Savoy

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DistrictSavoy
Shared Contract District
Org Code2630000
Type of DistrictElementary
Union AffiliationMTA
Most Recent DocumentContract
Expiring Year2010
Expired Status
Superintendency UnionUnion 43 Clarksburg Florida Savoy
Regional HS Members
Vocational HS MembersNorthern Berkshire RVTSD
CountyBerkshire
ESE RegionBerkshires
Urban
Kind of Communitysmall rural communities
Number of Schools1
Enrollment42
Percent Low Income Students33
Grade StartPK or K
Grade End5
download pdf version of this document view accessible version of this document Savoy

AGREEMENT

SAVOY SCHOOL COMMITTEE

and the

SAVOY EDUCATION ASSOCIATION

SEPTEMBER 1, 2010 - AUGUST 31, 2013

THIS AGREEMENT IS MADE AND ENTERED INTO

between the

SAVOY SCHOOL COMMITTEE

(hereinafter referred to as the Committee")

and the

SAVOY EDUCATION ASSOCIATION

(hereinafter referred to as the "Association")

SAVOY AGREEMENT

2010-2013

I               RECOGNITION

The Savoy School Committee, recognizes the Savoy Education Association as the exclusive representative of all duly certified teachers employed at the Savoy Elementary School System for purposes of collective bargaining in respect to wages, hours, standards of productivity and performance and any other terms and conditions of employment pursuant to C. 150 E of the General Laws of Massachusetts.

II             NEGOTIATIONS PROCEDURE

This agreement shall be effective as of September 1, 2010 and remain in full force and effect through August 31, 2013. Both parties agree that on or before February 1, 2013 they will use their best efforts to negotiate an agreement to become effective on the expiration of this agreement.

III              SALARIES

1.             The salaries of all teachers covered by this Agreement are set forth in Appendix "A" which is attached to this Agreement. Teachers will receive a 2% increase for FY11, any salary increases for years FY12 and FY13 of this contract will be negotiated.

2.             a.             All teachers covered under the collective bargaining contract shall receive payment for service based on a 26-payment schedule every two weeks. As soon as possible, in cooperation with the Town Treasurer, but in no event later than the regularly scheduled pay day following the last day of school, each teacher will receive the balance of his/her annual salary.

b.           Employees hired to teach for 50% FTE or more will be credited with full year of seniority to the school district. Employees hired for less than 50% FTE will be credited with their actual FTE time for seniority purposes.

3.   A teacher shall advance to the next highest step until the highest step is reached.

4.   Columns five (5) and six (6) will recognize only M + 30 and M + 45 respectively for all teachers hired after August 29,1994. Only teachers hired prior to the above date will be allowed to count sixty (60) and seventy-five (75) credits beyond the Bachelors in these columns for movement on the salary schedule. Steps 10-17, Column 2 are available to those teachers employed by the Savoy Elementary School prior to September 1, 2006. Column 1 (BA) will be shortened to eight (8) steps.

5.   The Teacher responsible for Sped duties will receive a $2,500.00 increase in her/her basic salary each year. This can be renegotiated between the Superintendent/School Committee and the Sped Teacher each year of the current contract.

IV              LEAVES OF ABSENCE

1.             Each teacher shall receive fifteen (15) sick days leave each school year. Unused sick leave shall accumulate from year to year up to 180 days. Extra days needed can be applied for and will be considered by the Savoy School Committee. The grant or denial of extra days shall be at the sole discretion of the School Committee, upon recommendation of the Superintendent.

2.            Teachers shall be granted temporary leaves of absence without loss of pay for the following reasons:

a.   Each teacher shall be granted three (3) personal days per year without loss of pay and not to be deducted from sick leave. These days may be taken without regard to reason and are non-cumulative. Grandfathered personal days, previously accumulated, may be taken in addition to those personal days granted annually. You will be paid $25.00 per day for unused personal days.

Teachers shall seek the permission of the principal in writing, in advance, of their intent to take a personal day adjacent to a holiday or vacation day.

b.   Each teacher shall be granted professional days, not to be counted as personal or sick days, upon the recommendation of the Principal with approval by the Superintendent.

c.    In the event of the death of the husband, wife, child, mother, father, stepmother, stepfather, brother, sister or significant other, for a period not in excess of five (5) consecutive school days, and in the event of the death of mother-in-law, father-in-law, guardian, grandfather or grandmother, for a period not in excess of three (3) consecutive school days and in the event of the death of an aunt or uncle, of the teacher for a period not in excess of one (1) school day, in the event of the death of a close friend of the teacher for a period not in excess of one (1) school day at the discretion of the principal. The beginning of such leave to commence with the date of death, except for uncle or aunt in which case leave may be taken on the day of the funeral; however, under extraordinary circumstances the leave may be taken at a later time subject to Committee approval.

d.   Each Teacher shall be granted leave to care or assist in the care of a relative or "significant other" of a teacher provided that the number of days shall not in any one (1) year exceed (5) days. These days shall not be deducted from sick leave.

3.             Parenting Leave: A teacher shall be granted leave of absence for up to one year for the purpose of child-care or child-rearing. Such leaves shall be consistent with applicable state and federal laws and/or rules and regulations>

Leave shall commence on a date determined by the employee. The employer shall be notified of the employee's intent to begin leave. Notice shall be served within a reasonable period of time. Such leave shall not affect the employee's right to receive vacation time, sick time, advancement, bonuses, seniority, length of service, credit, benefits, plans or programs to which he/she was eligible for at the date of leave.

