Show detailed information about district and contract

Shared Contract District
Org Code2760000
Type of DistrictElementary
Union AffiliationMTA
Most Recent DocumentContract
Expiring Year2014
Expired Status
Superintendency UnionUnion 3 Northboro-Southboro
Regional HS MembersNorthboro-Southboro
Vocational HS MembersAssabet Valley RVTSD
ESE RegionCentral
Kind of Communityresidential suburbs
Number of Schools4
Percent Low Income Students2
Grade StartPK or K
Grade End8
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Pursuant to the provisions of Chapter 150E of the General Laws of Massachusetts, THIS CONTRACT IS MADE this 5th day of March, 2011 by the SCHOOL COMMITTEE OF THE TOWN OF SOUTHBOROUGH (hereinafter sometimes referred to as the Committee) and the SOUTHBOROUGH TEACHERS ASSOCIATION (hereinafter sometimes referred to as the Association).


Recognizing that our prime purpose is to provide education of the highest possible quality for the children of Southborough, and that good morale within the teaching staff of Southborough is essential to achievement of that purpose, we, the undersigned parties to the Contract, declare that:

1.   Under the law of Massachusetts, the Committee elected by the citizens of Southborough, Mass., has final responsibility for establishing the educational policies of the public schools of Southborough;

2.     The Superintendent of Schools of Southborough (hereinafter sometimes referred to as Superintendent) has responsibility for carrying out the policies so established;

3.     The teaching staff of the public schools of Southborough has responsibility for providing in the classrooms of the schools education of the highest possible quality;

4.     Fulfillment of these respective responsibilities can be facilitated and supported by consultations and free exchanges of views and information between the Committee, the Superintendent, the teaching staff in the formulation and application of policies relating to salaries, and other conditions of employment for teaching staff, and so;

5.     To give effect to these declarations, the following principles and procedures are hereby adopted:


Adapted from NEA Code of September 1975


Commitment to the Student:

In fulfilling our obligations to the student, we:

1.     shall not unreasonably restrain the student from independent action in the pursuit of learning;

2.     shall not unreasonably deny the student access to varying points of view;

3.     shall not deliberately suppress or distort subject matter relevant to the student's progress;

4.     shall make reasonable effort to protect the student from conditions harmful to learning or to health and safety;

5.     shall not intentionally expose the student to embarrassment or disparagement;

6.     shall not on the basis of race, color, creed, sex, national origin, marital status, political or religious beliefs, or family social, cultural background unfairly:

a.       exclude any student from participation in a program;

b.       deny benefits to any student;

c.       grant any advantage to any student;

7.     shall not use professional relationship with students for private advantage;

8.     shall not disclose information about students obtained in the course of professional service, unless disclosure serves a compelling purpose or is required by law.


Commitment to the Profession:

In the belief that the quality of the services of the education profession directly influences the nation and its citizens, we shall exert every effort to raise professional standards, to promote a climate that encourages the exercise of professional judgment, to achieve conditions which attract persons worthy of the trust to careers in education, and to assist in preventing the practice of the profession by unqualified persons.

In fulfillment of the obligation to the profession, we:

1.    shall not, in an application for a professional position, deliberately make a false statement or fail to disclose a material fact related to competency and qualifications;

2.    shall not misrepresent his/her professional qualifications;

3.    shall not assist entry into the profession of a person known to be unqualified in respect to character, education, or other relevant attribute;

4.    shall not knowingly make a false statement concerning the qualifications of a candidate for a professional position;

5.    shall not assist a non-educator in the unauthorized practice of teaching;

6.    shall not disclose information about colleagues obtained in the course of professional service unless disclosure serves a compelling professional purpose or is required by law;

7.    shall not knowingly make false or malicious statements about a colleague;

8.    shall not accept any gratuity, gift, or favor that might impair or appear to influence professional decisions or actions.



