. The Educator may also provide to the Evaluator additional evidence of the Educator’s performance against the four Performance Standards.

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

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

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

F)         The Educator may reply in writing to the Formative Evaluation report within 5 school days of receiving the report. This letter and/or evidence can be attached to the assessment at the discretion of the Educator.

G)        The Educator shall sign the Formative Evaluation report by within 5 school days of receiving the report. The signature indicates that the Educator received the Formative Evaluation report in a timely fashion. The signature does not indicate agreement or disagreement with its contents.

H)        The Formative evaluation cycle concludes with a Formative evaluation report.  For Educators on a two year or three year Educator Plan, the Formative report must be written and provided to the Educator by May 15.

I)         As a result of the Formative Evaluation report, the Evaluator may change the activities in the Educator Plan.

 

14       Evaluation Cycle:  Summative Evaluation

A)   The evaluation cycle concludes with a summative evaluation report.  For Educators on a one or two year or three year Educator Plan, the summative report must be written and provided to the Educator by June 1.

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

C)   The professional judgment of the primary Evaluator shall determine the overall summative rating that the Educator receives.

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

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

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

G)   By the Monday following April vacation, the Educator will provide to the Evaluator evidence of family outreach and engagement, fulfillment of professional responsibility and growth, and progress on attaining professional practice and student learning goals. The Educator may also provide to the Evaluator additional evidence of the Educator’s performance against the four Performance Standards. 

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

I)     The Evaluator shall deliver a signed copy of the Summative Evaluation report to the Educator face-to-face, by email or to the Educator’s school mailbox or home no later than June 1.

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

K)   The Evaluator may meet with the Educator rated proficient or exemplary to discuss the summative evaluation, if either the Educator or the Evaluator requests such a meeting. The meeting shall occur by June 1st.

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

M)  The Educator shall sign the final Summative Evaluation report by June 5th. The signature indicates that the Educator received the Summative Evaluation report in a timely fashion. The signature does not indicate agreement or disagreement with its contents.

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

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

P)   If after consistent feedback through observations, artifacts, and discussion, there is documented evidence that the teacher continues to be rated overall needs improvement, the Evaluator may place the teacher on a Directed Growth Plan for the following year, or on an improvement plan if the teacher is rated overall unsatisfactory.

 

15)   Educator Plans – General

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

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

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

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

C)   An outline of actions the Educator must take to attain the goals and benchmarks to assess progress. Actions must include specified professional development and learning activities that the Educator will participate in as a means of obtaining the goals, as well as other support that may be suggested by the Evaluator or provided by the school or district.  Examples may include but are not limited to coursework, self-study, action research, curriculum development, study groups with peers, and implementing new programs. The District may pay the cost, if any, of any course, conference or other activity agreed upon by the parties. The District and the Educator will work together to find necessary time to follow through with recommendations.

D)   It is the Educator’s responsibility to attain the goals in the Plan and to participate in any trainings and professional development provided through the state, district, or other providers in accordance with the Educator Plan.

 

16)  Educator Plans:  Developing Educator Plan

A)   The Developing Educator Plan is for all Educators without PTS.

B)   At the discretion of the Evaluator, Educators with PTS in new assignments may be assigned a Developing Educator Plan by the Evaluator for their first year in the new position. Upon being deemed proficient or exemplary, the Educator shall be moved to the self-directed plan.

C)   If, based on collected data, the Evaluator determines a non-PTS Educator is struggling, up to two additional Formative Assessments per year may take place, and based on the results, the Evaluator may place the non-PTS Educator on a Directed Growth Plan.

 

17)  Educator Plans:  Self-Directed Growth Plan

A)   A Two-year (or three-year) Self-Directed Growth Plan is for those Educators with PTS who have an overall rating of proficient or exemplary, but whose impact on student learning is moderate or high.  A formative evaluation report is completed at the end of year 1 (and year two for Educators on a three-year plan) and a summative evaluation report at the end of year 2 (and year three for Educators on a three-year plan). PTS teachers whose most recent summative evaluation is positive will be considered to have an overall rating of proficient for the start of the school year 2013-2014.