The employer shall be notified of the employee's intent to end leave and return to employment. Notice shall be served within 30 days in advance of return from leave. Upon return from leave, the teacher shall be returned to the same position, in the same building, as assigned prior to the leave.

4.       Military Leave: A teacher shall be granted paid leave to render regular or reserve military service. Upon termination of leave, he/she shall be returned to the same position, in the same building, as that held prior to the leave.

5.       Leaves of absence other than the above shall be granted in accordance with the Family and Medical Leave Act of 1993.

6.       Sick Leave Bank: A sick leave Bank Committee will be established composed of two Teachers to be appointed by the Association and one member to be appointed by the School Committee. The Superintendent will be the fourth member of the committee. Appointees serve from date of appointment until they are replaced.

Each teacher employed by the School Committee shall become a member of the Sick Leave Bank upon completing his or her first day of work as a teacher in the Savoy School District. Each teacher, who has completed three consecutive years of employment in the School District as of September 1,2000, shall as of that date make an initial contribution of three (3) days to the Sick Leave Bank from his or her accumulated sick leave. This contribution shall continue each year thereafter until a maximum of sixty (60) days has been collected for the Sick Leave Bank.

In addition to his or her accumulated sick leave, a teacher may draw additional days from Sick Leave Bank such that a total of thirty (30) days is available for a given personal illness or injury, upon the Sick Leave Bank Committee's determination. The following criteria will be used for decision making:

(a)       The member teacher suffers from a legitimate medical illness.

(b)       The member teacher has exhausted all of his/her allotted leave time.

(c)                 The member teacher has petitioned the Sick Leave Bank Committee and has submitted all information requested.

In the event an individual uses all his/her sick leave days, including those eligible through the Sick Leave Bank, Association Members may donate their accumulated sick time to help that individual in need through a petition to be approved by the Sick Leave Bank Committee.

The Sick Leave Bank Committee may promulgate rules, regulations and requirements in order to properly administer the Bank. This includes procedures to replace days that have been withdrawn from the bank and awarded to a staff person in need. The number of days to be replaced, the number of full and part time contributing staff and the financial status of the district should be considered. All information submitted and discussed should remain confidential. The determination of the Sick Leave Bank Committee with respect to any petition, including without limitation the denial of a petition or the determination of the number of days to be granted, shall be final and binding on all parties and the said Committee's decision shall not be subject to grievance and arbitration.

V              INSURANCE

1.    All teaching employees and retirees in the school district shall be entitled to group health and dental insurance and life insurance equal to that currently in effect at the premium rate currently in effect for all town employees under the Regulations of Chapter 32B. It is further understood that the percentage paid by the Town will not change during the life of this Agreement.

2.    Teachers will also be eligible to receive Workman's Compensation at the rate currently in effect.

VI             REDUCTION IN FORCE

When it is necessary to reduce the number of employed teachers, the teacher or teachers affected by reduction in staff will be notified in writing, sixty (60) days prior to the time the reduction will take effect.

In the event of such reduction, teachers will be laid off in the reverse order of seniority. Seniority is measured in terms of teacher's length of service in years, months and days from the initial date of employment in the Savoy Public Schools.

Any teacher or teachers whose position is eliminated shall:

1.      Be transferred to an open position for which he/she is certified or certifiable.

2.      Replace an employee with lower seniority for which the employee whose position is eliminated is certified or certifiable.

3.      The Reduction-in-Force policy applies only to those teachers covered under the Teacher Collective Bargaining Contract.

4.             a. If within the two year period following termination, a teaching vacancy authorized to be filled by the committee occurs, the Superintendent shall notify all former teachers who are certified to fill the vacancy and who have been terminated within the two year period preceding the date of notice (notice shall be in writing addressed to the teacher at his/her last address).

If one or more of said teachers shall within 14 days of the date of such notice advise the Superintendent in writing that he/she/they are desirous of the position, the Principal upon the approval of the Superintendent shall appoint said teacher. If more than one terminated teacher applies, seniority will be the determining factor as to which teacher is re-appointed.

b. Any teacher who is laid off will, upon recall; be entitled to all of the benefits to which he/she was entitled prior to layoff, including, but not limited to, unused accumulated sick leave, seniority, tenure status and position on the salary schedule.

5.             Teachers who have been terminated in accordance with this article shall be given preference on the substitute list, if they so desire, for a period of two years.

6.             Teachers who have been terminated in accordance with this article may continue their group health, dental and life insurance coverage for a period of two years by promptly remitting to the Town the total premium costs. Failure to forward premium payments to the Town in accordance with a mutually agreed upon schedule shall terminate this right.

7.             The layoff or dismissal of a teacher under this article shall not be considered as either discipline or reprimand.

VII            CREDITS ON SALARY SCHEDULE AND OTHER STIPENDS

1.            Courses taken by teachers covered in this Agreement must be taken with the written approval of the Superintendent prior to taking said course or courses. All courses approved and taken must be satisfactorily completed with a grade of "B" or better, or if "passed/failed" designated, the course must receive a "passed". The teachers have the option of the following:

a.           The committee shall reimburse teachers fifty percent (50%) of the cost of tuition for all graduate courses up to a maximum of $950.00 per year.   Teachers' may request in writing to the School Committee any increase in this limit.

b.             Teachers may apply up to 45 PDPs equivalent to a total of three (3) credits for moving horizontal on the salary schedule.   The hours or PDPs of seminar, workshop or other such educational conference must have prior approval of the Superintendent and be accomplished beyond the normal working day.

