Berlin-Boylston

Show detailed information about district and contract

DistrictBerlin-Boylston
Shared Contract District
Org Code6200000
Type of DistrictRegional Secondary
Union AffiliationAFT
Most Recent DocumentContract
Expiring Year2017
Expired Status
Superintendency UnionUnion 60 Berlin-Boylston
Regional HS MembersBerlin-Boylston
Vocational HS Members
CountyWorcester
ESE RegionCentral
Urban
Kind of Communityresidential suburbs
Number of Schools1
Enrollment444
Percent Low Income Students10
Grade Start7
Grade End12
download pdf version of this document view accessible version of this document AGREEMENT

AGREEMENT

BETWEEN THE BERLIN-BOYLSTON REGIONAL SCHOOL COMMITTEE

AND

THE TAHANTO REGIONAL TEACHERS' ASSOCIATION,

Local 3225, American Federation of Teachers, AFL-CIO

September 1, 2014 - August 31, 2017

Side Letters (3): (1) Dental Insurance; (2) Dedicated Telephone Line & Fax Machine; (3) Retiree Insurance Coverage

PART ONE

ARTICLE I

ASSOCIATION RECOGNITION

A.        The Berlin-Boylston Regional School Committee recognizes1 the Tahanto Regional Federation of Teachers Local 3225, American Federation of Teachers, AFL-CIO, as the exclusive bargaining representative for all teaching personnel employed by the Berlin-Boylston Regional School Committee, who hold certificates or waivers under Chapter 71 of the Massachusetts General Laws, and all other personnel who hold such certificates or waivers and who perform a school related function such as the librarian, guidance counselors, and reading specialists, hearing and speech therapists, school psychologist, etc.

Included within the category of waiver personnel shall be those for whom an application for waiver has been filed and is still pending.

Excluded from the unit: the Superintendent, Principals, Assistant Principals, Administrator of Special Education, substitutes, tutors, teacher aides, coaches, and all other employees of the Municipal Employer.

B.         Unless otherwise indicated, the employees in the above unit will be hereinafter referred to as "Teachers", and references to teachers will include all teachers, both male and female.

____________________________________________________________________________________________________________________________________

1Pursuant to vote of Berlin-Boylston Regional School Committee, October 25, 1972.

____________________________________________________________________________________________________________________________________

ARTICLE II

DURATION OF CONTRACT

The Contract between Berlin-Boylston Regional School District and the Tahanto Teachers' Association, AFT, AFL-CIO, Local 3225, will be in effect from September 1, 2014 to August 31, 2017.

PART TWO

ARTICLE III

SCHOOL CALENDAR

A.        It is understood and agreed that determination of the school calendar is a function of the School Committee under Massachusetts General Laws, Chapter 71, Section 37.

ARTICLE IV

TEACHING YEAR

A.        The school year shall consist of one (1) day prior to start of school, one hundred eighty-two (182) student days, and four (4) days to be scheduled by the School Committee. Teachers commencing employment at the beginning of the contract year will be required to work one (1) day in addition to the above for the purpose of orientation.

B.         While the seven (7) period school day is in effect, Department Heads will not be required to teach more than twenty-six (26) single periods per week. Department Heads will be given five (5) preparation periods per week. Department Heads will be required to work two (2) additional days prior to the beginning of the school year in addition to the day before the school year begins, for the purpose of orienting new teachers in their department, meeting with the Principal, and checking on availability of ordered books and materials, and one (1) day following the close of the school year for the purpose of orderly completion of the work of the department and for planning and ordering for the next school year.

C        Professional Development Days

There shall be only two (2) additional days per year for professional development.

If the state legislature and/or the State Board of Education lengthens the minimum school year beyond one hundred eighty-two (182) school days, then the professional development days shall be converted to school days to the extent of the increase beyond one hundred eighty-two (182) days; e.g. a school year of one hundred eighty-three (183) days would result in one (1) professional day converted to a school day and one (1) professional day being maintained as such.

ARTICLE V

TEACHING DAY

A.        Except as otherwise provided in Part Four of this Agreement, a teacher will be expected to be in the building between the hours of 7:25 a.m. (start), 7:30 a.m. (on duty) and 2:20 p.m. On either Monday, Tuesday, Wednesday or Thursday a teacher is expected to be in the building until 2:40 p.m. for the purpose of providing extra help to students; provided, however, that if no student appears by 2:20 p.m., or if no student has made an appointment for extra help, the teacher shall be free to leave school at 2:20 p.m.

On Fridays and on the day before a vacation or holiday, teachers may leave school five minutes after the regular last school bus has departed.

Because of the nature of the professional responsibility of teachers, it is recognized that they may be required to devote additional time for extra help in order to fulfill their professional commitments.

B.         Students will receive extra help also from teachers after school on other days as requested by a student or a teacher, upon arrangement between the student and teacher involved. In the event of a question arising out of the amount of extra help offered or requested, a conference will be held including the teacher, the parent or parents, the student, and the Principal. Following the conference the Principal, after consultation with the teacher, will determine the extent of extra help which is necessary in the individual case.

C.        Teachers will also remain after 2:20 p.m. with proper notification (48 hours) for core evaluation or other meetings necessary to provide service to children with special needs in accordance with Chapter 766 of the Acts of 1972, in cases where these meetings cannot be scheduled during the teacher work day.

D.        Duty Free Lunch

Each teacher shall be provided with at least a thirty (30) minute lunch period free of all duties.

E.         A teacher will be guaranteed course preparation equivalent to one (1) academic period, but of no less than forty-eight (48) minutes duration per day.

PART THREE

ARTICLE VI

COMPENSATION

A.        Basic Salary Schedule

The salaries and differentials of the members of the bargaining unit are set forth in Appendix "A", which is attached to and made a part of this Agreement.

B.         Extra-Curricular Activity

(1)        A schedule for payment of extra-curricular duties is set forth in Appendix B, which is attached to and made a part of this Agreement.

(2)        Assignment to the extra-curricular positions listed in Appendix B shall be made annually.

C.         Initial Placement on the Salary Schedule

(1)       Members of the bargaining unit shall be placed on the salary schedule at the step appropriate for degree status and creditable years of experience.

(2)        New teachers shall be placed on the salary schedule at a step established by agreement between the employee and the Superintendent provided that new teachers shall not receive higher salary than any presently employed teacher with equal training and experience. After hire, members of the bargaining unit shall advance on the salary schedule in accordance with their degree status and creditable years of experience in the Berlin-Boylston Regional School District. All benefits, including salary to which a teacher was entitled at the time of lay-off shall be restored in full upon recall.

(1)       The Union shall be provided with a list indicating the step placement of bargaining unit members.

D.        Method and Time of Salary Payment

(1)        The annual salary to be paid to each teacher shall be paid in twenty-six (26) biweekly installments. The first payment shall not be payable until after the start of the school year.

(2)        A member of the employee unit shall have the option to be paid all monies due for services during the school year by June 30, provided that a written request is made not later than May 15 of the year in question on forms to be provided by the Superintendent's office, and provided further that all such services have been completed by June 30 of said year.

(3)        If a member of the bargaining unit leaves or dies during the school year, he or his estate shall be entitled to a prorated share of his salary based on his period of service in relation to the number of weeks school is in session during the school year, minus the compensation already paid.

E.         Itemized Payroll Deductions

A statement of payroll deductions shall be provided with each salary payment. The Committee agrees to provide payroll deduction to any financial institution with a federal tracking identification or routing number through the automatic clearinghouse, upon appropriate authorization from members of the bargaining unit requesting such deductions.

ARTICLE VII

QUALIFICATION FOR INCREMENTS

A.        Qualification for Increments and Progression on the Salary Schedule

(1)        An increment, as provided in the salary schedule, will be granted annually (effective as of September 1) to a teacher, provided that at each three (3) year interval of employment in the Berlin-Boylston Regional School System a dual requirement is fulfilled as follows: a. Satisfactory completion of a three (3) credit course which has had prior approval of the Superintendent, and b. Recommendation by the Superintendent to grant the three (3) year increment.

(2)        Once a teacher reaches maximum, the three credits need only be obtained once every five (5) years.

(3)       If a teacher fails to obtain the required courses, he shall not receive any step increment or longevity increment. He shall remain on the same step, but he shall receive any increases to which that step is entitled.

(4)       Once a teacher reaches the maximum step of the level of Master's Degree plus 30 he shall be relieved of the requirement of taking additional courses for credit.

(5)       For purposes of determining the proper step on which to place new teachers, one hundred thirty-five (135) work days or more completed in any one school year in this school system shall be credited on the salary schedule as one full work year of teaching experience. This provision shall apply to teachers returning from approved leaves of absence or having any past employment in the Berlin-Boylston Regional School System, subject to recommendation by the Superintendent to grant the three (3) year increment and approval by the School Committee.

(6)        Official transcripts, or other college and university documents, submitted as verification of course and degree completion for purposes of advancing on the salary schedule, must be delivered to the Superintendent by October 1 of each school year for adjustment of the teacher's salary for that school year.

(7)       Longevity increments in accordance with the salary schedule will be granted at the completion of each five-year period of teaching after a teacher has attained the maximum step on the salary schedule, provided that the Superintendent so recommends, and provided the teacher has obtained three course credits within said five-year period.

B.        Advancement in Training Status

(1)        Advancement to a higher training level shall be effective the September 1 next following the date when a degree is awarded or the date when the requirements for an advancement to a higher training level are completed.

(2)        Only credits taken after the date of receipt of a Master's Degree shall be applicable to the salary track beyond the Master's Degree.

(3)       Effective July 1, 2001 advancement to a higher training level shall be effective immediately following the date when the requirements for an advancement to a higher level are completed, provided that written notification is given to the principal on or before December 1 of the prior fiscal year (or of the preceding year) and confirmation of completion is submitted to and received by the principal at time of completion.

C.        Course Reimbursement

The Berlin-Boylston Regional School Committee agrees to pay course reimbursement for courses taken by employees covered under this Contract. Reimbursement shall not exceed a total of thirty (30) courses per year for reimbursement.   Such course reimbursement shall include tuition and fees to a maximum amount of $800 per person per year and $1,550 once in a (3) year span.

Each employee must submit their course title to the Superintendent prior to the beginning of the course and receive his approval. The employee must receive a grade of "B" or better and submit a grade report to the Superintendent's Office. At the discretion of the Superintendent, additional courses can be added to accommodate special circumstances.

ARTICLE VIII

DUES DEDUCTION

A. The Committee, having accepted Section 17C of Chapter 180 (added by St. 1962, c. 175) by vote duly adopted on December 3, 1969, it is agreed that deductions shall be made from the salary of any teacher so requesting for dues to the Tahanto Regional Teachers' Federation, Local 3225, American Federation of Teachers, all procedures to be in compliance with the terms and provisions of said Section 17C. The deductions shall be made as follows:

(1)        The Superintendent will furnish the Tahanto Regional Teachers' Federation annually by July 1 with a list of all new teachers who will begin employment in September, and any additional teachers who are employed thereafter prior to September 1.

(2)        Deductions shall be made only in those cases where a teacher signs an authorization form in triplicate stating the exact amount of each deduction and the total to be deducted over the deduction period and delivers said form to the Superintendent on or before August 1 of the first year in which the dues deductions are to commence.

(3)        There will be eight (8) semi-monthly installments commencing with the first pay period in September and ending with the last pay period in December.

(4)        Any teacher who authorizes deductions after the first pay period will be allowed to deduct professional dues only over the remaining pay periods ending with the last pay period in December.

(5)        After authorizing deductions, a teacher must have that amount of deductions made each pay period until all payments are completed. Any teacher may stop deductions at any time by making a written signed statement to that effect to the Superintendent of Schools.  Once payments are so terminated they may not be resumed that year.

(6) The Treasurer of the Berlin-Boylston Regional School District shall forward all monies deducted for professional dues once monthly to the Treasurer of the Tahanto Regional Teachers' Federation, Local 3225, American Federation of Teachers, after proper billing by the Association on or after the 20th day of each month.

ARTICLE IX

INSURANCE AND ANNUITY PLAN

A.        Insurance Coverage

The Committee will pay under provisions permitted by law the cost of the following types of insurance coverage:

(1)       A $20,000 term life insurance plan of the type presently available to teachers.