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

C)   “Impact on student learning” shall be negotiated after the DESE publishes guidelines pertaining to the issue.

 

18)  Educator Plans:  Directed Growth Plan

A)   A Directed Growth Plan is for those Educators with PTS who did not receive at least a proficient rating during the previous Self-Directed Plan and for those non-PTS Educators who received a less than proficient rating on their Formative Assessment or summative evaluation.

B)   The length of the plan shall be a minimum of 60 instructional days and a maximum of one school year

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

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

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

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

G)   In those cases where the non-PTS Educator was placed on a Directed Growth Plan as a result of her/his Formative Assessment or Summative Evaluation. If the Evaluator determines that the Educator is not making substantial progress toward proficiency or remains at the level of unsatisfactory, the Evaluator shall recommend to the Superintendent that the Educator be non-renewed.

 

19)  Educator Plans:  Improvement Plan

A)   An Improvement Plan is for those Educators with PTS whose overall rating is unsatisfactory in the previous Directed Growth Plan.

B)   An Improvement Plan shall be no fewer than 90 instructional days and no more than one school year following a less than proficient rating on a Directed Growth Plan.  In the case of an Educator receiving a rating of unsatisfactory near the close of one school year, the Improvement Plan may include activities that occur during the summer before the next school year begins, if mutually acceptable.  If the Educator agrees to take a pre-approved course or attend a pre-approved conference as part of the improvement plan, the district will absorb the cost. Any summer activities shall not be included in the lengths of time referenced above.

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

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

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

F)   The Improvement Plan process shall include:

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

                                                            ii.      The Educator may request that a representative of the REA attend the meeting(s).

                                                          iii.      If the Educator consents, the REA president will be informed that an Educator has been placed on an Improvement Plan.

G)   The Improvement Plan shall:

                                                              i.      Define the improvement goals directly related to the performance standard(s) and/or student learning outcomes that must be improved;

                                                            ii.      Describe the activities and work products the Educator must complete as a means of improving performance;

                                                          iii.      Describe the assistance that the district will make available to the Educator;

                                                          iv.      Articulate the measurable outcomes that will be accepted as evidence of improvement;

                                                            v.      Detail the timeline for completion of each component of the Plan, including at a minimum a mid-cycle formative assessment report of the relevant standard(s) and indicator(s);

                                                          vi.      Identify the individuals assigned to assist the Educator who must include the Supervising Evaluator and may include other individual(s) as agreed upon by the parties; and

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

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

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

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

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

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

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

 

20.       Timelines

A) Non PTS Educators on One Year Plans

 

Activity:

Completed By:

Superintendent, Principal or designee meets with Evaluators and Educators to explain evaluation process

September 7

Evaluator meets with  non-PTS Educators to assist in self-assessment and goal setting process

 

Sept.15

 

 

Educator submits Educator Plan which includes self-assessment and proposed goals

October 15

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

October 23

Evaluator reviews and signs off on Educator Plans

October 30

Evaluator should complete first observation of each Educator. (see Section 9A and B for frequency)

 

November 15

 

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

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

January 5*

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

February 1

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

February 15

Evaluator and Educator sign Formative Evaluation Report

February 20

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

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

April 20*

Evaluator completes Summative Evaluation Report

May 15

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

June 1

Evaluator meets with Educators whose overall Summative Evaluation ratings are proficient or exemplary

June 10

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

June 15

 

 

B) PTS Educators on Two or Three Year Plans

 

Activity:

 

(Two Years Plans)

 Completed By:

(Three Years Plans)

Completed By:

Superintendent, Principal or designee meets with Evaluators and Educators to explain evaluation process

September 7

September 7

Evaluator meets with PTS Educators to assist in self-assessment and goal setting process if requested by Educator

Sept.15

 

 

Sept.15

 

Educator submits Educator Plan which includes self-assessment and proposed goals

October 15

October 15

Evaluator reviews Educator Plans and may meet with Educators as needed (Educator Plan may be established at Summative Evaluation Report meeting in prior school year)

October 23

October 23

Evaluator  reviews and signs off on Educator Plans

October 30

October 30

Evaluator completes unannounced observation(s)