Service on the Reform mandated School Governance Council for one year will be equivalent to 15 PDPs/Clock Hours.

2.     All teachers permitted to attend workshops, meetings, or attend conferences approved by the Superintendent, shall be paid at the prevailing IRS rate, subject to change annually, in September. Mileage will be determined between event and school covering the round trip.

3.     All teachers with twenty (20) years of service at the Savoy Elementary School shall upon leaving the employ of the Town of Savoy, receive Thirty dollars ($30.00) per day for unused sick days up to 180 days maximum.

4.     Personnel who qualify for column movement must have evidence of successful credit completion on or before September 1, of the contract year. Documentation submitted after September 1, will be retained for column movement placement in the following contract year.

VIII           DUES DEDUCTION

The Committee agrees to deduct from the salaries of the employees covered by this Agreement, dues for the Savoy Education Association, Massachusetts Teachers Association, National Education Association, as said teachers individually and voluntarily authorize the Committee to deduct and to transmit the monies systematically to the Savoy Education Association. Teacher Authorization shall be in writing. The Massachusetts Teachers Association states that teachers are to perform this service themselves. Dues will be deducted from the teacher's pay and then paid in a lump sum check to the Savoy Education Association. The teachers will be responsible for transmitting the funds to the Massachusetts Teachers Association.

IX.          WORK DAYS

I.             All teachers will receive a thirty (30) minute break from class and related duties each day.

2.      All teachers will receive a minimum of two (2) hours preparation time each week, one (1) hour of which will be dependent upon non-teaching staff and/or special subject teachers being available.

3.      Teacher's day will begin fifteen (15) minutes prior to the beginning of school and it will end fifteen (15) minutes after dismissal time (8:25 a.m. - 3:10 p.m.).

4.    One (1) teacher will remain along with the principal beyond the dismissal time in the event that there is an emergency if there are more than twenty (20) students remaining until they are picked up.

5.    The work year of the teacher will begin no earlier than the first Monday before Labor Day. The work year is defined as 181 days (180 student contact days and one (1) Teacher Preparation Day prior to the first student day of school). The 2010-2011 school year will consist of 182 days, due to this fact, teachers will be granted one extra personal day that can be used or rolled over into the 2011-2012 school year.

6.   The Principal, in his/her sole discretion may determine the nature and types of supervisory duties teachers may perform subject to the following conditions:

a.    The duty is reasonably related to the operation of the school or its educational needs.

b.    The amount of time teachers devote to performing duties is equitably assigned among teachers.

c.    Aides or other non-teaching personnel will be used to supervise the fifteen (15) minute snack recess and thirty (30) minute lunch recess. It is understood that if a situation arises where a non-teaching staff member is unavailable as a result of illness or emergency, teachers will be assigned to this duty on a day-to-day basis.

d.    If additional special subject teachers become available during the school day, every attempt will be made to balance any additional supervisory duties with additional preparation time.

X.            EVALUATION PROCESS AND PROCEDURES

A.            Definitions and Purpose

The Committee and the Association are dedicated to the concept of quality education and to this end recognize the administrative responsibility for teacher evaluation.

Evaluation is the ongoing process of defining goals and of identifying, gathering and using information as a part of a process which has the purposes of (a) providing information for improving performance, and (b) providing a record of facts and assessments to assess total job effectiveness and make personnel decisions. The evaluation process shall be free of racial, sexual, religious and other discriminations or biases as defined in state and federal laws.   The primary evaluator will be the principal. Other evaluators may be the superintendent of schools or the director of special education, as appropriate.

B.            Gathering Information

1.    Evaluation may consist of formal or informal observation of teaching or other work performance. Formal observations shall include any substantial classroom or equivalent visit made with a view toward completing a written evaluation of the teacher's performance. Informal observations would include briefer classroom visits or chance observations. All monitoring or observation of the work performance of a teacher will be conducted openly and with full knowledge of the teacher. The use of eavesdropping, public address or audio systems, and similar surveillance devices shall be strictly prohibited.

It is recognized that the principals of evaluation and the performance standards for teachers, imbedded in the Education Reform Law need to be incorporated into the teacher evaluation process. This article will remain as is, until the work of the ad hoc committee is completed. At that time, revisions will be added to the contract. (Subject to the approval of the SEA and the School Committee).

2.    In the case of classroom teachers, information used in evaluation shall be based primarily on direct observation of teaching performance reflecting the following Principles of Effective Teaching (the descriptors which are included are meant to serve as examples which demonstrate proficiency but are not meant to be considered all inclusive).

I.              CURRENCY IN THE CURRICULUM

A. The teacher is up to date regarding curriculum content.

1.    Demonstrates a working knowledge of the core curriculum of the teacher's assignment.

2.    Frames curriculum around essential questions in the discipline that provide opportunities for reasoning, logic, analysis and synthesis when planning units, lessons, and assessments.