A.    For the purpose of collective bargaining with respect to salaries, other conditions of employment, the negotiation of collective bargaining agreements, and any questions arising thereunder, the Committee recognizes the Association as the exclusive bargaining representative of all professional employees of the Committee including teachers, tutors, guidance and adjustment counselors, Occupational Therapists, Physical Therapists, Speech Therapists, Behavioral Therapists and school nurses (such employees as defined in Section 1 of Chapter 150E of the General Laws of Massachusetts) excepting however, excluding the Principals, the Director of Student Services, Assistant Director of Student Services, Director of Curriculum, Director of Technology, Superintendent, Director of Business, and the Assistant Superintendent.

B.    Subject to the provisions of the Contract the salaries and other conditions of employment applicable on the effective date of this Contract to the employees covered by this Contract shall continue to be so applicable.

C.    The Committee reserves the right to continue to contract Occupational Therapists, Physical Therapists and Speech Therapists based on the needs of students.



The Committee hereby accepts the provisions of Section 170 of Chapter 180 of the General Laws of Massachusetts and in accordance therewith shall certify to the Treasurer of Southborough all payroll deductions for payment of dues to the Association duly authorized by employees covered by this Contract.

Employees may authorize the School Committee to deduct from their salary a contribution to Voice of Teachers for Education of an amount, which the employee shall specify in writing. The Committee will certify on the payroll the amount to be deducted by the Treasurer. Such amounts shall be transmitted to the Massachusetts Teachers Association within thirty days.

Agency Fee

Members of the bargaining unit who are not members of the Association shall be required to pay the agency service fee. Said fee shall be in the amount and be implemented as prescribed under Massachusetts General Law, Chapter 150E and the regulations of the Massachusetts Labor Relations Commission.

The School Committee shall not be responsible for the implementation, collection, or enforcement of the agency fee, except that it will supply any required documentation to establish that a person is a member of the bargaining unit subject to the fee.

It is understood that the deduction of the agency service fee may be made by the School Committee, with the person's written permission, through its Treasurer, pursuant to Massachusetts General Law, Chapter 180, §17b.



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

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

C.    Failure at any step of this procedure to appeal the grievance to the next step within the specified time limits shall be deemed to be acceptance of the decision rendered at that step.

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

E.    A grievance that affects a group or class of teachers from a different building or department, or is of a general nature, may be submitted in writing by the Association to the Superintendent directly, and the processing of such grievance shall be commenced at Level Two.

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

G.    When a grievance arises, the grievance must be filed within twenty (20) calendar days from the day of the event upon which the grievance is based or from the date when the teacher had or should have had knowledge of the event.

Level One

A teacher with a grievance shall present it to the building Principal within twenty (20) school days of the event on which the grievance is based. Any meeting with reference to the above shall be held during non-school hours.

Level Two

(a)                 In the event that the grievance shall not have been disposed of to the satisfaction of the aggrieved teacher at Level One, or in the event that no decision has been reached within ten (10) school days after presentation of the grievance to the Principal, the grievance shall be reduced to writing and referred to the Superintendent of Schools within five (5) school days of the disposition under Level One.

(b)                 The Superintendent shall represent the School Committee at this level of the grievance procedure. Within ten (10) school days after receipt of the written grievance by the Superintendent, the Superintendent or a designee shall meet with the aggrieved teacher and the said Principal in an effort to settle the grievance. The aggrieved teacher shall have the right to be represented by a member of the Association at this level.

(c)                 If the subject matter of the grievance involves any action of the Superintendent or building Principal pursuant to Chapter 71, Sections 38, 40,41,42D, 43, 47A and 59B, and if the grievance has not been disposed of to the satisfaction of the aggrieved party, the Association within ten (10) school days after the Level Two meeting may initiate arbitration by giving written notice of its intention to the Superintendent.

Level Three

In the event that the grievance shall not have been disposed of at Level Two, or in the event that no decision has been rendered within ten (10) school days after the Level Two meeting, the grievance shall be referred in writing to the School Committee. At its next regular School Committee meeting, or at a special meeting called for the purpose of considering the grievance, the School Committee shall meet with the Association in an effort to settle the grievance.