(2)       The School District shall provide two (2) HMO's which shall be HMO Blue and the Fallon Community Health Plan. However, effective May 1, 2005, there shall be no further enrollment into the Fallon Health Plan. Only those persons who are enrolled in the Fallon Plan as of May 1, 2005, may remain therein. Once a person who is enrolled in the Fallon Health Plan opts out of that Plan, he/she may not opt back into it. In the event that the School Committee chooses to no longer purchase its health insurance through MIIA, it is understood that the above-referenced prohibition against employees entering into the Fallon Plan shall be lifted. Contribution rates will be as follows:

   The School Committee shall pay seventy-five percent (75%) of the cost of the individual or family HMO Blue coverage, whichever applies, with an equal dollar amount being paid towards the cost of the Fallon Community Health Plan (for those employees who are "grand fathered" into Fallon). In no case will the District pay more than 80% of the appropriate Fallon plan. In the event that MIIA is dropped as the Administrator, the District shall continue to provide two (2) HMO's, which shall be, as stated above, HMO Blue and the Fallon Community Health Plan and the district shall pay 75% of the cost of the individual or family HMO Blue coverage, whichever applies, with an equal dollar amount to the Fallon Community Health Plan. In no case will the District pay more than 80% of the appropriate Fallon plan.

Additional plans may be offered, provided that such plans shall not affect the availability or increase the employees' cost of the HMO Blue or the Fallon Plan.

(3)       The Committee will establish a flex plan which permits the payments for health insurance to be treated as non-taxable income.

(4) Effective July 11, 2006, the School Committee agrees to accept the provisions of Massachusetts General Laws Chapter 32B, §§ 9A, 9D, and 18. This paragraph A (4) of Article IX shall not be grievable or artibrable except on the sole issue of whether the School Committee has accepted §§ 9A, 9D, and 18.

B.         Annuity Plan

Teachers will be eligible to participate in up to two Tax-Sheltered Annuity Plans established pursuant to United States Public Law No. 87-370.

C.         Workmen's Compensation

Teachers shall be included under the provisions of the Massachusetts Workmen's Compensation Act.

Nothing shall prevent an employee from using his/her sick leave (including accumulated sick leave) to augment the Workmen's Compensation stipend. Sick leave used shall be a pro-rated percentage necessary to ensure that the employee receives compensation equal to one hundred (100%) percent of his/her regular salary. Deduction from the accumulated sick leave shall be equal to the pro-rated percentage used to make the employee's salary whole.

D.        Health Insurance Waiver

An employee who is eligible to enroll in a health insurance plan offered to employees by the Berlin-Boylston Regional School District ("District") and who elects not to enroll in or to withdraw from health insurance plans offered by the District for the purpose of obtaining alternative health insurance coverage through such employee's spouse, provided that such spouse is not employed by the District, or for the purpose of obtaining alternative health insurance coverage from another privately sponsored health insurance plan must provide proof of such health insurance coverage each plan year to be eligible to receive one of the following annual waiver payments:

Individual Coverage Waiver Payment          $ 1,200.00 per plan year.

Family* Coverage Waiver Payment             $2,400.00 per plan year.

(*Only employees who are eligible to enroll in family coverage may receive the Family Coverage Waiver payment.)

The District will make waiver payments at or about the end of the health insurance plan year to eligible employees. Any employee who elects to receive a waiver payment and who subsequently enrolls in or re-enrolls in a District offered health insurance plan within the plan year or who separates from employment during the plan year will have his/her waiver payment pro-rated based on the number of months such employee and his/her dependents, if any, were not enrolled in a health insurance plan offered by the District. Any employee who is eligible to enroll in a District offered health insurance plan, who commences employment with the District after the start of the plan year, and who elects to receive the waiver payment shall have his/her payment prorated based on the number of months such employee and his/her dependents, if any, were not enrolled in a health insurance plan offered by the District.

The District may discontinue this Health Insurance Waiver provision in any future plan year by giving the Association notice at least thirty (30) calendar days prior to the first day of open enrollment for such plan year.

ARTICLE X

USE OF MOTOR VEHICLES

A.        Traveling teachers covered by this Agreement who are authorized to use private automobiles for school purposes shall be reimbursed at the IRS rate per mile.

PART FOUR

ARTICLE XI

TRANSFERS AND PROMOTIONS

A.        Transfers

(1)        Requests for non-promotional transfers shall be submitted in writing and renewed annually at any time in the year to the Superintendent of Schools.

(2)        If the transfer is one that normally would not become effective until the beginning of the school year, the request must be filed prior to May the 1st of the preceding school year.

(3)        Notice of transfer shall be given to a teacher as soon as possible following the granting of the teacher's request.

B.        Promotions

(1)       Whenever any vacancy in a full-time promotional position (new or existing) occurs during the school year (September to June), and a decision is made to fill said vacancy, it will be adequately publicized by the Superintendent by means of a notice placed on the Association bulletin board in every school as far in advance (at least ten (10) days) of the appointment as possible. During the months of July and August, notice of any such vacancy will be given to the Federation. In both situations the qualifications and minimum prerequisites for the position, its duties and the rate of compensation will be clearly set forth.

(2)        Applications will be received from the personnel who believe themselves qualified by reason of experience, training, capacity, and general ability to execute proficiently all the demands of the position.

C.         Positions in Summer School, Evening School and Under Federal Programs

(1)        All openings for summer school and evening school positions and for positions under Federal programs will be adequately publicized by the Superintendent in each school building as early as possible and teachers will be notified of the action taken regarding their applications as early as possible.

Under normal circumstances, summer school and evening school opening will be publicized not later than four (4) months before the commencement of such programs, and teachers will be notified of the action taken not later than two (2) months before the commencement of such programs.

(2)        Such positions shall be filled first by regularly appointed teachers at the school in accordance with "3" below.

(3)       In filling such positions, consideration will be given to a teacher's area of competence, major and/or minor field of study, and quality of teaching performance. If all other qualifications are substantially equal, positions will be filled on the basis of length of service.

D.        Filling Vacancies and Promotions

The Principal shall be the sole judge as to who fills vacancies and who receives promotions subject to the approval of the Superintendent.

ARTICLE XII

TEACHER ASSIGNMENTS

A.        Assignments

(1)        In order to assure that pupils are taught by teachers working within their areas of competence, teachers will not be assigned outside the scope of their teaching certificates and/or their major or minor fields of study, except in the case of temporary assignments and other instances of good cause.

(2)        Teachers will be notified in writing of their tentative programs for the coming year, including the schools to which they will be assigned, the grades and/or subjects that they will teach, and any special or unusual classes or classrooms that they will have by April 30.

(3)        To the extent feasible, teacher preference will be taken into consideration in making grade and subject assignments.

(4)        In arranging schedules for teachers who are assigned to more than one school, an effort will be made to limit the amount of inter-school travel. Such teachers will be notified of any changes in their schedule as soon as practicable. Teachers who are assigned to more than one school will receive remuneration for all inter-school driving done by them at the current rate.

(5)        A basic maximum of twenty-five (25) teaching periods, five (5) preparation periods, and five (5) administrative periods will be assigned for all teachers.

(6)        This Article shall not be subject to the Grievance Procedure.

(7)        While the seven (7) period school day is in effect, teachers will not be required to teach more than twenty-six (26) single periods per five-day work week. The teachers will be given five (5) preparation periods per five-day work week.

B.         Tutoring

Acceptance of a tutoring assignment is voluntary. Some tutoring assigned by the Administration and performed by certified teachers shall be paid at the rate of thirty-two ($32.00) dollars per hour, the tutor to provide transportation at his own expense. Travel time is not compensated.

C.         Extra-Curricular Assignments

(1)        Teachers are to select either an in-school activity or an extra-curricular activity by the close of each school year for the next year in accordance with their interest and capabilities. A teacher shall not be required to undertake an extra-curricular activity.

(2)        Teachers who do not select in-school activities or extra-curricular activities may be assigned in-school activities by the Principal on a fair and equitable basis after consultation with the available teachers.

(3)        All activities shall be subject to assignment, except those listed in Appendix B.

(4)        New in-school activities will be posted, along with their responsibilities, on the faculty bulletin board for a period of one (1) week before they may be assigned by the Principal.

(5)        The basic salary schedule and the chart of extra-curricular activities listed in Appendix B, shall constitute full consideration for performance of such service.

(6)       The Principal, subject to the approval of the Superintendent, shall be the sole judge of what is a fair and equitable assignment, and of what teacher shall be given that assignment.

ARTICLE XIII

ASSISTANCE IN ASSAULT CASES

A.        The Principal shall report all cases of assault suffered by teachers, in connection with their employment, to the Superintendent.

B.        Whenever it is alleged that a teacher has assaulted a person or that a person has assaulted a teacher, the Principal and Superintendent shall conduct an investigation of the incident. The Superintendent shall comply with any reasonable request from the teacher for relevant information in the Committee's possession not privileged under law concerning the person or persons involved.

C.        The Committee shall indemnify a teacher in its employ for expenses or damages sustained by him by reason of an action or claim against him arising out of the negligence of such teacher or other act of his resulting in accidental bodily injury to or the death of any person or in accidental damage to or destruction of property, while acting as such teacher, and may indemnify such teacher in its employ for expenses or damages sustained by him by reason of an action or claim against him arising out of any other acts done by him while acting as such teacher; provided, in either case, that such teacher was at the time the cause of action or claim arose acting within the scope of his employment and provided further that the defense or settlement of any action or claim for which indemnification is sought under this provision shall have been made by the District Counsel, upon the request of the Committee, or if the District Counsel fails or refuses to defend such action or claim, by an attorney named by the Committee or by an attorney employed by such teacher. The Committee shall appropriate funds for this purpose in the same manner as appropriations for general school purposes.

ARTICLE XIV

LEAVES OF ABSENCE WITH PAY

A.         Sick Leave

(1)        Teachers will be entitled to fifteen (15) sick leave days as of the first day of each school year. Up to five (5) days per year of sick leave may be used to tend to an immediate family member who is ill or in need of medical attention. For the purposes of this section, immediate family shall include: husband, wife, mother, father, sister, brother, son, daughter, in-laws, grandparents and members of the same household. Unused sick leave days may accumulate from year to year with a maximum limit of one hundred sixty-five (165) days. Effective September 1, 1997 accounting for the accumulation of sick leave shall take place at the end of the school year with days remaining added or lost. The intent of this language is to allow the current year's sick leave to be used before taking days from the accumulated leave; e.g. a teacher with one hundred sixty (160) accumulated days would receive their fifteen (15) days in September, any unused portion of those fifteen (15) days would be added to the one hundred sixty (160) days at the end of the year up to the maximum allowed. The Superintendent, at his discretion, may allow sick leave beyond the above limits.

(2)       Unused accumulated sick leave will be restored to a teacher upon his return from his leave of absence and he will be assigned to a position substantially equivalent to the one which he held at the time said leave commenced.

B.         Sick Bank

(1)       A sick bank will be established for all teachers who wish to participate and who have taught at Tahanto Regional Middle-High School for more than two (2) years.

(2)       The Berlin-Boylston Regional School Committee shall invest one hundred (100) days for the establishment of the sick bank.

(3)        Participants shall contribute three (3) days the first year and a minimum of one (1) day per year thereafter of accumulated sick leave to the sick bank.

(4)        Only participants who have contributed to the sick bank shall be eligible to receive time from the sick bank.

(5)        A committee of two (2) representatives appointed by the Teachers' Association and the Superintendent of Schools shall administer the sick bank. In case of a vote, majority will rule.

(6)        The decisions of the sick bank committee are final and binding and are not subject to the grievance procedure. The committee shall consider the membership eligibility of the teachers who wish to withdraw days from the sick bank as well as the following other criteria:

(a)        A teacher must submit written evidence from a doctor that he/she is suffering a serious and lengthy illness that requires further absence from work; and

(b)        A teacher must have used up all his/her accumulated sick leave.

(7)         The sick bank committee may issue a grant from the sick bank to no more than one hundred ninety (190) days in grants up to ninety (90) days.

(8)        The sick bank shall maintain a minimum of twenty-five (25) days in reserve. If the number falls below twenty-five (25), members will be required to contribute one (1) additional day from accumulated sick leave.