3.    Keeps current in the field and applies knowledge to the instructional program.

4.    Contributes to the ongoing evaluation of the curriculum.

II.           EFFECTIVE PLANNING AND ASSESSMENT OF CURRICULUM AND INSTRUCTION

A.    The teacher plans instruction effectively.

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

2.    Sets short-term and year-long goals for curricular units which derive from unifying themes of fundamental importance to students' present or future lives.

3.    Identifies individual and group needs and plans appropriate strategies, including those that involve the use of up-to-date technologies, to meet those needs.

4.    Uses materials and resources, including technologies, that are appropriately matched to curricular goals and to students' needs and learning styles.

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

6.    Seeks out and collaborates with school-based specialists, resource personnel, including technology specialists, and administrators to better design curricula or instructional modifications to meet the special learning needs of students and support all students to learn and apply a challenging core curriculum.

7.       Plans engaging ways to introduce each unit of study.

8.       Plans frequent instructional opportunities where students are interacting with ideas, materials, teachers and one another.

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

10.  Integrates the teaching of reading, listening, writing, speaking, viewing and the use of appropriate learning tools (e.g., calculators, computers, etc.) within the discipline.

B.    The teacher plans assessment of student learning effectively.

1.       Determines specific and challenging standards for student learning.

2.       Develops and uses authentic assessment which describes a student's learning process as well as his/her learning achievements.

3.    Incorporates time for individual and interactive reflection including response journals, debriefings, and group discussions.

C.    The teacher monitors students' understanding of the curriculum effectively and adjusts instruction, materials, or assessments when appropriate.

1.    Regularly uses a variety of formal and informal authentic assessments of students' achievement and progress for instructional revisions and decision-making.

2.    Implements evaluation procedures which appropriately assess the objectives taught.

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

4.    Prepares and maintains accurate and effective recordkeeping systems of the quality and quantity of student work.

5.    Uses individual and group data appropriately; maintains confidentiality concerning individual student data and achievement.

III.    EFFECTIVE MANAGEMENT OF CLASSROOM ENVIRONMENT

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

1.    Implements instructional opportunities where students are interacting with ideas, materials, teachers and one another.

2.    Implements curriculum experiences in which students take increasing responsibility for their own learning.

3.     Demonstrates an openness to student challenges about information and ideas.

4.       Uses classroom time and classroom space to promote optimal learning.

5.       Understands principles and patterns of child growth and development and uses this knowledge in  with students.

6.     Establishes classroom procedures that maintain a high level of students' time-on-task and that ensure smooth transitions from one activity to another.

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

1.     Maintains systematic approach to discipline by establishing and administering a consistent and fair set of rules supporting appropriate expectations.

2.       Manages routines effectively.

3.       Maintains appropriate professional boundaries with students.

4.       Serves as a positive role model for students.

IV.    EFFECTIVE INSTRUCTION

A.            The teacher makes learning goals clear to students.

1.     Makes connections between concepts taught and students' prior knowledge and experiences.

2.     Regularly checks for students' understanding of content and concepts and progress on skills.

3.     Identifies confusions and misconceptions as indicated by student responses and regular assessment strategies. Remediates, reteaches, or extends teaching to meet individual and/or group need.

4.     Communicates clearly in writing and speaking, using precise language.

5.     Understands and shows students the relevance of the subject to life-long learning.

B.    The teacher uses appropriate instructional techniques.

1.     Uses a variety of teaching strategies, including cooperative, peer and project-based learning; audio-visual presentations, lecture, discussions and inquiry, practice and application, and the teaching of others.

2.     Provides options for students to demonstrate competency and mastery of new material, including written work, plays, art work, oratory, visual presentations, exhibitions and portfolios.

3.     Uses a variety of appropriate materials in order to reinforce and extend skills, accommodate learning styles and match instructional objectives.

4.     Causes students to become cognitively active in summarizing important learnings and integrating them with prior knowledge.

5.     Demonstrates working knowledge of current research on optimum means for learning a particular discipline.

C.    The teacher uses appropriate questioning techniques.

1.     Uses a variety of questioning techniques, including those which encourage and guide critical and independent thinking and the development of ideas.

2.     Presents information recognizing multiple points of view; encourages students to assess the accuracy of information presented.

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

1.      Regularly tries innovative approaches to improve instructional practices.

2.      Continually evaluates, tries innovative approaches and refines instructional strategies, including the effective use of technologies, to increase student learning and confidence about learning.

3.      Assesses instructional strategies in authentic ways by comparing intended and actual learning outcomes.

V.            PROMOTION OF HIGH STANDARDS AND EXPECTATIONS FOR STUDENT ACHIEVEMENT

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

1.       Regularly communicates objectives or learning outcomes to students.

2.       Regularly provides feedback to students on their progress on goals and objectives. 

3.       Communicates standards, expectations and guidelines regarding quality and quantity of students' work, work procedures and interpersonal behavior to students and parents.

4.       Responds to students' answers and work so as to keep students open, thinking, and willing to take risks and to persevere with challenging tasks.

5.       Models the skills, attitudes, values and processes central to the subject being taught.

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

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

2.         Develops and supports students' awareness of themselves as learners and their ability to overcome self-doubts associated with learning and take risks.

3.         Nurtures students' eagerness to do challenging work and provides incentive, interest and support for students to take responsibility to complete such tasks successfully.

4.         Acts on the belief that all students can learn and that virtually all can master a challenging core curriculum with appropriate modifications of instruction.

5.         Encourages and supports students to believe that effort is a key to high achievement and acknowledges and values student work, study and inquiry.