Level Four

(a)    In the event that the grievance shall not have been satisfactorily disposed of at Level Three, or in the event that no decision has been rendered within ten (10) school days after the Level Three meeting, the Association may refer in writing within ten (10) school days of the disposition under Level Three the unsettled grievance to arbitration. The arbitrator shall be selected by agreement between the parties. If the parties are unable to agree upon an arbitrator, the selection shall be made by the American Arbitration Association, in accordance with its rules and regulations.

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

(c)     The decision of the arbitrator shall be in writing.

(d)    This decision shall be final and binding on both parties.

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

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



The Association commends the Committee and the Administration for long recognizing that the essential ingredient in a quality program is an adequate number of competent classroom teachers and a realistic and workable class size. The Association also recognizes that the following proposed staffing ratio is in no way intended to inhibit innovation, experimentation, large group instruction for specific and valid educational purposes, and effective operating programs such as team teaching. It further recognizes the courageous and consistent leadership of the Committee and the Administration in planning and executing building programs that have and will continue to provide adequate physical space.

The ratios will adhere to the School Committee's Class Size policy when feasible:

K, 1, 2              16-18

3, 4, 5               18-20

6,7,8                  16-18



A.   All teachers shall have, in addition to their lunch period, an average of at least one preparation period per day.

B.   A team planning period may be substituted for one of the five (5) preparation periods when deemed necessary by the Administration.

C.   Teachers will not be required to substitute in the event a regular substitute cannot be found. When a regular teacher voluntarily agrees to serve as a substitute during his/her non-teaching time, said teacher will be paid an additional fourteen dollars ($14.00) for each period substituted. Such arrangements will be made by the Principal of the school.



A.          The Committee and Administration have long recognized that a quality education requires an adequate number of competent specialists in addition to regular classroom teachers. It is recommended that the following qualified specialists should be employed by the Southborough School System:

Adjustment Counselors

Guidance Counselors

Reading (Remedial and Developmental)


Physical Education

Music (Vocal and Instrumental)

School Nurse

Technology Integration Specialists

Library Media Specialists

School Psychologists

Speech Teachers

Occupational Therapists



A.    School Year

1.          The work year for teachers will be one hundred and eighty-five (185) days as scheduled by the School Committee. Scheduled days, which are cancelled, for reasons of an emergency nature will not be considered part of the required days listed above.

2.          The day before Thanksgiving shall be a half-day for students and teachers. The day before Winter vacation and the last day of classes shall be half-days for students but teachers will be required on such days to engage in professional activities after the students' departure to the extent required by State school-day regulations.

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

B.    School Day

1.          It has been the policy of the School Committee not to stipulate the time teachers should arrive at school or at what time they should leave. It is agreed that teachers as professionals should be aware of their responsibility to be in their classrooms when their students arrive and their responsibility to be available to students for make-up work and special help when this is needed. The practice of handling this in a professional manner shall be continued.

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

C.    After-School Meetings

1.       The Southborough Teacher Association and the Southborough School Committee each recognize their crucial role in fostering constructive and cooperative interactions with parents and community members.

2.       Teachers are expected to keep parents informed of students' progress completing all written reports fully and accurately, making special presentations, and displaying sensitivity to the needs and expectations of the student. Teachers will continue to establish effective home school partnerships, in appropriate ways, while maintaining professional boundaries.

3.       Teachers are required to reserve one afternoon a week, designated by mutual agreement, for staff meetings, policy formulation, curriculum planning and revision, evaluation, and instructional purposes. A morning meeting may be substituted for an afternoon meeting provided the decision to hold a morning meeting is mutually agreed upon by staff and administration. Nothing in this section shall prohibit additional meetings required in the team teaching program.

4.       Teachers will continue to meet with parents before school, after school, and during planning periods. It is important that demands on teacher time be reasonable. Building principals may grant additional morning or afternoon release time to individual teachers when the need for parental conferences warrants it.