C.        Funeral Leave

(1) In the event of death in the immediate family of a teacher, a teacher will be granted at his request, reasonable and necessary time off as funeral leave for as many as five (5) working days without loss of pay.  For the purpose of this Agreement, the immediate family shall be husband, wife, children, father and mother, sister and brother. The Superintendent at his discretion may grant additional leave.

(2)        A total of two (2) days without loss of pay may be granted in the case of death of a mother-in-law, father-in-law, grandparents, grandparents of the spouse, brother-in-law, sister-in-law, and in the case of death of an aunt, uncle, and any other member of the family living in the immediate household, a total of one (1) day may be granted without loss of pay.

(3)        The Superintendent, at his discretion, may grant additional days and may determine whether such additional days shall be with or without pay.

D.        Religious Leave

Each employee may be granted up to two (2) days absence from school duties without loss of pay for the observance of religious holidays not regularly included in the school calendar. If taken, there will be no deduction from the individual's personal or accumulated sick leave. Five (5) days of advance notification to the principal will be required as a prerequisite to the granting of religious leave.

E.         Emergency Leave

(1)        Absence will be granted without loss of pay for not more than three (3) days in any one (1) school year to permit a teacher to attend to personal or business matters at which his presence is necessary and which could not be postponed to a time in which school is not in session.

(2)        Since the absence of a teacher will interrupt the continuity of his class instruction and will result in a lessening of the pupils' education accomplishments, a teacher should avail himself of these absences only in unusual and extraordinary circumstances.

(3)        To facilitate procurement of the best available substitute instruction, the teacher, whenever possible, will give at least one (1) week's notice of the anticipated absence to the Principal. A brief explanation of the reason for the absence will be included on the monthly absence report.

(4) Examples of the kinds of absences covered in this policy include, but are not limited to, the following:

(a)        Legal matters, such as transfer of deeds, court appearances, and legal consultations which require appointments during the school days.

(b)        Sickness in the immediate family, such as a sick child requiring a parent's attention at home, or a member of the immediate family suffering from an illness of a critical nature that would require your presence at the bedside.

(c)        Death of a close relative or friend.

(d)        Emotional upset following accident involving oneself or someone closely related or a close friend.

(e)        Graduation of son, daughter, or spouse from high school or college.

(f)        Attendance at a wedding ceremony of a member of the immediate family.

(g)        Religious holidays which require a teacher to be away from his teaching assignment by the rules of his faith.

F.        Military Leave

(1)        Military leave without pay shall be granted to any teacher who is inducted or enlists in any branch of the armed forces of the United States. Upon return from such leave, a teacher shall be placed on the salary schedule at the level which he would have achieved had he remained actively employed in the school during the period of his absence up to a maximum of four (4) years.

(2)        Teachers will be paid the difference between their regular pay and the pay they receive from the State or Federal Government whenever they are called into compulsory temporary two (2) weeks' active duty of any unit of the United States Reserves or the State or National Guard, provided such obligations cannot be fulfilled on days when school is not in session.

G.        Association Matters

Time necessary for Association representatives to attend Massachusetts Federation of Teachers and/or American Federation of Teachers conferences and conventions up to an aggregate total of four (4) days annually.

H.        Early Release

Time necessary to allow a teacher to accept summer study grants when such programs commence not more than ten (10) school days prior to the last day of school, subject to the approval of the Committee.

I.         Other

(1)        For the purposes of visiting other schools or attending workshops, meetings or conferences of an educational nature, one (1) day per year for teachers is covered by this contract. Additional days may be granted with approval of the Superintendent for the above-mentioned reasons and for those who are participating in an approved PDP Program or Project Initiative. Fees associated with such workshops or conferences shall be paid by the District when the Principal requires the teacher to attend such workshop/conference and may otherwise be paid by the District with the prior approval of the Superintendent provided that funds are available.

(2)        A teacher will be entitled to two (2) days for the purpose of responding to a court-ordered subpoena. A copy of this subpoena must be submitted to the Superintendent prior to the court appearance. The Superintendent may, at his/her discretion, extend the number of days under this article.

J.         Substitutes

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

ARTICLE XV

LEAVES OF ABSENCE WITHOUT PAY

A.        Military Leave

Military leave will be granted to any teacher who is inducted or enlists for one (1) enlistment to fulfill his military obligation in any branch of the armed forces of the United States. Upon return from such leave, a teacher will be placed on the salary schedule at the level he would have achieved had he remained actively employed by the Committee during the period of his absence.

B.         Leave for Family Purposes

A leave of absence without pay or increment may be granted, at the discretion of the Superintendent, for the purpose of caring for a sick member of the teacher's immediate family whenever such illness is serious enough to warrant such attention. In the case of leave granted for this purpose, the return of the teacher to service shall coincide with the beginning of a school year unless otherwise approved by the Superintendent.  

C.         Illness Leave

Any teacher whose personal illness extends beyond the period of authorized sick leave may be granted, at the discretion of the Superintendent, a leave of absence up to one (1) year without pay for such time as it is necessary for complete recovery from such illness. In the case of a leave granted for the purpose, the return of the teacher to service shall coincide with the beginning of a school year unless otherwise approved by the Superintendent.

D.        Child-Rearing Leave

(1) A teacher shall be granted a child-rearing leave of absence according to the provisions of either paragraph (a), (b), or (c), or any combination thereof, at the discretion of the teacher.

(a)        A teacher shall be granted child-rearing leave without pay for up to twelve (12) weeks, upon four (4) weeks' written notice to the Superintendent specifying the effective date and date of return.

(b)       A teacher shall be granted a child-rearing leave without pay for the remainder of the then current school year upon eight (8) weeks' written notice to the Superintendent specifying the effective date of the leave. Such leave shall be extended for one (1) additional year upon written request of the teacher prior to April 1. The return from such a leave shall coincide with the beginning of a school year unless otherwise decided by the Superintendent.

(c)        At any point during the twelve (12) weeks of unpaid leave, child-rearing faculty will be able to use their sick days for child-rearing purposes.

(d)       The above shall not affect the rights provided by law of a teacher relative to sick leave for periods of disability.

(2) A teacher granted child-rearing leave in accordance with paragraph (b) above must notify the Superintendent in writing prior to April 1 of his/her intent to return to duty at the start of the next school year. Failure to make such notification will result in termination of the teacher's employment.

E.        Leave of Absence for Study or Research

(1) The parties recognize and understand that the Superintendent has the authority under Section 41A of Chapter 71, as now in force, to "grant a leave of absence" to a tenure teacher "for study or research ... for a period not exceeding one year at full or partial pay" on the following terms and conditions:

(a)        That the School Committee determines that such leave "would increase" the "professional ability" of such teacher;

(b)       That the teacher "enter into a written agreement with the School Committee that upon termination of such leave he will return to service" . .. in the school system . .. "for a period equal to twice the length of such leave and that, in default of completing such service, he will refund to the" . . . district . . . "an amount equal to such proportion of salary received by him while on leave as the amount of service not actually rendered as agreed bears to the whole amount of service agreed to be rendered".

(2)       The parties further understand that an application for such leave, when initiated by a teacher, should be filed with the Superintendent on or before November 1st of the school year prior to the school year in which the leave is to commence so as to allow the Committee adequate time to include funds in the budget for such purpose.

F.         Federation Leave

(1)        A member of the bargaining unit who is elected a full-time paid officer of the Massachusetts Federation of Teachers shall, upon proper application, be granted an unpaid leave of absence for one (1) school year.

(2)        A member of the bargaining unit who is employed to assist the Federation in discharging its duties as the exclusive bargaining representative of the teachers covered by this Agreement shall, upon proper application, be granted an unpaid leave of absence for one (1) school year.

G.        Other Leaves.

(1)        Members of the bargaining unit shall be granted leaves of absence without pay for two (2) years to serve with the Peace Corps, Vista, National Teacher Corps, or the Commonwealth Teachers Corps for not more than two (2) years.

(2)        A member of the bargaining unit shall be granted a leave of absence without pay to serve as an elected official in public office.

(3)        All benefits to which a teacher was entitled at the time a leave of absence commenced shall be restored to him upon his return, and he will be assigned to the same or a substantially equivalent position.

H.       Written Authorization

All requests and grants of leaves of absence under this article will be in writing.

ARTICLE XVI

TEACHERS' MEETINGS WITHIN THE BUILDING

A.        The principal may call meetings for the purpose of discussing administrative arrangements, curriculum, and any other pertinent business.

B.         Department meetings and Team Leader meetings and meetings of the Department Heads with the Principal and meetings of Team Leaders with the Principal may be called as frequently as the Principal determines that they are required for good coordination and communication.

C.         Meetings with the Superintendent may be called from time to time as requested by him/her and/or by the staff and to be arranged through the building Principal.

D.        Any of the above meetings which cannot be accommodated within the release time for students will be scheduled after 2:20 p.m.

E.         There shall be no more than two (2) mandatory meetings per month and these mandatory meetings shall not extend beyond 3:40 p.m. The subject of additional meetings will be discussed at the consultation meetings provided for in Article XXVIII.

ARTICLE XVII

NON-TEACHING DUTIES

A.        Teachers will not be required to perform the following duties:

(1)         Supervision of the playground (excluding the pre-school teacher), buses, or keeping attendance registers (excluding taking classroom attendance).

(2)        Collecting money from students for non-educational purposes. Teachers may be required to collect and transmit money to be used for educational purposes and will be required to tabulate or account for such money.

B.         Teachers will not be required to drive pupils to activities which take place away from the school building. Teachers shall not be required to transport children in the teachers' automobiles.

C.         Under the present discipline system, teachers will arrange with students to whom they have issued detentions to serve these detentions in their own rooms.

ARTICLE XVIII

TEACHER EVALUATION

A.        Teachers shall be evaluated in accordance with the provisions in Appendix C and the Parties agree to use the forms in Appendix D and the Department of Elementary and Secondary Education (DESE) rubrics.

B.         This Section intentionally left blank.

C.         This Section intentionally left blank.

D.        This Section intentionally left blank.

E.         This Section intentionally left blank.

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

G.        Any serious complaints regarding a teacher made to the Superintendent or Principal by any parent, student, or other person will be called to the attention of the teacher. The identity of the complainant need not be disclosed.

H.        The Federation recognizes the authority and responsibility of the Administration for disciplining or reprimanding a teacher for delinquency of professional performance. If a teacher is to be disciplined or reprimanded by a member of the Administration, he will be entitled to have a representative of the Federation present.

I.         Job descriptions for all administrative and supervisory positions which affect teachers shall have a clear definition to the responsibilities of each Administrator or Supervisor as they affect the teachers. When teachers are responsible to more than one Supervisor, they shall be advised of the exact division of such responsibility. The job descriptions of these administrative and advisory positions as they relate to teachers shall be made available to teachers and other members of the staff. The content of job descriptions shall not be negotiable.

J.         This Section intentionally left blank.

K.       No tenured teacher will be disciplined or reduced in rank or compensation without just cause.

ARTICLE XIX

SCHOOL FACILITIES

A.        Mailboxes for teachers shall be provided in the Faculty Room.

B.         The present Faculty Room shall remain available for faculty.

C.         Provision shall be made for audio-visual display in each classroom, either stationary or moveable.

D.        Each full-time teacher shall be provided with a teacher's desk.

E.         Photocopier machines and computers shall be available for teacher use in preparing instructional materials.

ARTICLE XX

TRAINING TEACHERS

A.        Teachers cooperating in the preparation of college students or college apprentice teachers shall be known as Training Teachers.

B.         Qualifications for Training Teachers shall include the following:

(1)        Teacher certification and NCLB 'Highly Qualified' Status.

(2)        Three (3) years of successful teaching experience.

(3)        Recommendation of the school, college, or university requesting service.

(4)       Willingness to cooperate with the school requesting service and the Committee in effecting a coordinated training program.

(5)        Exemplary or proficient rating on the teacher's most recent evaluation.

C.         Acceptance of trainees shall be voluntary.  Adequate advance notice of the assignment of a trainee shall be provided.

ARTICLE XXI

TEACHER FILES

A.        Official teacher files shall be maintained under the following circumstances:

(1)        No material referring to a teacher's conduct, service, character, or personality shall be placed in the files unless the teacher has been given the opportunity to affix his signature to the material and is given a dated copy.

(2)        The teacher shall have the right to submit a response to the statement. The teacher's answer shall also be included in the file.

(3)        Upon request, a teacher shall be given access to his file without delay.