(see Section 10A for frequency)

Any time during each year of the 2-year evaluation cycle

Any time during each year of the 3-year evaluation cycle

Educator submits evidence on of parent outreach, professional growth, progress on goals

(see Section 13B)

Monday following April vacation

Monday following April vacation

Evaluator completes Formative Evaluation Report

May 15 of Year 1

May 15 of Year 1 & 2

Evaluator conducts Formative Evaluation Meeting, if any

May 15 of Year 1

May 15 of Year 1 & 2

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

May 20 of Year 1

May 20 of Year 1 & 2

Evaluator completes Summative Evaluation Report

June 1 of Year 2

June 1 of Year 3

Evaluator conducts Summative Evaluation Meeting, if any

June 1 of Year 2

June 1 of Year 3

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

June 5 of Year 2

June 5 of Year 3

 

C) Educators on Plans of Less than One Year

The timeline for Educators on Plans of less than one year will be established on a case-by-case basis and timelines will be clearly defined in the Educator Plan. A Formative Assessment report must be completed by mid-cycle and a Summative Assessment report must be completed by no later than three weeks before the identified end of the cycle.

 

21.       Career Advancement

A)        In order to attain Professional Teacher Status, the Educator should achieve ratings of proficient or exemplary on each Performance Standard and overall for at least the second and third non-PTS years. A Principal considering making an employment decision that would lead to PTS for any Educator who has not been rated proficient or exemplary on each performance standard and overall on the most recent evaluation shall confer with the Superintendent by May 1. The Principal’s decision is subject to review and approval by the Superintendent. After consulting with the Superintendent, the Principal may grant PTS status to new teachers who have worked fewer than three years if they have achieved prior PTS status.

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

 

22.       Rating Impact on Student Learning Growth

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

 

23.       Using Student feedback in Educator Evaluation

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

 

24.       Using Staff feedback in Educator Evaluation

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

 

25.       Transition from Existing Evaluation System

A)        All Educators, PTS and non-PTS, whose most recent end of year evaluation was positive shall be considered proficient for the 2013-2014 school year. All Educators, PTS and non-PTS, will be evaluated under the new procedures at the outset of this Agreement. 50% or more of PTS Educators will be evaluated on a three year cycle for this contract only. The remaining PTS teachers will be evaluated on the prescribed two year cycle.

B)        All Educators, PTS and non-PTS, will write SMART goals in the fall of 2013 using the agreed upon timeline and format

C)        PTS Educators will be divided into two groups at the discretion of the Evaluator. One group will submit two-year plans. The second group, for school year 2013-2014 only, will submit three-year plans. This will provide for staggered summative evaluations of PTS Educators going forward. The Evaluator will assign PTS Educators to both groups by September 15.

D)        PTS Educators receiving a new assignment may be asked to submit a one-year plan to support them in their new role. This is at the discretion of the Evaluator.

E)        All non-PTS Educators will submit one year plans.

 

26.       General Provisions

A)        Only Educators who are licensed may serve as primary Evaluators of Educators.

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

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

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

E)        The parties agree to establish a joint labor-management evaluation team which shall review the evaluation processes and procedures annually through the first three years of implementation and recommend adjustments to the parties.

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

G)        Summative evaluations shall be kept in the employee personnel files.  All contents of evaluations shall be kept confidential except from appropriate administrators, those with a legal right to access, and the specific employee. The employee may give permission to allow other individuals access.


 


APPENDIX D

TEACHER PERFORMANCE EVALUATION FORMS


 

Massachusetts Department of Elementary and Secondary Education Logo

Educator Plan Form (Page 1 of 2)

 

Educator—Name/Title:  

 

 

Primary Evaluator—Name/Title: 

 

 

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

 

 

School(s): 

 

 

Educator Plan:              Self-Directed Growth Plan            Directed Growth Plan

  Developing Educator Plan             Improvement Plan*

 

Plan Duration:

 

 One-Year

 Two-Year

 Three-Year

 Less than a year

 

Start Date:

 

 

End Date:

 

 

 

  Goal Setting Form with final goals is attached to the Educator Plan

Some activities may apply to the pursuit of multiple goals or types of goals (student learning or professional practice). Attach additional pages as necessary.