5.       Release Time

a.         There shall be made available released time from 12 noon to 3 p.m. four times per year for parent teacher conferences and other professional purposes as determined by building principals.

b.         Additional release time days may be granted by the School Committee in response to administrative proposals expressing a need for such meetings. Professional development days cancelled due to weather will be made up after the students' 180 day school year is completed.

c.         The President of the Southborough Teachers Association will be released from teaching and non-teaching duties one (1) day per month. Scheduling of the released days shall be worked out between the President and his/her immediate administrator. Additional time may be provided at the discretion of the immediate administrator.

6.     Evening Meetings: Members of the bargaining unit shall be required to attend three (3) evening meetings per school year. Two (2) of these evening meetings shall be for parent/teacher conferences. The remaining required meeting shall be for curriculum presentations. The Superintendent will monitor administrative compliance with this provision.

D.        Lunch Period

All teachers shall have a daily duty free lunch period of 30 minutes.



The Committee and the Association acknowledge that a teacher's primary responsibility is to teach and that his/her energies should, to the extent possible, be utilized to this end. Therefore, they agree to limit as far as possible the following non-teaching duties.

A.   Selling and collecting money from students for non-educational purposes. Although teachers may be required to collect and transmit money to be used for educational purposes, they will not be required to tabulate or account for such money.

B.   Duplicating instructional or other material, keeping registers and other cumulative record cards, preparing the non-academic sections of the report cards and other similar clerical functions.

C.   Teachers will not be required to drive pupils in private vehicles for any school related activities.

D.   Collecting or selling lunch tickets or milk.

E.    Nothing in the above sections particularly Section 2, is intended to relieve the teacher of the professional responsibility for selecting instructional material, selecting items for tests, determining the proper academic grade for each pupil, determining the proper comments to be included in the cumulative record card and similar professional judgments.



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

B.    Teachers shall be notified in writing of any change in their assignments for the ensuing school year as soon as possible, but not later than the end of the preceding school year. No teacher shall be transferred without consent except as provided herein, Article IX, Sections C, D, and E below.

C.    Teachers who desire a change in grade, school and/or subject assignments shall file a written statement of such desire with the Superintendent of Schools no later than February 1st.

D.    In the determination of assignments and transfers, qualifications, convenience, and wishes of the individual teacher will be honored to the extent that these considerations do not conflict with the instructional requirements and the best interests of the school system and pupils.

E.    When the transfer of teachers in the Southborough School System is necessary, those qualified teachers applying in Section C (above) shall be given serious consideration. No involuntary transfer shall occur until the teacher has had an opportunity to discuss the matter with the Superintendent.



A.      Reduction in Force Procedure

In the event that it becomes necessary to reduce the number of Professional Status teachers in the bargaining unit, the Administration's determination as to which teachers remain employed will be based upon equal consideration of the following criteria as they relate to the needs of the remaining positions and the system as a whole:

1.   Written Performance Evaluation Records

2.   Experience

Documented teaching or administrative experience in private or public schools or in schools comparable to those in the Massachusetts Public School System as measured in years and days.

3.   Training

a.            Earned degrees as measured by equivalency to salary schedule status in Article XXII.

b.            Areas of certification

4.   Length of Service

a.    Length of service shall be a teacher's length of uninterrupted service in full-time equivalent years and days in the Southborough School System from the most recent commencement of service. Additional service in the Northborough or Regional High School Districts may be accepted by the Administration in particular cases.

b.    Paid leaves of absence shall be viewed as active service with respect to this provision.

c.    Unpaid leaves of absence shall not cause an interruption in Length of Service, but shall not be counted toward Length of Service credit.

Professional Status teachers who face the prospect of employment termination, as a result of a reduction in force, shall be informed in writing by April fifteenth (15th) of the school year preceding the anticipated reduction, when feasible.

Professional Status teachers who have been reduced shall be eligible for continued participation in group insurance plans at their own expense for a period of eighteen (18) months following said reduction.

B.    Recall Procedure

In the event of a layoff or reduction in force, all affected Professional Status teachers shall be eligible for recall. No new teacher shall be hired for a permanent position until such time as every eligible teacher on the recall list has been given an opportunity to apply in writing to fill the vacancy.