(4)        Upon receipt of a written request, the teacher shall be furnished one reproduction of any material in his file without cost.

(5)        No material may be removed prior to the teacher's inspection of the material.

B.         No official file will be maintained on any teacher except the official personnel file.

C.         Official grievances filed by any teacher under the Grievance Procedure as outlined in this Agreement shall not be placed in the personnel file of the teacher; nor shall such grievance become a part of any other file or record which is utilized in the promotion process; nor shall it be used in any recommendation for job placement; provided, however, that the subject matter of a grievance may be placed in a teacher's file if otherwise proper material for insertion in the file.

D.        The School Committee and its representatives will abide by the Berlin-Boylston Regional School District policy # 1312, adopted 11/9/77, which states that the parents will bring complaints regarding a teacher to the teacher initially. In the event that the seriousness of the complaint is such that it should not be brought immediately to the teacher in question, but could result in disciplinary action, the administration will notify the teacher and identify the complainant.

ARTICLE XXII

FEDERATION PRIVILEGES AND RESPONSIBILITIES

A.        Information

The Committee shall make available to the Federation, upon its reasonable request, all records relevant to negotiations, or necessary for the proper enforcement of this Agreement.

B.         School Committee Meetings: Advance Agenda - Minutes

A copy of the public agenda of all School Committee meetings shall be made available to the official Federation representatives to the Committee meetings at least twenty-four (24) hours prior to the meetings. The Federation representatives shall be advised as soon as possible of all special meetings of the School Committee.

C.        Bulletin Board

The Federation shall be provided a clearly designated Federation bulletin board for the purpose of posting Federation related notices and other materials. Such space shall be provided in each building and the School District Office for the exclusive use of the Association.

D.        Meetings

Before the opening of, during the lunch time, and after the close of school on school days, the Federation shall have the right to use designated areas in school buildings for meetings of teachers, provided there is no interference with any scheduled school activities. The use of such designated areas shall be arranged with the Principal.

E.         Printing of Agreement

The Committee agrees to post the Agreement on its website.

ARTICLE XXIII

MARKS AND GRADES

A.        Teachers shall maintain grade books (electronic or paper) with students' progress marks and grades and all such records will be maintained consistent with state and federal laws and regulations related to confidential student records. All such grade books/records are the property of the school district. Effective with the start of the 2014-2015 school year, teachers may be required to record and update student grades in electronic grade books.

B.         The grade which is entered into the student's permanent record by the teacher represents the student's achievement in the judgment of the teacher.

ARTICLE XXIV

TERMINATION

A.        In the event of a cutback in program, or reduction in staff, requiring the termination of professional teacher status teachers, said professional teacher status teachers shall be terminated within each department on a Seniority basis; i.e., in order of years of service within the School District, the employees with the least service being the first to be laid off. A Seniority list shall be furnished to the Association no later than November 1st of each year.

B.         In the subsequent event of expanded or additional programs, those professional teacher status persons previously employed and laid off shall be rehired before any new personnel are added. Such rehiring shall also be based on seniority within departments; i.e., the person whose services were terminated last shall be the first re-employed.

C.         This Article shall not apply to teachers without professional teacher status.

D.        When offered re-employment, a teacher must respond within seven (7) days.

E.         A teacher's right of re-employment shall expire two years following the date of the termination of his employment.

PART FIVE

ARTICLE XXV

GRIEVANCE PROCEDURE

A.        Definition

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

B.         Time Limits

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

C.        Level One

A teacher with a grievance will present it to his Principal either directly or through the Federation. In the event that the teacher is not directly responsible to an individual Principal, then he will present it to his immediate Supervisor.

D.        Level Two

If the grievance is not resolved to the satisfaction of the grievant or the Federation within five (5) days exclusive of weekends and holidays after submission at Level One, the teacher and/or the Federation may present the grievance in writing to the Superintendent.

E.         Level Three

If the grievance is not resolved to the satisfaction of the grievant or the Federation within (5) days exclusive of weekends and holidays after submission at Level Two, the teacher and/or the Association may present the grievance in writing to the School Committee.

F.         If the grievance is not resolved to the satisfaction of the grievant or the Federation within twenty-two (22) days after submission at Level Three, the Federation may submit any dispute concerning the interpretation or application of the express terms of this Agreement to arbitration under the auspices of the American Arbitration Association in accordance with its voluntary labor arbitration rules. All other disputes that fall within the definition of "grievance" may be processed through Level Three (i.e., the School Committee) of the Grievance Procedure, and the decision at said Level Three shall be final, subject only to the possibility of appropriate judicial review.

G.        General Provisions

(1)        The Federation shall have the right to include in its presentation representatives of its own choosing.

(2)        The School Committee acknowledges the right of the Federation to participate in the processing of a grievance at Level Two or above, and at Level One, with the concurrence of the teacher.

(3)        Provided the parties agree, Level One and/or Level Two of the Grievance Procedure may be by-passed and the grievance brought directly to the next step.

(4)       No reprisals of any kind will be taken by the School Committee or the School Administration against any teacher because of his participation in the Grievance Procedure.

(5)       The School Committee and the Administration will cooperate with the Federation in its investigation of any grievance, and further, furnish the Association with such information as is requested for the processing of any grievance.

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

(7)        When it is necessary, pursuant to the Grievance Procedure, for a member of the Federation to attend a grievance meeting of hearing during a school day, he will be released, without loss of pay, as necessary in order to permit participation in the foregoing activity.

(8)        Grievances must be filed, if filed, within fifteen (15) school days after knowledge of the incident which gives rise to the grievance but not later than ninety (90) days after occurrence of the incident.

(9)        While a grievance decision is pending, all interim decisions of the Administration or School Committee may, if the Committee so decides remain in effect.

H.       Protection of Individual and Group Rights

(1)        Nothing contained herein shall be construed to prevent any person from informally discussing any dispute with his immediate superior or processing a grievance on his own behalf in accordance with the Grievance Procedure.

(2)        Nothing contained herein shall be construed to permit any organization other than the Federation to participate in the processing of a grievance.

ARTICLE XXVI

MANAGEMENT CLAUSE

A.        It is understood and agreed that the Committee is the legal representative of the Berlin-Boylston Regional School District and that it retains, except as specifically provided otherwise in this Agreement, the sole and exclusive right and responsibility, whether exercised or not, to operate and maintain the public school system of the Berlin-Boylston Regional School District under the authority vested in it by Chapter 71 of the Massachusetts General Laws.

B.         It is further understood and agreed that the Committee has the sole and exclusive right and responsibility, without limitation, to determine and establish all educational policies and standards for the operation of said system, to prescribe their duties and responsibilities, and to supervise their performance thereof.

C.         It is understood and agreed that the Superintendent of Schools has certain authority and responsibility under the General Laws of the Commonwealth and except as specifically provided otherwise in this Agreement as to those matters committed to the responsibility of the Superintendent of Schools, he/she shall retain the sole and exclusive right and responsibility to execute those responsibilities.

ARTICLE XXVII

SAVING CLAUSE

A.        If any provision of this Agreement is or shall at any time be contrary to law, then such provision shall not be permitted or performed or enforced, except to the extent permitted by law.

B.         In the event that any provision of this Agreement is or shall be contrary to law, all other provisions of this Agreement shall continue in effect.

ARTICLE XXVIII

SCHOOL COMMITTEE/FEDERATION MEETINGS

 A Committee of three (3) Federation representatives and three (3) School Committee representatives may meet to discuss matters relating to the welfare of the school. Both parties shall submit items for the agenda. There shall be a mutual effort to make these sessions meaningful and advantageous to the School. These meetings may be called by either group not more often than monthly. The meetings shall be held on non-school time and shall not be considered mandatory meetings within the meaning of Article V.

IN WITNESS WHEREOF, the parties hereto have caused this instrument to be executed o: behalf of the School Committee by the Chairman thereof and on behalf of the Teachers' Association b; the members of its executive council as of the day and year first above written.

BERLIN-BOYLSTON REGIONAL                                     TAHANTO REGIONAL TEACHERS'

SCHOOL COMMITTEE                                                        ASSOCIATION, LOCAL 3225, AFT

By:_____________________________                       __________________________________

________________________________                       __________________________________

________________________________                       __________________________________

________________________________                       __________________________________

________________________________          Dated    __________________________________

________________________________ 

Dated    ________________________

APPENDIX A

BERLIN-BOYLSTON REGIONAL SCHOOL DISTRICT

TEACHERS' SALARY SCHEDULE

Effective Start of 2014-2015 School Year

(FY14 Salary +1.25% at BA Steps 0-8;

+1.50% at BA Step 9;

+1.25% at MA, MA+15, MA+30, MA+45, Steps 0-10;

+1.50% at MA, MA+15, MA+30, MA+45, Step 11)

Professional Experience

Bachelor's

Master's

Master's+15

Master's+30

Master's+45

0

$   44,791

$  47,082

$   48,239

$   50,539

$   51,739

1

$   46,510

$  48,809

$  49,969

$   52,263

$   53,462

2

$   48,239

$  50,539

$   51,679

$   53,973

$   55,175

3

$   51,679

$  53,972

$   55,130

$   57,437

$   58,710

4

$   53,403

$  56,283

$   57,436

$   59,734

$   61,112

5

$   55,130

$  58,406

$   59,734

$   62,030

$   63,231

6

$   58,580

$  62,030

$   63,181

$   65,489

$   66,688

7

$   60,299

$  64,332

$   65,489

$   67,777

$   68,977

8

$   62,030

$  66,623

$   67,777

$   70,081

$   71,291

9

$   64,974

$  68,928

$   70,081

$   72,956

$   74,156

10

$

$  71,221

$   72,956

$   75,826

$   77,027

11

$

$  74,251

$   76,582

$   79,479

$   80,717

Three (3) semester hours of post-graduate training (approved course) must be taken every third year of employment by the school system in order to qualify for step increase on the salary scale.

Longevity increment of $500 will be given according to Article VII, Section A-7 of the Agreement. In order for a teacher to receive a longevity increment after reaching maximum, one of the conditions shall be that the teacher must fulfill the requirements of three semester hours of post-graduate training (with course approval by the Superintendent).

Per Article VII, Section A-4 of the Agreement, once a teacher reaches the maximum step of the level of Master's Degree plus 30 hours, he/she shall be relieved of the requirement of taking additional course for credit.

APPENDIX A

BERLIN-BOYLSTON REGIONAL SCHOOL DISTRICT

TEACHERS' SALARY SCHEDULE

Effective Start of 2015-2016 School Year

(FY15 Salary +1.50% at BA Steps 0-8;

+2.00% at BA Step 9;

+1.50% at MA, MA+15, MA+30, MA+45, Steps 0-10;

+2.00% at MA, MA+15, MA+30, MA+45, Step 11)

Professional Experience

Bachelor's

Master's

Master's+15

Master's+30

Master's+45

0

$   45,463

$  47,788

$   48,963

$   51,297

$   52,515

1

$   47,208

$  49,541

$   50,719

$   53,047

$   54,264

2

$   48,963

$  51,297

$   52,454

$   54,783

$   56,003

3

$   52,454

$  54,782

$   55,957

$   58,299

$   59,591

4

$   54,204

$  57,127

$   58,298

$   60,630

$   62,029

5

$   55,957

$  59,282

$   60,630

$   62,960

$   64,179

6

$   59,459

$  62,960

$   64,129

$   66,471

$   67,688

7

$   61,203

$  65,297

$   66,471

$   68,794

$   70,012

8

$   62,960

$  67,622

$   68,794

$   71,132

$   72,360

9

$   66,273

$  69,962

$   71,132

$   74,050

$   75,268

10

$

$  72,289

$   74,050

$   76,963

$   78,182

11

$

$  75,736

$   78,114

$   81,069

$   82,331

Three (3) semester hours of post-graduate training (approved course) must be taken every third year of employment by the school system in order to qualify for step increase on the salary scale.

Longevity increment of $500 will be given according to Article VII, Section A-7 of the Agreement. In order for a teacher to receive a longevity increment after reaching maximum, one of the conditions shall be that the teacher must fulfill the requirements of three semester hours of post-graduate training (with course approval by the Superintendent).

Per Article VII, Section A-4 of the Agreement, once a teacher reaches the maximum step of the level of Master's Degree plus 30 hours, he/she shall be relieved of the requirement of taking additional course for credit.