 

Student Learning Goal(s): Planned Activities

Describe actions the Educator will take to attain the student learning goal(s).

Activities may apply to individual and/or team. Attach additional pages as needed.

Action

Supports/Resources from School/District1

Timeline or Frequency

 

 

 

*Additional detail may be attached if needed.

Educator—Name/Title:  

     

Educator Plan Form (Page 2 of 2)

Massachusetts Department of Elementary and Secondary Education Logo

 

Professional Practice Goal(s): Planned Activities

Describe actions the Educator will take to attain the professional practice goal(s).

Activities may apply to individual and/or team. Attach additional pages as needed.

Action

Supports/Resources from School/District[1]

Timeline or Frequency

     

     

     

 

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

 

Signature of Evaluator

     

Date:

     

 

Signature of Educator*

     

Date:   

     

 

 

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


 

Goal Setting Form (Page 1 of 1)

Massachusetts Department of Elementary and Secondary Education Logo

 

Educator—Name/Title:  

 

 

Primary Evaluator—Name/Title: 

 

 

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

 

 

School(s): 

 

 

Check all that apply[2]:

  Proposed Goals

 Final Goals            Date:

     

 

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

 

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

Check whether goal is individual or team;

write team name if applicable.

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

Check whether goal is individual or team;

write team name if applicable.

 

 

 

 

 

 

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

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


 

Massachusetts Department of Elementary and Secondary Education Logo

Educator—Name/Title:  

 

 

Primary Evaluator—Name/Title: 

 

 

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

 

 

School(s): 

 

 

Educator Plan:   Self-Directed Growth Plan              Directed Growth Plan

  Developing Educator Plan  Improvement Plan

 

Plan Duration:

 One-Year

 Two-Year

 Three-Year

 Less than a year

 

Evaluation Tracking Sheet (Page 1 of 1)

 

Evaluation Step 

Date(s)

Educator Initials

Evaluator(s) Initials

Self-Assessment received by Evaluator

     

     

     

Educator Plan development completed

     

     

     

 Formative Assessment  conference, if any[3]

 Formative Evaluation conference, if any [4]  

     

     

     

 Formative Assessment Report completed

 Formative Evaluation Report completed [5]

     

     

     

Educator response, if any, received by Evaluator[6]

     

     

     

Summative Evaluation conference, if any

     

     

     

Summative Evaluation Report completed

     

     

     

Educator response, if any, received by Evaluator

     

     

     

 


 

Formative Evaluation Report Form (Page 1 of 3)

Massachusetts Department of Elementary and Secondary Education Logo

 

* For Educators on two-year Self-Directed Growth Plans at the end of Year One of the cycle and Educators on three-year Self-Directed Growth Plans at the end of Year One and Year TWO of the cycle

 

Educator—Name/Title:  

 

 

Primary Evaluator—Name/Title: 

 

 

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

 

 

School(s): 

 

 

Assessing[7]:

 

 Progress toward attaining goals                   Performance on Standards                   Both 

 

Progress Toward Student Learning Goal(s)

Attach additional pages as needed.

 Did not meet

 Some progress

 Significant Progress

 Met

 Exceeded

Rationale, evidence, and feedback for improvement:

Progress Toward Professional Practice Goal(s)

Attach additional pages as needed.

 Did not meet

 Some progress

 Significant Progress

 Met

 Exceeded

Rationale, evidence, and feedback for improvement:


 

Formative Evaluation Report Form (Page 2 of 3)

Massachusetts Department of Elementary and Secondary Education Logo

 

Educator—Name/Title:  

 

 

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

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

Rating on Each Standard

I: Curriculum, Planning,

   & Assessment

  Unsatisfactory

  Needs Improvement

  Proficient

  Exemplary

Rationale, evidence, and feedback for improvement:

 

II:  Teaching All

     Students

  Unsatisfactory

  Needs Improvement

  Proficient

  Exemplary

Rationale, evidence, and feedback for improvement:

 