The Superintendent shall maintain a complete list of all Southborough School System teachers formerly under contract who are dismissed in accordance with Section A of this article.

1.    It is the teacher's responsibility to furnish current information and an updated resume to the Superintendent.

2.    A teacher's name shall be maintained on the recall list until the September 1st two years after the date on which the dismissal occurs.

a.        Teachers on this list are encouraged to notify the Superintendent if they no longer wish to be considered for recall.

b.        Names still listed at the end of the recall period will be dropped.

c.        Teachers who refuse a job offer will be dropped from the list except for verified medical reasons. Medical reasons do not extend the recall period.

3.       Where a vacancy occurs:

a.       The Superintendent will notify each qualified former teacher on the recall list by mail that a vacancy exists.

b.       Those interested must express their interest in writing within a fourteen (14) day calendar period from the date of the notification's postmark.

4.   Upon recall, teachers shall be credited with all previously earned sick leave.

5.   Upon recall, teachers shall be credited with the length of service possessed as of the effective date of dismissal.

6.   Returning teachers shall be placed in the salary schedule one step higher than the level at which they left, provided they have served in excess of ninety-three (93) days in the school year directly preceding their dismissal.

7.   Any Professional Status teacher electing to be placed on such recall list agrees to waive his/her rights under Chapter 71, Section 42, Massachusetts General Laws. This waiver does not abrogate the teacher's right to the grievance procedure as described herein.



A.    Whenever any vacancy of more than eight (8) weeks in a professional position occurs during the school year (September to June), including those outside the bargaining unit, it will be adequately publicized by the Superintendent via electronic formats and by means of a notice placed on each school bulletin board and at least ten (10) school days prior to the appointment. Written notice of any such vacancy will be given to the Association. In both situations, the qualifications for the position, its duties, and rate of compensation will be clearly set forth.

B.    All teachers will be given adequate opportunity to make application for such positions, and the Committee agrees to give consideration to the professional background and other attainments of all applicants.

C.    Postings shall be distributed in duplicate to the principal of each school. One copy shall be signed and dated by both the principal and a building representative of the Southborough Teachers Association. This will be returned to the Superintendent's office for filing.

D.    Neither the Committee nor the Association will discriminate in violation of federal law against any employee covered by this agreement because of race, age, color, creed, sex, marital status, national origin, physical or mental disability, or sexual orientation.



A.   Teachers will have the right, upon request, to review the contents of their personnel file. A teacher will be entitled to have a representative of the Association accompany him/her during such review.

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

C.   Any complaints regarding any teacher made to any member of the Administration by any parent, student, or other person will be promptly called to the attention of the teacher.

D.   All observations of the work performance of a teacher will be conducted openly and with the full knowledge of the teacher. Teachers will be shown any evaluation report prepared by their superiors and will have the right to discuss such reports with their superiors.

E.   The present evaluation procedure and instrument will not be changed except after consultation and an opportunity to participate in developing changes has been afforded the Association.

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



A.    Each existing school will provide the following facilities provided no physical alterations are necessary.

B.    In planning new buildings, these facilities shall be incorporated in the plans.

1.          Space in each classroom in which teachers may safely store instructional materials and supplies.

2.          A teacher work area containing adequate equipment and supplies to aid in the preparation of instructional materials.

3.          An appropriately furnished room to be reserved for the exclusive use of the teachers as a faculty lounge. This room will be in addition to the above mentioned teacher work area.

4.          A separate dining area for the exclusive use of the teachers.



A.    Association members shall be entitled to use the school athletic facilities without charge during non-school hours.

B.      Members will be subject to the following responsibilities and restrictions.

1.          The member or members using the school facilities will be held responsible for any damages to school property or equipment.

2.          Use of the school facilities shall be secondary to and shall in no way interfere with or hinder, the normal functioning of the school program.

3.          The facilities shall not be exploited for private gain.

4.          Permission from the respective principal shall be obtained prior to use.



Teachers will accrue thirteen (13) days of sick leave as of the first day of the school year. Use of sick leave shall be without loss of pay. Sick time accrual shall be prorated for unit members on unpaid leave or hired after the start of the school year.