APPENDIX A

BERLIN-BOYLSTON REGIONAL SCHOOL DISTRICT

TEACHERS' SALARY SCHEDULE

Effective Start of 2016-2017 School Year

(FY 16 Salary +2.0% all Steps and Lanes)

Professional Experience

Bachelor's

Master's

Master's+15

Master's+30

Master's+45

0

$   46,372

$  48,744

$   49,942

$   52,323

$   53,565

1

$   48,152

$  50,532

$   51,733

$   54,108

$   55,349

2

$   49,942

$  52,323

$   53,503

$   55,879

$   57,123

3

$   53,503

$  55,878

$   57,076

$   59,465

$   60,783

4

$   55,288

$  58,270

$   59,464

$   61,843

$   63,270

5

$   57,076

$  60,468

$   61,843

$   64,219

$   65,463

6

$   60,648

$  64,219

$   65,412

$   67,800

$   69,042

7

$   62,427

$  66,603

$   67,800

$   70,170

$   71,412

8

$   64,219

$  68,974

$   70,170

$   72,555

$   73,807

9

$   67,598

$  71,361

$  72,555

$   75,531

$   76,773

10

$

$  73,735

$   75,531

$   78,502

$   79,746

11

$

$  77,251

$   79,676

$   82,690

$   83,978

Three (3) semester hours of post-graduate training (approved course) must be taken every third year of employment by the school system in order to qualify for step increase on the salary scale.

Longevity increment of $500 will be given according to Article VII, Section A-7 of the Agreement. In order for a teacher to receive a longevity increment after reaching maximum, one of the conditions shall be that the teacher must fulfill the requirements of three semester hours of post-graduate training (with course approval by the Superintendent).

Per Article VII, Section A-4 of the Agreement, once a teacher reaches the maximum step of the level of Master's Degree plus 30 hours, he/she shall be relieved of the requirement of taking additional course for credit.

APPENDIX A

BERLIN-BOYLSTON REGIONAL SCHOOL DISTRICT

DEPARTMENT HEAD SALARIES

Persons in Department

1-4                                                   $2,414

more than 4                                                   $2,713

Middle School Team Leader Stipend 4                                                    $1,800

APPENDIX B

BERLIN-BOYLSTON REGIONAL SCHOOL DISTRICT

EXTRA-CURRICULAR SALARY SCHEDULE

POSITION

STIPEND

School Treasurer

$3,120

Senior Class Advisor

1,527

Junior Class Advisor

1,300

Sophomore Class Advisor

1,129

Freshman Class Advisor

1,129

Senior High Student Council Advisor

1,527

Middle School Student Council Advisor

1,187

Yearbook Advisor (layout)

1,755

Yearbook Advisor (business)

1,755

National Honor Society Advisor

1,300

Channel 13 Coordinator (beyond the 8 activities set forth in the job description @ $20/hour)

2,551

Band Director

1,242

Senior High Math Team

1,413

Middle School Math Team

1,187

School Newspaper - High School

1,413

School Newspaper - Middle School

1,187

Senior Class Play Director

1073

Clubs: (each)

Science Club                 SADD Middle School

Peer Assistance               Jazz Band High School

Literary Magazine            Jazz Band Middle School

SADD High School           Magic Club

Amnesty International          Drama Club

617

Appendix C.

Table of Contents

(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 Provisions

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)         *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.

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

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

D)         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).

E)         *District-determined Measures: Measures of student learning, growth and achievement related to the Massachusetts Curriculum Frameworks, or other relevant frameworks that are locally negotiated to the extent required by law and comparable across grade or subject level district-wide. These measures may include, but shall not be limited to: portfolios approved commercial assessments and district-developed pre and post unit and course assessments, and capstone projects.

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

G)       *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 an Educator with PTS 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 needs improvement.

iv)        Improvement Plan shall mean a plan developed by the Evaluator who may consider input from the educator. The Improvement Plan shall mean a plan, of at least 30 school days and no more than one school year for Educators with PTS who are rated unsatisfactory 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 professional development opportunities specific to the deficiencies noted in the improvement plan during the summer preceding the next school year.

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

I)          *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").

J)        *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. Evaluators are outside of the bargaining unit. The Evaluator is licensed as an administrator and is employed by the District or Union #60.

i)           Primary/Supervising Evaluator shall be the person who determines the Educator's performance ratings and evaluation, and shall be the person responsible for developing the Educator Plan, supervising the Educator's progress through formative assessments, evaluating the Educator's progress toward attaining the Educator Plan goals, and making recommendations about the evaluation ratings to the primary Evaluator at the end of the Educator Plan. The Supervising Evaluator may be the primary Evaluator or his/her designee.

ii)          Contributing Evaluator may be a member of the bargaining unit. A Contributing Evaluator may be assigned at the request of the Primary Evaluator or the educator with approval of the Primary/Supervising Evaluator and shall play a support role in the evaluation process. A Contributing Evaluator will normally have expertise in the educator's subject matter and/or area.

A Contributing Evaluator may conduct classroom observations; collect and analyze other evidence as allowed under state regulations; and provide feedback and support to the educator. A Contributing Evaluator, however, may not draft or complete Formative or Summative Evaluation reports.

iii)        Teaching Staff Assigned to More Than One Building: Each Educator who is assigned to more than one building will be evaluated by the appropriate administrator where the individual is assigned most of the time, or as assigned by the Superintendent. The principal of each building in which the Educator serves must review and sign the evaluation, and may add written comments. In cases where there is no predominate assignment, the superintendent will determine who the primary evaluator will be.

iv)        Notification: The Educator shall be notified in writing of his/her Primary/Supervising/Contributing Evaluator, if any, at the outset of each new evaluation cycle. The Evaluator(s) may be changed upon notification in writing to the Educator with the reason for the change provided to the Educator. If the Evaluator and Educator are not in agreement with the change, then final approval will come from the Superintendent. Within 5 workdays of notification at the outset of each new evaluation cycle, the Educator may submit a request to the Superintendent for a change in Evaluator; such requests shall include an explanation for the request. The Superintendent will make the final decision and such decision shall not be subject to appeal.

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

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

M)       *Family: Includes students' parents, legal guardians, foster parents, or primary caregivers.

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

O)       *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 towards attaining the goals set forth in the Educator Plan, performance on Standards and Indicators of Effective Teaching Practice, or both.

P)        *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.

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

R)        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. This definition may be revised as required by regulations or agreement of the parties upon issuance of ESE guidance.

S)        New Assignment: An educator with PTS shall be considered in a new assignment when teaching under a different license, or in a different subject area, grade-level, or school. The parties acknowledge that it may take some time for an educator with PTS to become proficient in a new assignment (e.g., a change in subject area, grade level, or school). Therefore, the Primary Evaluator may assign a Developing Plan to a PTS educator in a new assignment at the educator's request or at the Primary Evaluator's discretion.

Each Developing Plan for PTS educators in new assignments will be for one school year. If the educator receives an overall rating of proficient or higher upon the Summative Evaluation at the end of the school year, the educator may begin a Self-Directed Growth Plan for the next school year. If the overall summative rating is below proficient, the Primary Evaluator and Educator may discuss the possibility of a more appropriate assignment, and a different assignment that matches the educator's certification may be offered. The Primary Evaluator shall place the educator on a plan appropriate to such educator's rating on his/her Summative Evaluation.

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, but generally not less than 15 minutes, and may include examination of artifacts of practice including student work. An observation shall occur in person. 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.

U)        Parties: The parties to this agreement are the local school committee and the Tahanto Teachers Association that represents the Educators covered by this agreement for purposes of collective bargaining ("Tahanto Teachers 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 to the extent required by law the process for using state and district-determined measures to arrive at an Educator's rating of impact on student learning, growth and achievement. *Not to be instituted until two years of data & DESE guidelines have been instituted.*

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)

vii)        Record of Evaluation

(a)        The parties agree that an effective evaluation process requires meaningful, ongoing, two-way communication.

(b)        To facilitate this communication, the parties agree that each educator shall have a Record of Evaluation maintained as part of his/her personnel file. All evaluation forms shall remain confidential as personnel records of each educator. Standard forms shall include all relevant forms in Appendix D.

viii)       Role of the Record of Evaluation in Evaluation Reports

(a)       Formative or summative evaluation reports shall include evidence previously entered into the Record of Evaluation.

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

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.

DD)     *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.

EE)      *Trends in student learning: At least two years of data from the district-determined measures locally bargained to the extent required by law and state assessments used in determining the Educator's rating on impact on student learning as high, moderate or low.

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, but not limited to:

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

ii)          At least two district-determined measures, locally bargained to the extent required by law, of student learning related to the Common Core Standards and/or the Massachusetts Curriculum Frameworks or the Massachusetts Vocational Technical Education Frameworks 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 its successor such as PARCC, or WIDA gain scores, if applicable, in which case at least two years of data is required.

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, as bargained by the parties to the extent required by law, should be based on the Educator's role and responsibility.

v)          Student learning growth percentages will become part of the evaluation process, when two years of growth are available.

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

i)           Unannounced observations of practice of generally no less than 15 minutes.

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;

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

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

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

iv)        Student and Staff Feedback - to be determined by the parties, after DESE issues guidelines.

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 scoring 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. The parties agree to use the performance rubrics, forms and documents included in this CBA and attached hereto in Appendix A and incorporated herein by reference.

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 shall determine the type and quality of training based on guidance provided by ESE.

Furthermore, at the start of each school year, the School District shall arrange district-wide or school-level meetings for educators and evaluators focused on educator evaluation. At a minimum, the meetings shall:

1.  Provide an overview of the evaluation process, including goal setting and the development of educator plans.

2.  Provide all educators with a copy of the rubrics and forms used to evaluate members of the bargaining unit.

3.  Provide educators with the opportunity to ask questions relating to the evaluating system.

B)         By November 1, 2013, 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 in SY2013-2014 after the November 1s1 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 a meeting for Educators and Evaluators focused substantially on educator evaluation. 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 faculty meeting may be digitally recorded to facilitate orientation of Educators hired after the beginning of the school year.

*During the first three years of implementation (SY2013-2014, SY2014-2015, SY2015-2016) of the new evaluation process, the Association and administration will meet quarterly, or as needed, to discuss the process, review the evaluation tool and offer recommendations.*

7)          Evaluation Cycle: Self-Assessment

A)         Completing the Self-Assessment

i)          The evaluation cycle begins with the Educator completing and submitting to the Primary/Supervising Evaluator a self-assessment by October 1st or within four weeks of the start of their employment at the school. September department meetings will be held on the same day and will be dedicated to team self-assessment and goal setting.

ii)          The self-assessment includes:

(a)        An analysis of evidence of student learning, growth and achievement for students under the Educator's responsibility.

(b)        An assessment of practice against each of the four Performance Standards of effective practice using the rubrics in Appendix D.

(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 directed 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 October 1st (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; 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.

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 Evaluator shares with the Educator. The parties will agree to negotiate to the extent required by law, the Educator's impact on student learning, growth and achievement will be determined after ESE issues guidance on this matter. See #22, below.

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

i)           Educators in the same school may meet with the Evaluator in teams and/or individually at the end of the previous evaluation cycle or by October 15th of the next academic year to develop their Educator Plan. Educators shall not be expected to meet during the summer hiatus.

ii)          For those Educators new to the school, the meeting with the Evaluator to establish the Educator Plan must occur by October 15th or within six weeks of the start of their assignment in that school

iii)        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.

D)         The Evaluator completes the Educator Plan by November 1st 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 Han.

E)         If an Educator disagrees with any element of the approved Educator Plan, the educator may submit comments of that nature using the Educator Response Form to the Primary Evaluator and/or Superintendent, copying the Union President if he/she wishes. The notified parties may consult each other on the matter. Following any consultation, the Primary Evaluator and/or the Superintendent may discuss the matter with someone who may be asked to work with the educator to revise his/her goals. 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)         In the first year of practice or first year assigned to a school:

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

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

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 one unannounced observation during the evaluation cycle.

B)         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.

C)         The Educator whose overall rating is unsatisfactory must be observed according to the Improvement Ran 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, there must be no fewer than one announced and two unannounced observations.

11)       Observations

The Evaluator's first observation of the Educator should take place by November 15. 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 may be in the form of partial or full-period classroom visitations, but generally not less than 15 minutes.

ii)          The Educator will be provided with at least brief written feedback from the Evaluator within 5 school days of the observation. The written feedback shall be delivered to the Educator in person, or electronically, or mailed to the Educator's home in case of extended absences.