III:  Family & Community

      Engagement

 Unsatisfactory

  Needs Improvement

 Proficient

 Exemplary

Rationale, evidence, and feedback for improvement:

 

IV:  Professional

      Culture

  Unsatisfactory

 Needs Improvement

  Proficient

  Exemplary

Rationale, evidence, and feedback for improvement:

 


 

Formative Evaluation Report Form (Page 3 of 3)

Massachusetts Department of Elementary and Secondary Education Logo

 

Educator—Name/Title:  

 

 

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

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

Overall Performance Rating

 

 Unsatisfactory

 

  Needs Improvement

 

  Proficient

 

 Exemplary

Rationale, evidence, and feedback for improvement:

           

Plan Moving Forward

 

  Self-Directed

Growth Plan

 

  Directed

      Growth Plan

 

  Improvement

      Plan

 

  Developing Educator

 Plan

 

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

 

 

Signature of Evaluator

 

Date Completed:

 

 

Signature of Educator*

 

Date Received:   

 

 

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


APPENDIX E

TEACHER PERFORMANCE RUBRIC

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

Structure of the Teacher Rubric

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

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

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

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

Use of the Teacher Rubric

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

 

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


 

Teacher Rubric At-A-Glance

 

Standard I:

Curriculum, Planning, and Assessment

Standard II:

Teaching All Students

Standard III:

Family and Community Engagement

Standard IV:

Professional Culture

A. Curriculum and Planning Indicator

1. Subject Matter Knowledge

2. Child and Adolescent Development

3. Rigorous Standards-Based Unit Design

4. Well-Structured Lessons

A. Instruction Indicator

1. Quality of Effort and Work

2. Student Engagement

3. Meeting Diverse Needs

A. Engagement Indicator

1. Parent/Family Engagement

A. Reflection Indicator

1. Reflective Practice

2. Goal Setting

B. Assessment Indicator

1. Variety of Assessment Methods

2. Adjustments to Practice

B. Learning Environment Indicator

1. Safe Learning Environment

2. Collaborative Learning Environment

3. Student Motivation

B. Collaboration Indicator

1. Learning Expectations

2. Curriculum Support

B. Professional Growth Indicator

1. Professional Learning and Growth

C. Analysis Indicator

1. Analysis and Conclusions

2. Sharing Conclusions With Colleagues

3. Sharing Conclusions With Students

C. Cultural Proficiency Indicator

1. Respects Differences

2. Maintains Respectful Environment

C. Communication Indicator

1. Two-Way Communication

2. Culturally Proficient Communication

C. Collaboration Indicator

1. Professional Collaboration

 

D. Expectations Indicator

1. Clear Expectations

2. High Expectations

3. Access to Knowledge

 

D. Decision-Making Indicator

1. Decision-making

 

 

 

E. Shared Responsibility Indicator

1. Shared Responsibility

 

 

 

F. Professional Responsibilities Indicator

1. Judgment

2. Reliability and Responsibility

How to reference parts of the rubric:

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

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

Standards and Indicators of Effective Teaching Practice: Teacher Rubric

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

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

I-A. Elements

Unsatisfactory

Needs Improvement

Proficient

Exemplary

I-A-1.

Subject Matter Knowledge

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

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

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

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

I-A-2.

Child and Adolescent Development

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

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

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

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

 

 

 

Note: At the Exemplary level, an Educator’s level of expertise is such that he or she is able to model this element through training, teaching, coaching, assisting, and/or demonstrating. In this rubric, this level of expertise is denoted by “Is able to model.”

 

 

 

 

Standards and Indicators of Effective Teaching Practice: Teacher Rubric

 

I-A. Elements

Unsatisfactory

Needs Improvement

Proficient

Exemplary

I-A-3.

Rigorous

Standards-Based Unit Design

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

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

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

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

I-A-4.

Well-Structured Lessons

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

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

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

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

 

 

Note: At the Exemplary level, an Educator’s level of expertise is such that he or she is able to model this element through training, teaching, coaching, assisting, and/or demonstrating. In this rubric, this level of expertise is denoted by “Is able to model.”