6.         Regularly identifies students needing extra help and secures student cooperation and participation in extra help sessions.

7.         Identifies students who are not meeting expectations and develops a plan that designates the teacher's and the student's responsibilities regarding learning.

8.         Demonstrates attitudes of fairness, courtesy and respect that encourages students' active participation and commitment to learning.

9.         Builds, positive relationships with students and parents to enhance students' abilities to learn effectively.

10.      Recognizes and responds appropriately when an individual student is having social and/or emotional difficulties which interfere with learning and/or participation in class.

VI.          PROMOTION OF EQUITY AND APPRECIATION OF DIVERSITY

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

1.     Provides opportunities to include all students in the full range of academic programs and activities and extra-curricular activities.

2.     Addresses the needs of diverse student populations by applying and adapting constitutional and statutory laws, state regulations and Board of Education policies and guidelines.

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

1.     Demonstrates sensitivity to differences in abilities, modes of contribution, and social and cultural backgrounds.

2.     Develops and implements educational and organizational strategies that are effective in meeting the needs of a diverse student body.

3.     Functions effectively in a multi-lingual, multi-cultural and economically diverse society.

VII.         FULFILLMENT OF PROFESSIONAL RESPONSIBILITIES

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

1.           Keeps parents informed of student's progress and works with them, in culturally appropriate ways, to aid in the total development of the student.

2.           Maintains professional boundaries with parents.

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

1.       Maintains professional boundaries with colleagues.

2.       Works constructively with others to identify school problems and suggest possible solutions.

3.     Works collaboratively with other staff in planning and implementing interdisciplinary curriculum, instruction and other school programs and shares expertise and new ideas with colleagues.

4.       Participates in student or school activities.

5.       Cooperates with other teachers about students' overall work load.

C.    The teacher is a reflective and continuous learner.

1.       Reflects about and acts on what students need to know and be able to do and about what the teacher can do to foster learning.

2.       Uses available resources to analyze, expand, and refine professional knowledge and skills; resources can include professional organizations, academic course work, school-based staff, administrative and community resources, and other colleagues.

3.       Participates in activities that demonstrate a commitment to the teaching profession.

4.          Seeks out information in order to grow and improve as a professional.

5.          Is receptive to suggestions for growth and improvement.

In addition to the Principles as outlined above, the teacher with Professional Teacher Status and principal, or SPED Director, or superintendent will meet every other year for the purpose of mutually establishing specific teacher goals. Teachers serving without Professional Teacher Status will meet yearly for this purpose.

C.            Reporting Results

1.      For each formal observation, the evaluator will provide a document which identifies areas of strength as well as areas which need improvement, based upon the established criteria and goals. Where there are areas needing improvement, the evaluator should indicate, as far as practicable, (a) specific recommendations for improvement, (b) direct assistance to implement such recommendations, and (c) a reasonable time schedule to monitor progress.

2.      The observation instrument shall be a narrative report based on the clinical model of supervision. The document shall include a description of the class; the objective of the lesson; direct student and/or teacher quotes during the lesson; teacher and student actions; an analysis of the lesson; any comments or requests raised during the post observation conference; specific commendations and recommendations. All comments should relate as closely as possible to the indicators listed in Principles of Effective Teaching.

3.    All formal observations will be accompanied by a post-evaluation conference, to be scheduled as soon as possible after the evaluation, but no later than five (5) school days. The formal observation will be preceded by a pre-observation conference. The written report will be presented to the teacher within ten (10) school days after the post-observation conference. A teacher may request another conference within three (3) school days after receipt of the written evaluation.

4.    The teacher will acknowledge that an opportunity was afforded to review the written observation by signing the copy to be filed. It is expressly understood that such signature does not necessarily indicate agreement with the contents thereof.

5.    A summative Evaluation Report for teachers with Professional Teacher Status will be issued every other year indicating that the Performance Standards have been met throughout the year. If a teacher "Needs Improvement" in any Performance Standard, a Professional Improvement Plan will be developed which will indicate, as far as practicable, specific recommendations, a summary of assistance to be provided, and a reasonable timeline in order to demonstrate mastery of the Standard. It is clearly understood that when a teacher is involved in this Improvement Plan, failure to master Standards can lead to personnel decisions. Teachers without Professional Teacher Status will be issued a summative Evaluation Report every year.

6.    The teacher may respond, in writing, to any report, and may note any significant differences. Such response will be placed in the teacher's personnel file attached to the report, and must be submitted to the superintendent within ten (10) school days of receipt of the original report.

D.            Frequency of Evaluation

Teachers who have attained Professional Teacher Status will be formally observed a minimum of once every two (2) years. Teachers serving without Professional Teacher Status will be formally observed at least three (3) times a year during their probationary period. There is nothing to preclude additional observations in any given year. A summative Evaluation Report will be issued following the observations.

E.            Miscellaneous

The evaluation procedure is designed to assess and improve the performance of teachers. Accordingly, it is understood and agreed that alleged circumstances of in­appropriate behavior, conduct unbecoming, or the like, ordinarily are investigated and de­termined in accordance with discipline provisions under Massachusetts General Laws, Chapter 71.

F.            Alternative Activities

Teachers have the option to pursue alternative activities to the evaluation procedure outline above. Alternative activities are not required, but the Principal at the pre-conference meeting must approve them. Also, alternative activities may be approved and pursued during off-cycle years, and the work will be credited to the on-cycle year.