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 generally 30 minutes in duration within 30 school days at a different period and time than previously observed.

iv)        In the case of an observation that raises questions or concerns, the evaluator and/or educator may request an in-person conference with the educator within 2 school days of the observation, provided both the Evaluator and Educator are present, by sending the educator a written or electronic note.

(a)         Following this request, the educator and evaluator shall meet as soon as possible. The evaluator shall not include any evidence or feedback from the observation in the Evidence Log until after the meeting is held unless the educator is not present at school for such a meeting. Following the meeting, the evaluator shall have an additional 2 school days to enter the evidence and/or feedback from the meeting into the observation form electronically. If the meeting allays the evaluator's concerns, he/she shall characterize the observation as such, consistent with the above paragraph.

(b)         If the evaluator still has concerns after the face-to-face meeting, or if no such meeting occurs because the employee was not present in school, the evaluator shall characterize the observation as such and the evaluator shall clearly communicate his/her concerns to the educator in written feedback.

B)        Announced Observations

i)           All non-PTS Educators in their first year in the school, PTS Educators on Improvement Flans and other educators at the discretion of the evaluator 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 5 school days of the scheduled observation, upon request of either the Evaluator or Educator, the Evaluator and Educator 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)         Within 5 school days of the observation when both the educator and evaluator are present, the Evaluator and Educator shall meet for a post-observation conference at a mutually agreed time. 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.

(d)        The Evaluator shall provide the Educator with written feedback within 5 school days of the post-observation conference when both the educator and evaluator are present. For any standard where the Educator's practice was found to be unsatisfactory or needs improvement, the feedback must:

(1st)     Describe actions the Educator should take to improve his/her performance.

(2nd)    Identify support and/or resources the Educator may use in his/her improvement.

(3rd)    State that the Educator is responsible for addressing the need for improvement.

C)        Questions Regarding Observations

i)           In the case of an observation that raises questions or concerns, the evaluator and/or educator may request an in-person conference with the educator within 2 school days of the observation, provided both the Evaluator and Educator are present, by sending the educator a written or electronic note.

(a)        Following this request, the educator and evaluator shall meet as soon as possible. The evaluator shall not include any evidence or feedback from the observation in the Evidence Log until after meeting is held unless the educator is on leave or otherwise not present at school for such a meeting. Following the meeting, the evaluator shall have an additional 2 school days to enter the evidence and/or feedback from the observation/meeting into the Evidence Log. If the meeting allays the evaluator's concerns, he/she shall characterize the observation as such, consistent with the above paragraph.

(b)         If the evaluator still has concerns after the face-to-face meeting, or if no such meeting occurs because the employee was not present in school, the evaluator shall characterize the observation as such and the evaluator shall clearly communicate his/her concerns to the educator in written feedback.

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 may be ongoing throughout the evaluation cycle but typically takes places mid-cycle when a Formative Assessment report is completed. For an Educator on a two-year Self-Directed Growth Ran, the mid-cycle Formative Assessment report is replaced by the Formative Evaluation report at the end of year one. 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, performance on Performance Standards and overall, or both

D)         No less than 10 school days 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)         Every educator shall have the right to compile and present any additional evidence or information that relates to his/her performance against the standards and/or progress toward plan goals. The educator may share any or all compiled evidence/information with his/her evaluator(s) at any point in the evaluation cycle, in which case said contents will be entered into the educator's Record of Evaluation. The primary evaluator shall acknowledge receipt of said contents with his/her signature. The evaluator's signature does not indicate agreement or disagreement with its contents. Additionally, following a Log entry made by an evaluator, the educator may use the Educator Response Form to submit comments and/or additional information he/she believes relevant to the evaluator's understanding of the evidence. Any comments or information added by the educator shall become part of the educator's Record of Evaluation, and the evaluator who collected and documented the evidence shall acknowledge receipt with his/her signature. The evaluator's signature does not indicate agreement or disagreement with its contents.

F)         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.

G)         The Evaluator shall complete the Formative Assessment report, using the form provided in the Appendix, and provide a copy to the Educator. All Formative Assessment reports must be signed by the Evaluator and delivered in person, or electronically, or to the educator's home in case of an extended absence.

H)       The Educator may reply in writing, using the Educator Response form, to the Formative Assessment report within 5 school days of receiving the report

I)          The Educator shall sign the Formative Assessment report 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. A copy of the signed report is placed in the educator's personnel file.

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

K)        If the rating in the Formative Assessment report differs from the last summative rating the Educator received, the Evaluator may place the Educator on a different Educator Plan, appropriate to the new rating.

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

A)         Educators on two year Self-Directed Growth Educator Plans receive a Formative Evaluation report by June 1st in the first year of the two year cycle. The Educator's performance rating for that year shall be assumed to be the same as the previous summative rating unless evidence demonstrates a significant change in performance in which case the rating on the performance standards may change, and the Evaluator may place the Educator on a different Educator plan, appropriate to the new rating.

B)         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, or both.

C)         No less than 10 school days before the due date for the Formative Evaluation report, which due date shall be established by the Evaluator with written notice provided 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 also provide to the evaluator additional evidence of the educator's performance against the four Performance Standards.

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 in person, or electronically, or to the educator's home in case of extended absences.

E)         Every educator shall have the right to compile and present any additional evidence or information that relates to his/her performance against the standards and/or progress toward plan goals. The educator may share any or all compiled evidence/information with his/her evaluator(s) at any point in the evaluation cycle, in which case said contents will be entered into the educator's Record of Evaluation. The primary evaluator shall acknowledge receipt of said contents with his/her signature. The evaluator's signature does not indicate agreement or disagreement with its contents. Additionally, following a Log entry made by an evaluator, the educator may use the Educator Response Form to submit comments and/or additional information he/she believes relevant to the evaluator's understanding of the evidence. Any comments or information added by the educator shall become part of the educator's Record of Evaluation, and the evaluator who collected and documented the evidence shall acknowledge receipt with his/her signature. The evaluator's signature does not indicate agreement or disagreement with its contents.

F)         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.

G)         The Educator may reply in writing, using the Educator Response form, to the Formative Evaluation report within 5 school days of receiving the report.

H)        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. A copy of the signed report is placed in the educator's personnel file.

I)          As a result of the Formative Evaluation report, and following consultation with the educator, the Evaluator may change the activities in the Educator Plan.

J)          If the rating in the Formative Evaluation report differs from the last summative rating the Educator received, the Evaluator may place the Educator on a different Educator Plan, appropriate to the new rating.

14)       Evaluation Cycle: Summative Evaluation

A)         For educators on one-or two-year Educator Plans that begin at the start of the school year, the Primary Evaluator shall complete a Summative Evaluation report and deliver it to the educator. Either the educator or evaluator may request an in-person conference which, if requested, shall occur before the evaluator completes the Summative Evaluation report and delivers to the educator, provided that the educator is not on leave or otherwise not present in school,.

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.

E)         In cases where the Superintendent serves as the primary evaluator, the Superintendent's decision on the rating shall not be subject to review.

F)         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.

G)         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.

H)        No less than 20 school days before the due date for the Summative Evaluation report, which due date shall be established by the Evaluator with written notice provided to the Educator, 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.

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

J)        The Evaluator shall deliver a signed copy of the Summative Evaluation report to the Educator in person, or electronically, or to the educator's home in case of an extended absence, no later than May 15th.

K)        The Evaluator shall meet with the Educator rated needs improvement or unsatisfactory to discuss the summative evaluation. The meeting shall occur by June 1st provided that the educator is not on leave or otherwise not present in school. An Educator may request that a Union Representative attend the conference.

L)        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 10th provided that the Educator is not on leave or otherwise not present in school. An educator may request that a Union Representative attend the conference.

M)        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.

N)        The Educator shall sign the final Summative Evaluation report by June 15th. 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.

O)       The Educator shall have the right to respond in writing to the summative evaluation within 5 school days of receipt, which shall become part of the final Summative Evaluation report, using the Educator Response form.

P)        A copy of the signed final Summative Evaluation report shall be filed in the Educator's personnel file, and a copy is provided to the educator.

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 Ran 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 learning, growth and achievement of the students under the Educator's responsibility;

iii)        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.

C)        It is the Educator's responsibility to attain the goals in the Han and to participate in any relevant trainings and professional development provided through the state, district, or other providers in accordance with the Educator Plan. It is also the Educator's responsibility to maintain a portfolio of professional development evidence and artifacts.

16)        Educator Plans: Developing Educator Plan

A)         The Developing Educator Plan is for all Educators without PTS, and, at the discretion of the Evaluator, Educators with PTS in new assignments.

B)         The Educator shall be evaluated at least annually.

17)        Educator Plans: Self-Directed Growth Plan

A)         A Two-year Self-Directed Growth Plan is for those Educators with PTS who have an overall rating of proficient or exemplary, and after 2013-2014 whose impact on student learning is moderate or high, with guidance from DESE and negotiation between the parties to the extent required by law. A formative evaluation report is completed at the end of year 1 and a summative evaluation report at the end of year 2.

B)         A One-year Self-Directed Growth Plan is for those Educators with PTS who have an overall rating of proficient or exemplary, and after 2013-2014 whose Impact on student learning is low, with guidance from DESE and negotiation between the parties to the extent required by law. 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.

18)       Educator Plans: Directed Growth Plan

A)         A Directed Growth Plan is for those Educators with PTS whose overall rating is needs improvement.

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

C)         Within 15 school days of an educator receiving an overall rating of Needs Improvement, the designated Supervising Evaluator shall meet with the educator to obtain input from the educator for the Directed Growth Plan, provided that the educator is not on a leave or otherwise not present at school. The educator may request that a Union Representative attend this meeting and any subsequent meetings relating to the development, of a Directed Growth Plan,

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.

i)           A reasonable amount of time as determined by the Evaluator shall be provided to permit the educator to implement the plan and demonstrate proficiency. The Evaluator, the educator, and a Union Representative, if requested by the educator, shall discuss the plan length, which by regulation cannot exceed one school year.

E)         A rating on a particular standard and/or an overall rating may be upgraded or reduced through a Formative Assessment at any time during the plan period.

F)         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.

G)         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.

19)       Educator Plans: Improvement Plan

A)         An Improvement Ran is for those Educators with PTS whose overall rating is unsatisfactory.

B)         An Improvement Plan shall be no fewer than 30 school days and no more than one school year, as determined by the evaluator. In the case of an Educator receiving a rating of unsatisfactory near the close of one school year, the Improvement Plan may include activities and/or professional development opportunities specific to the deficiencies noted in the improvement plan that occur during the summer before the next school year begins.

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 Primary Evaluator (see definitions). The Primary Evaluator is responsible for providing the Educator with guidance and assistance in accessing the resources and professional development outlined in the Improvement Plan and may consult with a contributing evaluator if any.

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 (professional development and/or other) and the assistance to be provided to the Educator by the district

F)         The Improvement Ran process shall include:

i)          Within 15 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, if requested, to discuss the Improvement Plan. The Evaluator, with input from the Educator, providing the Educator submits his/her input before or during such meeting will develop the Improvement Plan, which will include the provision of specific assistance to the Educator.

ii)          If the Educator consents, the Association 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 assistance that the district will make available to the Educator;

iii)        Include the recommended actions and activities for improvement The Primary/Supervising Evaluator shall prescribe the actions the educator needs to take to meet the performance goals;

iv)        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);

v)          Identify the individuals assigned to assist the Educator which must include minimally the Primary Evaluator. A Contributing Evaluator, if any; may also assist the educator; and,

vi)        Include the signatures of the Educator, Supervising Evaluator and Principal if he/she is not the Supervising Evaluator.

vii)       State the minimum amount of announced and unannounced observations that will take place during the plan period.

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)          The educator shall sign his/her Improvement Plan within 2 school days of receipt and may include a written response using the Educator Response Form in Appendix D within 5 school days. The educator's signature shall denote receipt of the plan, not agreement with its contents. A copy of the signed plan shall remain with the educator and a copy of the signed plan shall be placed in the educator's personnel file. The evaluator shall also retain a copy of the plan..

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 four decisions must be made at the conclusion of the Improvement Ran:

(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 Ran.