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Standards and Indicators of Effective Teaching Practice: Teacher Rubric

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

I-B.

Elements

Unsatisfactory

Needs Improvement

Proficient

Exemplary

I-B-1.

Variety of Assessment Methods

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

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

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

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

I-B-2.

Adjustment to Practice

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

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

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

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

 

 

Note: At the Exemplary level, an Educator’s level of expertise is such that he or she is able to model this element through training, teaching, coaching, assisting, and/or demonstrating. In this rubric, this level of expertise is denoted by “Is able to model.”


Standards and Indicators of Effective Teaching Practice: Teacher Rubric

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

I-C.

Elements

Unsatisfactory

Needs Improvement

Proficient

Exemplary

I-C-1.

Analysis and Conclusions

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

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

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

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

I-C-2.

Sharing Conclusions
With Colleagues

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

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

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

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

I-C-3.

Sharing Conclusions
With Students

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

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

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

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

 

 

Note: At the Exemplary level, an Educator’s level of expertise is such that he or she is able to model this element through training, teaching, coaching, assisting, and/or demonstrating. In this rubric, this level of expertise is denoted by “Is able to model.”


 

Standards and Indicators of Effective Teaching Practice: Teacher Rubric

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

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

II-A.

Elements

Unsatisfactory

Needs Improvement

Proficient

Exemplary

II-A-1.

Quality of Effort and Work

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

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

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

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

II-A-2.

Student Engagement

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

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

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

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

II-A-3.

Meeting Diverse Needs

Uses limited and/or inappropriate practices to accommodate differences.

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

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

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

 

 

Note: At the Exemplary level, an Educator’s level of expertise is such that he or she is able to model this element through training, teaching, coaching, assisting, and/or demonstrating. In this rubric, this level of expertise is denoted by “Is able to model.”

 

Standards and Indicators of Effective Teaching Practice: Teacher Rubric

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

II-B.

Elements

Unsatisfactory

Needs Improvement

Proficient

Exemplary

II-B-1.

Safe Learning Environment

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

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

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

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

II-B-2.

Collaborative Learning Environment

 

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

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

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

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

II-B-3.

Student Motivation

 

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

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

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

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

 

 

Note: At the Exemplary level, an Educator’s level of expertise is such that he or she is able to model this element through training, teaching, coaching, assisting, and/or demonstrating. In this rubric, this level of expertise is denoted by “Is able to model.”

 

 

 

 

Standards and Indicators of Effective Teaching Practice: Teacher Rubric

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

II-C.

Elements

Unsatisfactory

Needs Improvement

Proficient

Exemplary

II-C-1.

Respects Differences

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

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

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

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

II-C-2.

Maintains Respectful Environment

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

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

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

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

 

 

Note: At the Exemplary level, an Educator’s level of expertise is such that he or she is able to model this element through training, teaching, coaching, assisting, and/or demonstrating. In this rubric, this level of expertise is denoted by “Is able to model.”

 

 

 

 

 

 

Standards and Indicators of Effective Teaching Practice: Teacher Rubric

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

II-D. Elements

Unsatisfactory

Needs Improvement

Proficient

Exemplary

II-D-1.

Clear Expectations

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

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

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

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

II-D-2.

High Expectations

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

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

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

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

II-D-3.

Access to Knowledge

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

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

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

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

 

 

Note: At the Exemplary level, an Educator’s level of expertise is such that he or she is able to model this element through training, teaching, coaching, assisting, and/or demonstrating. In this rubric, this level of expertise is denoted by “Is able to model.”


 

Standards and Indicators of Effective Teaching Practice: Teacher Rubric

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

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

III-A. Elements

Unsatisfactory

Needs Improvement

Proficient

Exemplary

III-A-1.

Parent/Family Engagement

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

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

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

 

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

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

III-B. Elements

Unsatisfactory

Needs Improvement

Proficient

Exemplary

III-B-1.

Learning Expectations

Does not inform parents about learning or behavior expectations.

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

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

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

III-B-2.

Curriculum Support

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

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

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

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

 

 

Note: At the Exemplary level, an Educator’s level of expertise is such that he or she is able to model this element through training, teaching, coaching, assisting, and/or demonstrating. In this rubric, this level of expertise is denoted by “Is able to model.”