Examples of acceptable activities might include by are not limited to:

Collaborative planning of instructional unites with school staff and with the staff from other member schools.

Curriculum development work

Writing and implementing a grant program

Initiating a new community service learning activity

Mentoring a new teacher and/or working with a student teacher

Implementing computer technology in core academic learning.

Alternative activities should be consistent with the goals of the School Improvement Plan and should also be consistent with the goals of the individual teacher's professional development plan. The activity should contribute to the on-going process of professional improvement and the enhancement of student learning.

XI.          GRIEVANCE PROCEDURE

1.          A "grievance" is defined as a complaint by a teacher or a group of teachers alleging that there has been a violation, misinterpretation, or inequitable application of the provisions of this Agreement.

2.          All time limits herein shall consist of calendar days exclusive of legal holidays, Saturdays and Sundays. Since it is important that grievances be processed as rapidly as possible, the number of days indicated at each level should be considered as a maximum, and every effort should be made to expedite the process. A grievance shall be deemed to have been withdrawn if it shall not have been presented or pursued within those time limits as herein set forth. The time limits may, however, be extended by mutual agreement in writing.

In the event a grievance is filed on or after June 1, which, if left unresolved until the beginning of the following school year, could result in irreparable harm to the aggrieved teacher, the time limits set forth herein may be reduced so that the grievance procedure may be exhausted prior to the end of the school term or as soon thereafter as is practicable.

3.     Level One. A teacher with a grievance shall first present it to the principal or immediate supervisor, either directly or through the Association, within twenty (20 days after the teacher knew or could with diligence have known of the alleged act, condition, or omission upon which the grievance is based, with the objective of resolving the matter informally.

Level Two (a). If the aggrieved teacher is not satisfied with the disposition of his/her grievance at Level One, or if no decision has been rendered within seven (7) school days after presentation of the grievance, she/he may file the grievance in writing with the Superintendent directly or through the ASSOCIATION within fourteen (14) school days after the grievance was presented at Level One. Within seven (7) school days after the receipt of the written grievance, the Superintendent shall meet with the aggrieved person and representatives of the ASSOCIATION in an effort to resolve the grievance.

Level Two (b). If a teacher does not file a grievance in writing with the President and written grievance is not forwarded to the Superintendent within twenty (20) school days after the teacher knew or could with diligence have known of the act or condition on which the grievance is based, the grievance will be considered as waived. A dispute as to whether a grievance has been waived under this paragraph will be determined by the procedures taken under Levels Three and Four.

Level Three. If the grievance is not resolved to the satisfaction of the grievant within seven (7) days after submission at Level Two, the grievant either directly or through the Association may present the grievance in writing to the Committee.

Level Four. If the grievance is not resolved to the satisfaction of the grievant within twenty (20) days after submission to Level Three and if the Association indicates in writing addressed to the Committee that the grievance is, in the considered opinion of the Association, meritorious and that it involves in the considered opinion of the Association, the interpretation or application of this agreement, the grievant may submit the grievance in writing to arbitration as hereinafter provided (said opinion shall be attached to the submission to arbitration).

4.    An employee may present a grievance to his employer and have such grievance heard without intervention by the exclusive representative of the employee organization representing said employee, provided that the exclusive representative is afforded the opportunity to be present at such conferences and that any adjustment made shall not be inconsistent with the terms of this agreement.

5.   The following general provisions shall pertain to arbitrations:

(a)    The Association may submit the grievance to arbitration in accordance with the applicable Voluntary Labor Arbitration rules of the American Arbitration Association or, at the discretion of the Association, the Division of Labor Relations, arbitration services.

(b)  The grievant shall have the right to use in the arbitration proceedings any representative or representatives of his or her own choosing.

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

(d) The arbitrator will confer with representatives of the committee and the Association and shall hold hearings and issue his decision as soon as possible. Neither party will be permitted to assert any grounds before the arbitrator which were not previously disclosed to the other party. The arbitrator shall be limited to the issues submitted and shall consider nothing else. The arbitrator can add nothing to or subtract anything from the Agreement between the parties. The arbitrator's decision will be in writing and will set forth his findings of fact, reasoning, and conclusions on issues submitted.

The decision of the arbitrator, other than the arbitrability of the issues involved, shall be final and biding upon the parties except that the arbitrator shall make no decision which alters, amends, adds to or detracts from this agreement, or which recommends a right or relief for any period of time prior to the effective date of this agreement, or which modifies or abridges the rights and prerogatives of the committee as set forth in this agreement or other pertinent provision of law.

6.             (a) The Committee and the administration will cooperate with the Association in the investigation of any grievance by making available to the Association all recorded information in the possession of the Committee which pertains to the grievance and which is within the public domain, to the extent so requested by the Association.

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

(c)     All decisions rendered at Levels One, Two and Three of the Grievance Procedure shall be in writing, setting forth the decision therefore and will be transmitted promptly to the grievant and the Association. A decision at Levels One and Two shall be final unless within seven (7) days of delivery of said decision to the grievant, the grievance is presented in writing at the next level. A decision shall be final at Level Three unless within twenty (20) days of delivery of said decision to the grievant, the grievance is presented to the American Arbitration Association for arbitration.

(d)    No reprisals shall be taken by the Committee or the school administration against any teacher participating in the presentation of a grievance in accordance with the provisions of this agreement because of such participation.