 (b)         In those oases 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, the Evaluator shall recommend to the superintendent that the Educator be dismissed.

(d)         If the Evaluator determines that the Educator's practice remains at the level of unsatisfactory, the Evaluator shall recommend to the superintendent that the Educator be dismissed.

20.       Timelines (Dates in italics are provided as guidance)

Activity:

Completed By:

(One year plan)

Completed By: (Two year plan) 1styr.   2ndyr.

Superintendent, principal or designee meets with evaluators and educators to explain evaluation process

September 15

Sept. 15

Evaluator meets with first-year educators to assist in self-assessment and goal setting process

Educator submits self-assessment and proposed goals

October 1

Oct. 1

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 15

Oct. 15

Evaluator completes Educator Plans

November 1

Nov. 1

Evaluator should complete first observation of each Educator

November 15

ANY TIME

Educator submits evidence on 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

June 1 of 1st year

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

February 15

June 10 of 1st year

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

*or4weeks prior to Summative Evaluation Report date established by evaluator

April 20*

Apr 20*

Evaluator completes Summative Evaluation Report

May 15

May 15

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

June 1

June 1

Evaluator meets with Educators whose ratings are proficient or exemplary at request of Evaluator or Educator

June 10

Year 2

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

June 15

Year 2

A)        Educators on Plans of Less than One Year

i)           The timeline for educators on Plans of less than one year will be established in the Educator Plan.

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. 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.

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.

C)        Educators with PTS whose summative performance rating is exemplary and, after guidelines with DESE regarding the impact on student learning rated as moderate or high, shall be recognized and rewarded with leadership roles, promotions, additional compensation, public commendation or other acknowledgement as determined by the district through collective bargaining where applicable.

22.        Rating Impact on Student Learning Growth

DESE 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

DESE will provide model contract language, direction and guidance on using student feedback in Educator Evaluation upon guidelines from DESE. 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

DESE will provide model contract language, direction and guidance on using staff feedback in Administrator Evaluation upon guidelines from DESE. 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)         The parties may agree that 50% or more of Educators in the district will be evaluated under the new procedures at the outset of this Agreement, and 50% or fewer will be evaluated under the former evaluation procedures for the first year of implementation of the new procedures in this Agreement.

B)         The parties shall agree on a process for identifying the Educator Plan that each Educator will be placed on during the Educator's first year being evaluated under the new procedures, providing that Educators who have received ratings of unsatisfactory or its equivalent in the prior year will be placed on Directed Growth or Improvement Plans at the sole discretion of the Superintendent.

C)         The parties agree that to address the workload issue of Evaluators, during the first evaluation cycle under this Agreement in every school or department, the names of the Educators who are being placed on Self-directed Growth Plans shall be literally or figuratively "put into a hat" The first fifty (50) percent drawn shall be on a 1-year Self-directed Growth Plan and the second fifty (50) percent shall be on a 2-year Plan.

26.       General Provisions

A)         Only licensed administrators, employed by the District or Union # 60 and who are trained under the new Evaluation system may serve as primary/supervising 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 extenuating circumstance where the behavior is egregious enough to warrant immediate and direct intervention. 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 DESE (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. The educator may bring Union Representative to the meeting.

E)         The parties agree to establish a joint labor-management evaluation team consisting of 3 members, chosen by the Superintendent and equal number of educators, chosen by the Union President, which shall review the evaluation processes and procedures annually through the first three years of implementation and recommend adjustments to the parties to be bargained to the extent required by law.

F)          If an educator disagrees with any element of the approved Educator Plan, the educator may submit comments of that nature using the Educator Response Form to the Superintendent, copying the Union President if desired. The educator, Superintendent and Union President, if applicable, may consult each other on the matter. Following any consultation, the Superintendent may discuss the matter with the Primary Evaluator, and ask him/her to revise the elements of the Educator Plan.

G)         Violations of this article are subject to the grievance and arbitration procedures. The arbitrator shall determine whether there was substantial compliance with the totality of the evaluation process. When the evaluation process results in the termination or non­renewal of an Educator, then no financial remedy or reinstatement shall issue if there was substantial compliance.

H)        Notwithstanding any provision of this Appendix C to the contrary, the School Committee, Superintendent and the Educator shall retain all rights each has pursuant to M.G.L Chapters 71 and 150E and nothing herein shall diminish such rights.

Appendix D. MA DESE -1. Self-Assessment

Name: _______________________________________          Evaluator:____________________

School: ______________________________________               Date:____________________

Subject:_____________________________________

Grade:________________________________________           Share:  Off__________________

Primary Evaluator (Name/Title)

_________________________________________________________________________________

_________________________________________________________________________________

Supervising Evaluator (Name/Title/Role)

_________________________________________________________________________________

_________________________________________________________________________________

Part 1: Analysis of Student Learning, Growth, and Achievement

Briefly summarize areas of strength and high-priority concerns for students under your responsibility for the upcoming school year. Cite evidence such as results from available assessments. This form should be individually submitted by educator, but Part 1 can also be used by individuals and/or teams who jointly review and analyze student data.

_________________________________________________________________________________

_________________________________________________________________________________

Team (if applicable)

_________________________________________________________________________________

_________________________________________________________________________________

List Team Members (if applicable)

_________________________________________________________________________________

_________________________________________________________________________________

Part 2: Assessment of Practice Against Performance Standards

Citing your district's performance rubric, briefly summarize areas of strength and high-priority areas for growth. Areas may target specific Standards, Indicators, or Elements, or span multiple Indicators or Elements within or across Standards. The form should be individually submitted by educator, but Part 2 can also be used by teams in preparation for proposing team goals.

_________________________________________________________________________________

_________________________________________________________________________________

Team (if applicable)

_________________________________________________________________________________

_________________________________________________________________________________

List Team Members (if applicable)

_________________________________________________________________________________

_________________________________________________________________________________

Signature of Educator ___________________________________________

Signature of Evaluator ___________________________________________

The evaluator's signature indicates that he or she has received a copy of the self-assessment form and the goal setting form with proposed goals. It does not denote approval of the goals.

MADESE-2A. Goal Setting Form

Name: _______________________________________          Evaluator:____________________

School: ______________________________________               Date:____________________

Subject:_____________________________________

Grade:________________________________________           Share:  Off__________________

Primary Evaluator (Name/Title)

_________________________________________________________________________________

_________________________________________________________________________________

Supervising Evaluator (Name/Title/Role)

_________________________________________________________________________________

_________________________________________________________________________________

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 SMART Goal

Student Learning Goal Type

Check whether goal Is individual or team; write team name if applicable.

 [   ]   Individual 

 [   ]  Team

Student Learning Team Name (if applicable)  

_________________________________________________________________________________

_________________________________________________________________________________

Student Learning Goal

_________________________________________________________________________________

_________________________________________________________________________________

Professional Practice SMART Goal 

Professional Practice Goal Type

Check whether goal is individual or team; write team name if applicable.

[  ]   Individual

[  ]   Team

Professional Practice Team Name (if applicable)

_________________________________________________________________________________

_________________________________________________________________________________

Professional Practice Goal

_________________________________________________________________________________

_________________________________________________________________________________

Final Goal (Approval)

Evaluator may Indicate approval of goal by writing "APPROVE". If goal needs refinement, evaluator may indicate changes required here.

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

Signature of Educator

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))

_________________________________________________________________________________

Signature of Evaluator

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).)

SMART: S=Specific and Strategic; M=Measurable; A=Action Oriented; R=Rigorous, Realistic, and Results-Focused; T=Timed and Tracked

MA DESE - 2B. Educator 1 Plan Form (Educator Initiated)

Name: _______________________________________          Evaluator:____________________

School: ______________________________________               Date:____________________

Subject:_____________________________________

Grade:________________________________________           Share:  Off__________________

This version of the Educator Plan form is designed to be created by the Educator and shared with the Evaluator for approval.

Primary Evaluator (Name/Title)

_________________________________________________________________________________

_________________________________________________________________________________

Supervising Evaluator, if any (Name/Title/Role)

_________________________________________________________________________________

_________________________________________________________________________________

Educator Plan

*Additional details may be noted below if needed.

[  ]    Self-Directed Growth Plan 

[  ]   Directed Growth Plan 

[  ]   Developing Educator Plan 

[  ]   Improvement Plan*     

Plan Duration

[  ]    2-Year

[  ]   One-Year

[  ]    Less than a yea

Start Date

_________________________________________________________________________________

_________________________________________________________________________________

End Date

_________________________________________________________________________________

_________________________________________________________________________________

Final Goal Status

Some activities may apply to the pursuit of multiple goals or      types of goals (student learning or professional practice).

[  ]   Goal Setting Forms with final goals are completed

Student Learning Goals - Planned Activities

Describe actions the educator will take to attain the student learning goals. Activities may apply to individual and/or team. For each action, list supports/resources from the school/district, and the timeline/frequency. List as many actions as may be required.

_________________________________________________________________________________

_________________________________________________________________________________

Professional Practice Goals - Planned Activities

Describe actions the educator will take to attain the professional practice goals. Activities may apply to individual and/or team. For each action, list supports/resources from the school/district, and the timeline/frequency. List as many actions as may be required.

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

Signature of Educator

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))

_________________________________________________________________________________

Signature of Evaluator

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).)

Classroom Observation Basic

Name: _______________________________________          Evaluator:____________________

School: ______________________________________               Date:____________________

Subject:_____________________________________           Elapsed: 0:00___________________

Grade:________________________________________           Share:  Off__________________

Observation Focal Point

What is the focal point of this observation/walkthrough?

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Observation Notes - What was observed as related to the local point?

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Student Engagement Level

Engagement defined as: "students attending to the instructional activities occurring in class."

[  ]   All

[  ]   All-1

[  ]   Most (90%-99%)

[  ]   Some (50%-89%)

[  ]   Few (49% or less)

[  ]   None

Strategies Used to Ensure Engagement

What Is the teacher doing to ensure that all students are engaged in meaningful learning activities?

[  ]   Noticing and Reacting when Students are not Engaged

[  ]   Equitable Distribution of Questions and Responses

[  ]   Proactive Student Grouping

[  ]   Managing Response Rates

[  ]   Using Physical Movement

[  ]   Effectively Addressing Problem Behaviors

[  ]   Appropriate Pacing

[  ]   Setting Classroom Expectations

[  ]   Building/ Reinforcing Student-Adult Relationships

[  ]   Using Praise/Recognition

[  ]   Withitness/Proximity Awareness

[  ]   Lesson Planned and Structured to Support Student Learning

[  ]   Other

Instructional Practices Used to Help Students Interact with Content

[  ]   Identifying Similarities and Differences

[  ]   Summarizing and Note Taking

[  ]   Homework and Review

[  ]   Nonlinguistic Representations. Visual Cues/ Manipulatives

[  ]   Cooperative Learning/ Interpersonal Work

[  ]   Hypothesis/Predictions

[  ]   Activating Background Knowledge

[  ]   Technology Infusion

[  ]   Identifying Critical Information

[  ]   Examining Errors in Reasoning

[  ]   Using Academic Games

[  ]   Debate/Friendly Controversy

[  ]   Setting Objectives/ Providing Feedback

[  ]   Academic Writing

[  ]   Higher Order Thinking and Questioning

[  ]   Use of Questions, Prompts, and Cues to Scaffold Learning

[  ]    inquiry, Role-Playing, and Experiential Learning Activities

[  ]   Educational Organizers

[  ]   Differentiation to Meet Student Needs

[  ]   Practice

[  ]   Modeling Thinking

[  ]   other

Frequency of "Checks for Understanding" (formative assessment)

[  ]   No Checks for Understanding Observed

[  ]   1 -2 Checks for Understanding Observed

[  ]   Multiple Checks for Understanding Observed

Comments on the use of Instructional Practices

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Student Instructional Mode

How are students engaging in instruction?

[  ]   Individually

[  ]   In a small group

[  ]   As a whole class

[  ]   In partners

Teacher Instructional Mode

What Is the teacher doing to deliver instruction?

[  ]   Whole Class Direct Instruction

[  ]   Small Group Direct Instruction

[  ]   Individual Instruction

[  ]   Lecture

[  ]   Facilitating/ Providing Feedback

[  ]   Leading Discussion

[  ]   Video

[  ]   Test/Quiz

[  ]   At Desk/ Computer

[  ]   Attending to Misc. Needs

[  ]   Monitoring Student Transtions

[  ]   Circulating

[  ]   Not in Room

General Comments for the Teacher

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Teacher Reflection

Please enter your comments on the evaluation.