Standards and Indicators of Effective Teaching Practice: Teacher Rubric

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

III-C.

Elements

Unsatisfactory

Needs Improvement

Proficient

Exemplary

III-C-1.

Two-Way Communication

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

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

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

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

III-C-2.

Culturally Proficient Communication

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

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

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

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

 

 

Note: At the Exemplary level, an Educator’s level of expertise is such that he or she is able to model this element through training, teaching, coaching, assisting, and/or demonstrating. In this rubric, this level of expertise is denoted by “Is able to model.”


 

Standards and Indicators of Effective Teaching Practice: Teacher Rubric

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

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

IV-A. Elements

Unsatisfactory

Needs Improvement

Proficient

Exemplary

IV-A-1.

Reflective Practice

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

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

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

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

IV-A-2.

Goal Setting

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

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

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

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

 

 

Note: At the Exemplary level, an Educator’s level of expertise is such that he or she is able to model this element through training, teaching, coaching, assisting, and/or demonstrating. In this rubric, this level of expertise is denoted by “Is able to model.”

 

 

 

 

Standards and Indicators of Effective Teaching Practice: Teacher Rubric

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

IV-B. Elements

Unsatisfactory

Needs Improvement

Proficient

Exemplary

IV-B-1.

Professional Learning and Growth

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

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

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

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

 

 

Indicator IV-C.   Collaboration: Collaborates effectively with colleagues on a wide range of tasks.

IV-C. Elements

Unsatisfactory

Needs Improvement

Proficient

Exemplary

IV-C-1.

Professional Collaboration

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

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

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

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

 

 

Note: At the Exemplary level, an Educator’s level of expertise is such that he or she is able to model this element through training, teaching, coaching, assisting, and/or demonstrating. In this rubric, this level of expertise is denoted by “Is able to model.”

 

 

 

Standards and Indicators of Effective Teaching Practice: Teacher Rubric

Indicator IV-D.           Decision-Making: Becomes involved in schoolwide decision making, and takes an active role in school improvement planning.

IV-D. Elements

Unsatisfactory

Needs Improvement

Proficient

Exemplary

IV-D-1.

Decision-Making

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

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

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

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

 

 

Indicator IV-E.    Shared Responsibility: Shares responsibility for the performance of all students within the school.

IV-E. Elements

Unsatisfactory

Needs Improvement

Proficient

Exemplary

IV-E-1.

Shared Responsibility

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

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

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

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

 

 

Note: At the Exemplary level, an Educator’s level of expertise is such that he or she is able to model this element through training, teaching, coaching, assisting, and/or demonstrating. In this rubric, this level of expertise is denoted by “Is able to model.”

 

 

 

 

Standards and Indicators of Effective Teaching Practice: Teacher Rubric

Indicator IV-F.            Professional Responsibilities: Is ethical and reliable, and meets routine responsibilities consistently.

IV-F. Elements

Unsatisfactory

Needs Improvement

Proficient

Exemplary

IV-F-1.

Judgment

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

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

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

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

IV-F-2.

Reliability & Responsibility

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

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

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

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

 

 

Note: At the Exemplary level, an Educator’s level of expertise is such that he or she is able to model this element through training, teaching, coaching, assisting, and/or demonstrating. In this rubric, this level of expertise is denoted by “Is able to model.”

 

 

 



[1] Must identify means for Educator to receive feedback for improvement per 603 CMR 35.06(3)(d).

 

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

[3] As per the Massachusetts Model System for Educator Evaluation Contract Language, evaluation conferences are required for ratings of Needs Improvement and Unsatisfactory, but conferences may be requested by either the Educator or Evaluator for any Educator Plan. The conference may occur before or after the Report is completed; the sequence in the above table does not denote required chronological order.

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

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

[6] An Educator may provide written comments to the Evaluator at any time using the Educator Response Form, but 603 CMR 35.06 ensures that Educators have an opportunity to respond to the Formative Assessment, Formative Evaluation, and Summative Evaluation in writing.

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