(e)     If a grievance affects a group or class of teachers, the Association as well as the teacher may within twenty (20) days immediately after the first occurrence of those acts or omissions upon which the grievance is premised submit such a grievance in writing to the Superintendent of Schools, whereupon such grievance shall be further processed at Level Three.

(e).    Time for meetings to discuss grievances shall be scheduled outside of the school day unless in the judgment of the Superintendent, in the case of a Level Two proceeding, or of the COMMITTEE. In the case of a Level Three proceeding, a meeting during the school day is desirable to facilitate the production of appropriate information. Attendance by teachers and ASSOCIATION representatives who are involved in grievance meetings held during the school day shall constitute authorized absence without loss of pay.

XII         LONGEVITY

Teachers who qualify shall be paid in addition to their base salary, a longevity payment based on the following formula:

After the tenth (10th) year in the system and beginning the Eleventh (11th) year of employment - $500.00

After the fifteenth (15th) year in the system and beginning the sixteenth (16th) year of employment - $700.00

After the twentieth (20th) year in the system and beginning the twenty-first (21st) year of employment -- $900.00

After the twenty-fifth (25th) year in the system and beginning the twenty-sixth (26th) year of employment - $1000.00

XIII      STIPENDS

All stipends after the school day and summer work contracted with Teachers will be paid at the rate of $25.00 per hour.

A stipend of $1,000.00 will be paid to the Head Teacher. Payment will be requested in writing to the Union Office biannually.

A stipend of $1,000.00 will be paid to the End of the Year Coordinator. Payment will be requested in writing to the Union Office at the end of the school year.

XIV         SEVERANCE BENEFIT

Upon retirement from the Savoy School System, teachers who have completed twenty (20) or more years of full time service to the Savoy School System shall be paid a one-time separation benefit of four thousand, five hundred dollars ($4,500.00). Part-time teachers who have satisfied the above requirements will be paid proportionately.

XV          Employee Right

A.      The association and each teacher recognize the authority and responsibility of the District to reprimand and discipline a teacher for just cause. No teacher will for disciplinary reasons be reduced in rank or compensation or deprived of any professional advantage without just cause. If a teacher is to be reprimanded or disciplined by a principal or a member of the administration above the level of principal, the teacher shall have the right to have a member of the Association present.

B.    Any reprimand by a principal or any member of the administration above the level of principal shall be made in private. The presence or absence of just cause shall be subject to grievance and arbitration as provided in Article XI unless the teacher or Association proceeds to challenge the reprimand or discipline in a proceeding provided by statute including, but not limited to Massachusetts General Laws, Chapter 71, Section 42.

C.    Whenever a teacher is required to meet with any employer representative concerning any matter which could adversely affect the employee's status, the teacher shall be given written notice of the nature of the meeting and shall be entitled to have an association representative present. The notice shall be sufficiently specific to allow the teacher to respond to the matters for which the meeting is called. The meeting shall be schedule at a time mutually convenient for the employer, the employee, and the association representative.

D.    Any complaint regarding a teacher made to any member of the Administration by a parent, student or other person, which warrants investigation and which may be used in an evaluation will be promptly investigated, reduced to writing and called to the attention of the teacher involved. The teacher will be given an opportunity to respond to and rebut such complaint.

E.    Oral statements concerning conduct, acts or omissions of a teacher shall not be considered a reprimand or discipline unless reduced to writing and placed in a teacher's personnel file.

XVI.       PERSONNEL FILE

1.       Teachers shall have the right to review the contents of his/her personnel file as provided under Chapter 71 Section 42C. A teacher shall be entitled to have the advice, assistance, and presence of a representative chosen by the teacher accompanying him/her during such review.

2.       No report, memoranda or other document shall be placed in those files or records referred to in G.L. (Ter. Ed.), Chapter 71, Section 42C, without a copy thereof being delivered to the teacher. Upon receipt of such report, memoranda or other document, the teacher shall have the right to submit to the Superintendent, in writing, such refutation or other comment as teacher shall deem to be pertinent. Such refutation or other comment shall be incorporated into the file or record.

THIS AGREEMENT WILL BE EFFECTIVE AUGUST 31, 2010 AND WILL CONTINUE IN FULL FORCE AND  EFFECT TO AND INCLUDING AUGUST 30, 2013 OR THE BEGINNING OF THE 2013-2014 SCHOOL YEAR, WHICHEVER COMES FIRST.

IN WITNESS WHERE OF, THE PARTIES HEREUNTO SET THEIR HANDS AND SEALS

THIS ______________________________  DAY OF___________________________________ 2010.