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Evaluator Signature

Evaluator Signature___________________________________________

This Classroom Observation was a modification of Classroom Walkthrough Provided courtesy of: Franklin Northeast Supervisory Union, Richford, VT For more information visit fnesu.net

MA DESE - 3A. Evaluator Record of Evidence

Name: _______________________________________          Evaluator:____________________

School: ______________________________________               Date:____________________

Subject:_____________________________________

Grade:________________________________________           Share:  Off__________________

Source of Evidence

For example, unit plans, benchmark data, parent conference, observation. Note if classroom observations are announced or unannounced.

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Standard / Indicator

Note Standard and Indicator to which evidence is tied. For example, "l-B".

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Analysis of Evidence

Record notes based on observations and artifacts of professional practice, including unannounced observations of practice of any duration or other forms of evidence to support determining ratings on Standards as per 603 CMR 35.07. For example, "unit plans were appropriately modified after analysis of benchmark data to better reflect student performance at mid-point of semester".

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Feedback Provided

Briefly record feedback given to educator (e.g., strengths recognized, suggestions for improvement). For example, "recognized strong adjustment to practice, suggested teacher collaborate with team on backward curriculum mapping".

_________________________________________________________________________________

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3B. Educator Collection of Evidence

Name: _______________________________________          Evaluator:____________________

School: ______________________________________               Date:____________________

Subject:_____________________________________

Grade:________________________________________           Share:  Off__________________

Primary Evaluator (Name/Title)

_________________________________________________________________________________

_________________________________________________________________________________

Supervising Evaluator, if any (Name/Title/Role in evaluation)

_________________________________________________________________________________

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Evidence pertains to

Per 603 CMR 35.07(1)(c)1, "Evidence compiled and presented by the educator includ[es]: 1. Evidence of fulfillment of professional responsibilities and growth, such as: self-assessments; peer collaboration; professional development linked to goals and or educator plans; contributions to the school community and professional culture; 2. Evidence of active outreach to and ongoing engagement with families." However, educator collection of evidence Is not limited to these areas.

[  ]   Fulfillment of professional responsibilities and growth

[  ]   Evidence of outreach to and ongoing engagement with families

[  ]   Progress toward attaining student learning goal(s)

[  ]   Progress toward attaining professional practice goal(s)

[  ]    Other

Optional text annotation here...

Summary of Evidence

Summarize the evidence compiled to be presented to evaluator with a brief analysis. Attach additional pages as needed.

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_________________________________________________________________________________

Signature of Educator

_________________________________________________________________________________

Signature of Evaluator

_________________________________________________________________________________

4A. Formative Assessment Report

Name: _______________________________________          Evaluator:____________________

School: ______________________________________               Date:____________________

Subject:_____________________________________

Grade:________________________________________           Share:  Off__________________

As per 603 CMR 35.02 and 603 CMR 35.06(5), formative assessment shall mean the process used to assess progress towards attaining goals set forth in educator plans, performance on performance standards, or both.

Supervising Evaluator, if any (Name/Title/Role)

_________________________________________________________________________________

_________________________________________________________________________________

Assessing:

*As per 603 CMR 35.02 and 603 CMR 35.06(5), formative assessment shall mean the process used to assess progress toward attaining goals set forth in Educator Plans, performance on Performance Standards, or both.

[  ]   Progress toward attaining goals 

[  ]   Performance on Standards 

[  ]   Both

Progress Toward Student Learning Goal(s)

Describe current level of progress and feedback for improvement Attach additional pages as needed.

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Progress Toward Professional Practice Goal(s)

Describe current level of progress. Attach additional pages as needed.

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Performance on Each Standard

I: Curriculum, Planning, & Assessment

Describe performance and feedback for improvement

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II: Teaching All Students

Describe performance and feedback for improvement

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III: Family & Community Engagement

Describe performance and feedback for improvement

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IV: Professional Culture

Describe performance and feedback for improvement

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

Signature of Primary/Supervising Evaluator

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Signature of Educator

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 Report Form.

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MA DESE - 4B. Formative Evaluation Report

Name: _______________________________________          Evaluator:____________________

School: ______________________________________               Date:____________________

Subject:_____________________________________

Grade:________________________________________           Share:  Off__________________

Supervising Evaluator, if any (Name/Title/Role)

_________________________________________________________________________________

_________________________________________________________________________________

Assessing

[  ]    Progress toward attaining goals 

[  ]   Performance on Standards

 Progress Toward Student Learning Goals

Student Learning Goals - Progress Rating

[  ]   Exceeded

[  ]   Met

[  ]   Significant Progress

[  ]   Some progress

[  ]   Did not meet

Student Learning Goals - Rationale, evidence, and feedback

_________________________________________________________________________________

_________________________________________________________________________________

Progress Toward Professional Practice Goals

Professional Practice Goals - Progress Rating

[  ]   Exceeded

[  ]   Met

[  ]   Significant Progress

[  ]   Some progress

[  ]   Did not meet

Professional Practice Goals - Rationale, evidence, and feedback

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Performance on Each Standard

Evaluator must add comments (rationale, evidence, or feedback) if ratings differ from prior Summative Evaluation.

I: Curriculum, Planning, & Assessment

Exemplary [  ]                Proficient [  ]                   Needs Improvement  [  ]                Unsatisfactory[  ]     

I; Curriculum, Planning, and Assessment (Formative) 

I: Curriculum, Planning, & Assessment

Rationale, evidence, and feedback for improvement     

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II: Teaching All Students

Exemplary [  ]                Proficient [  ]                   Needs Improvement  [  ]                Unsatisfactory[  ]     

II::Teaching All Students {Formative)            

II: Teaching All Students

Rationale, evidence, and feedback for improvement     

_________________________________________________________________________________

_________________________________________________________________________________

III: Family/Community Engagement

Exemplary [  ]                Proficient [  ]                   Needs Improvement  [  ]                Unsatisfactory[  ]     

Family and Community Engagement (Formative)          

III: Family/Community Engagement

Rationale, evidence, and feedback for improvement     

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IV: Professional Culture

Exemplary [  ]                Proficient [  ]                   Needs Improvement  [  ]                Unsatisfactory[  ]     

IV: Professional Culture (Formative)

IV: Professional Culture

Rationale, evidence, and feedback for improvement     

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Overall Performance Rating               

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Exemplary [  ]                Proficient [  ]                   Needs Improvement  [  ]                Unsatisfactory[  ]     

Overall Performance (Formative)      

Overall Performance Rating

Rationale, evidence, and feedback for Improvement    

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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

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Signature of Educator

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 Report Form.

_________________________________________________________________________________

MA DESE - 5. Summative Evaluation Report

Name: _______________________________________          Evaluator:____________________

School: ______________________________________               Date:____________________

Subject:_____________________________________

Grade:________________________________________           Share:  Off__________________

Supervising Evaluator, if any (Name/Title/Role)

_________________________________________________________________________________

_________________________________________________________________________________

Assessing

[  ]   Progress toward attaining goals

[  ]   Performance on Standards

Progress Toward Student Learning Goals

Student Learning Goals - Progress Rating

[  ]   Exceeded

[  ]   Met

[  ]   Significant Progress

[  ]   Some progress

[  ]   Did not meet

Student Learning Goals - Rationale, evidence, and feedback

_________________________________________________________________________________

_________________________________________________________________________________

Progress Toward Professional Practice Goals

Professional Practice Goals - Progress Rating

[  ]   Exceeded

[  ]   Met

[  ]   Significant Progress

[  ]   Some progress

[  ]   Did not meet

Professional Practice Goals - Rationale, evidence, and feedback

_________________________________________________________________________________

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Performance on Each Standard

Evaluator must add comments (rationale, evidence, or feedback) if ratings differ from prior Summative Evaluation.

I: Curriculum, Planning, & Assessment

Exemplary [  ]                Proficient [  ]                   Needs Improvement  [  ]                Unsatisfactory[  ]     

I: Curriculum, Planning, and Assessment (Sumative)   

I: Curriculum, Planning, & Assessment

Rationale, evidence, and feedback for improvement     

_________________________________________________________________________________

_________________________________________________________________________________

II; Teaching All Students

Exemplary [  ]                Proficient [  ]                   Needs Improvement  [  ]                Unsatisfactory[  ]     

II:  Teaching All Students (Summative)

II: Teaching All Students

Rationale, evidence, and feedback for improvement     

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_________________________________________________________________________________

III: Family/Community Engagement

Exemplary [  ]                Proficient [  ]                   Needs Improvement  [  ]                Unsatisfactory[  ]     

III: Family and Community Engagement (Summative)

III: Family/Community Engagement

Rationale, evidence, and feedback for improvement     

_________________________________________________________________________________

_________________________________________________________________________________

IV: Professional Culture

Exemplary [  ]                Proficient [  ]                   Needs Improvement  [  ]                Unsatisfactory[  ]     

IV: Professional Culture (Summative)

IV: Professional Culture

Rationale, evidence, and feedback for improvement                     

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Overall Performance Rating

Exemplary [  ]                Proficient [  ]                   Needs Improvement  [  ]                Unsatisfactory[  ]     

Overall Performance (Summative)                    

Overall Performance Rating

Rationale, evidence, and feedback for improvement

_________________________________________________________________________________

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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 per603 CMR 3S.06(5)(c) on the as Educator Response Form.

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Signature of Evaluator

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Signature of Educator

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 Report Form.

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MA DESE – 6 Educator Response.

Name: _______________________________________          Evaluator:____________________

School: ______________________________________               Date:____________________

Subject:_____________________________________

Grade:________________________________________           Share:  Off__________________

Primary Evaluator (Name/Title)

_________________________________________________________________________________

_________________________________________________________________________________

Supervising Evaluator (Name/Title/Role)       

_________________________________________________________________________________

_________________________________________________________________________________

Response to

[  ]   Educator Plan, including goals and activities

[  ]   Evaluator collection and/or analysis of evidence

[  ]   Formative Assessment or Evaluation Report 

[  ]   Summative Evaluation Report   

Response to (Other)

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Educator Response

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Attachments (if any)

List attached or upload documents that support this response form.

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Signature of Educator

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Signature of Evaluator

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Side Letter

Between

Tahanto School Committee

And

Tahanto Federation of Teachers

The parties agree on Option II described in the April 14, 1998 memo regarding Dental Insurance. Option II will include incremental Orthodontics. Premiums will be paid at current 50-50 split.

______________________________________           ______________________________________

Berlin-Boylston School Committee                                          Date

______________________________________           ______________________________________

Tahanto Teachers' Association                                                Date

Local 3225, American Federation of Teachers, AFL-CIO

Side Letter

Between

The Berlin-Boylston School Committee

And

Tahanto Teachers' Association

Local 3225, American Federation of Teachers'

AFL-CIO

Outside of said Master Agreement, the Berlin-Boylston school Committee does agree to install a separate dedicated phone line and fax machine for use by the Tahanto teachers. Installation to occur by the end of January 1998.

______________________________________           ______________________________________

Berlin-Boylston School Committee                                        Date

______________________________________           ______________________________________

Tahanto Teachers' Association                                             Date

Local 3225, American Federation of Teachers, AFL-CIO

Side Letter

Between

Berlin-Boylston Regional School Committee

And

Tahanto Teachers' Association

Local 3225, American Federation of Teachers

AFL-CIO

April 3, 2001

Letter of Intent Regarding Chapter 32B

The Berlin-Boylston Regional Personnel Sub-Committee and the Tahanto Teachers' Association agree that retiree insurance coverage will be offered to the members and former members of the bargaining unit. We agree to adopt the appropriate statutory language of Chapter 32B to cover bargaining unit members and former members and their spouses at 50% contribution level. Coverage would be effective as of FY2002 (July I, 2001).

The Personnel Committee will forward the provisions it intends to adopt to the Executive Committee by November 20,2000. The Executive Committee will notify the Personnel Committee by December 8, 2000 if the provisions proposed are acceptable or if a meeting is required.

______________________________________           ______________________________________

Berlin-Boylston Regional School Committee                              Date

______________________________________           ______________________________________

Tahanto Teachers' Association                                                   Date

Local 3225, American Federation of Teachers, AFL-CIO