SAVOY EDUCATION ASSOCIATION                          SAVOY SCHOOL COMMITTEE

______________________________________       __________________________________________

______________________________________       __________________________________________

______________________________________       __________________________________________

FY'11

STEPS

 

 

 

MA+15

MA+ 30

MA+ 45

 

BA

BA+15

BA+30

BA+45

BA + 60

BA + 75

0

31,139

32,993

34,379

35,765

37,152

38,497

1

31,823

33,686

35,073

36,458

37,844

39,189

2

32,506

34,379

35,765

37,152

38,538

39,930

3

33,188

36,112

37,535

38,953

40,374

41,753

4

34,827

37,983

39,440

40,895

42,351

43,763

5

36,559

39,916

41,403

42,893

44,382

45,858

6

37,310

42,794

44,359

45,923

47,488

49,037

7

38,061

43,668

45,232

46,796

48,362

49,909

8

38,811

44,540

46,106

47,670

49,234

50,783

9

39,562

45,414

46,977

48,542

50,108

51,657

10

40,314

46,288

47,851

49,417

50,980

52,529

11

41,064

47,159

48,725

50,290

51,855

53,404

12

41,813

48,033

49,599

51,163

52,729

54,278

13

42,566

48,906

50,470

52,037

53,602

55,151

14

43,317

49,780

51,345

52,909

54,474

56,023

15

44,067

50,651

52,217

53,782

55,348

56,897

16

44,818

51,528

53,092

54,656

56,220

57,769

17

45,969

54,947

56,587

58,229

59,870

61,494

APPENDIX "B"

SAVOY PUBLIC SCHOOLS

OBSERVATION REPORT

TEACHER:____________________________________ Grade/Area:______________________________

SUPERVISOR:_________________________________________________________________________

Date of Class Visit________________ Date of Pre-Conf______________ Date of Post Conf____________

1st Year_______ 2nd Year___________ 3rd Year___________ Professional Status_________________

DESCRIPTION:

EX.         The class was a 4th grade lesson in pronouns. The main objective of the lesson was to have the students demonstrate their proficiency in choosing the correct personal pronoun. This was part of a larger unit dealing with parts of speech and the teacher had already spent several days reviewing several of the rules. The class consisted of 24 heterogeneously grouped students and included several students with special needs including one severely handicapped student who had an aide assisting him. In pre-conference the teacher asked the observer to pay particular attention to questioning strategies and overall participation.

OBSERVATION:

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

 (Use as many sheets as necessary)

COMMENDATIONS/RECOMMENDATIONS:

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

 (Use as many sheets as necessary)

Evaluator's Signature: ___________________________________________ Date:____________________

I have received a copy of this report and realize that my signature does not necessarily indicate agreement with the report.

Teacher's Signature:_____________________________________________ Date:____________________

APPENDIX "C"

SAVOY PUBLIC SCHOOLS

EVALUATION REPORT

TEACHER:_____________________________________________ Grade/Area:_____________________

SUPERVISOR:_________________________________________________________________________

Date(s) of Class Visit________________ Date(s) of Pre-Conf ____________ Date(s) of Post Conf_______

________________                                 ______________                                 ________

________________                                 ______________                                 ________

1 st Year_________ 2nd Year_________ 3rd Year______ Professional Status________

STANDARD                       MEETS/EXCEEDS                                     NEEDS

STANDARD                                     IMPROVEMENT

I.       The teacher is current in the curriculum, demonstrating knowledge; providing for student reasoning, logic, analysis & synthesis; and contributing to the ongoing evaluation of the curriculum.                                _______________                                                                                                    _____________

II      The teacher plans instruction effectively, setting short & long term goals; providing active participation opportunities for students; collaborating with specialists; and allowing for student responsibility. Also, plans assessment of student learning which uses authentic assessment based on challenging standards for student learning and then monitors and adjusts instruction.                                                                                                    _______________                                                                                                    _____________

III     The teacher creates an environment that is positive for student learning and involvement and then maintains appropriate standards of behavior, mutual respect and safety.                                                                  _______________                                                                                                    _____________

IV.    The teacher provides for effective instruction making learning goals clear to students; uses a variety of appropriate instructional techniques; incorporates a variety of appropriate questioning strategies; and, tries innovative approaches to increase student learning and confidence to learn.      _______________                                                                                                    _____________

V       The teacher promotes high standards and expectations for students by communicating learning outcomes regularly to students, as well as modeling skills, attitudes and values. The teacher also pro­ motes student ownership and responsibility by encouraging effort as a key to high achievement and knowledge                                                                                 _______________                                                                                                    _____________

VI     The teacher promotes equity and appreciation of diversity by providing opportunities to include all students while addressing the needs of a diverse student population. The teacher demonstrates a sensitivity to diversity and functions effectively in a multi-lingual, multi-cultural and economically diverse society.                                                                         _______________                                                                                                    _____________

VII   The teacher fulfills all professional responsibilities by being constructive and cooperative with parents; by working collaboratively with others to accomplish the goals and priorities of the school and district; and by being a reflective and continuous learner.                                        _______________                                                                                                    _____________

COMMENTS:

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

Any standard which indicates Needs Improvement must have a Professional Improvement Plan attached which will indicate, as far as practicable, specific recommendations, a summary of assistance to be provided and a reasonable timeline in order to demonstrate mastery of the standard(s).

Evaluator's Signature:__________________________________________ Date:_____________________

I have received a copy of this report and realize that my signature does not necessarily indicate agreement with the report.

Teacher's Signature:________________________________________________ Date:_________________

SAVOY SCHOOL COMMITTEE

and the

SAVOY EDUCATION ASSOCIATION

Memorandum of Agreement

The Savoy Education Association at a meeting of June 8, 2011 voted to accept a 0% raise for the school year 2011-2012. They also agreed to renegotiate the salary portion of their contract with the Savoy School Committee in the spring of 2012 for the 2012-2013 school year.

____________________________________________         ____________________________________

President, Savoy Education Association                        School Committee Chairperson

_______________________________________     ___________________________________________

Date                                                                                                   Date