Total sick leave shall be cumulative up to one hundred forty-five (145) days.

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

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



The sick leave bank shall be administered by the Sick Bank Committee. This committee shall consist of five (5) members of the Association plus four (4) members of the Administration appointed by the Superintendent. All members of the Sick Bank Committee shall be entitled to one (1) vote.

1.       Assistance is aimed at those individuals who have long-term, terminal, and/or serious extended illness or accident which results in the exhaustion of accumulated sick leave.

2.       Funding of the bank will be at the rate of two (2) days per member annually.

3.       Individual petitions will be presented to the Sick Bank Committee by interested parties.

4.     When the sick bank falls below two hundred fifty (250) days accumulation, each member will then contribute one (1) more day, to be deducted from his/her yearly sick day credit.

5.       First year employees are not eligible for sick bank.

6.       Second and third year employees can match the number of their remaining sick days (i.e. if an employee has 11 days left, he/she is eligible for 11 days from the sick bank)

7.       In special circumstances, Superintendent may agree to allow sick bank.

8.       Petitioner or his/her representative must present pertinent medical data and proof of illness. A response to any petitioner will be forwarded within two weeks.

9.       All decisions by the Sick Bank Committee will be by simple majority vote.

10.    All petitions are to be held in strict confidence within the confines of the Sick Bank Committee only.

11.    Employees who have exhausted their own sick leave because of an injury covered by workers' compensation are not entitled to draw additional sick leave from the bank to supplement workers' compensation payments.

12.    It is understood that an employee may not simultaneously receive benefits from the town's long-term disability insurance and the Sick Bank.



A.    Teachers will be entitled to the following temporary leaves of absence with pay each school year.

1.             Personal Leave - A total of three (3) days of absence may be taken for legal, or personal business, or household or family matters which require absence during school hours. Application for personal leave will be made to the Principal at least forty-eight (48) hours before taking such leave (except in the case of emergencies) and the applicant for such leave will not be required to state the reason for taking such leave other than that he/she is taking it under this section. Personal days may not be taken immediately preceding or following a vacation or holiday. The Superintendent in special circumstances may authorize the use of personal leave days prior to and following holidays and vacations. Under no circumstances shall said days be used to extend a vacation or holiday.

2.           Educational Leave - Temporary leave for the purpose of visiting other schools or attending meetings or conferences of an educational nature will be allowed, but limited to not more than ten percent of, or one member from, each building faculty on any given day. Application will be made to the Principal on the provided form at least one (1) week in advance.

3.   Bereavement - Up to three (3) school days at any one time in the event of the death of a teacher's spouse, child, grandchild, parent, grandparent, son-in-law, daughter-in-law, father-in-law, mother-in-law, sibling, significant other, or other member of the immediate household. Teachers will be granted one (1) day at any one time in the event of the death of a teacher's brother-in-law, sister-in-law, uncle, aunt, niece, nephew, or cousin. If additional days for bereavement are required, they may be granted at the discretion of the Superintendent of Schools.

4.   Family Illness - Teachers will be granted up to five (5) days per year in the event of illness requiring bedside or household attention for the teacher's spouse, child father, mother, or other member of the teacher's immediate household. Five (5) additional days per year may be granted at the discretion of the Superintendent of Schools. Days granted pursuant to this section shall be deducted from sick leave.

5.   Religious Holidays - Bargaining unit members may be granted up to three (3) days each school year to observe recognized major religious holidays of the religious faith to which such members belong, when such holiday falls upon a day when school is in session. The Superintendent of Schools shall be the final arbiter of what is a recognized major religious holiday. Notice to the principal or Superintendent must be given fourteen (14) days in advance of the holiday where practicable. In no case will the absence be approved with less than three (3) days notice. Approved absence for such religious holiday shall not be deducted from personal leave or sick leave.

6.   Parental Leave - Teachers will be granted up to (10) days in the event of a birth or adoption. Five (5) additional days may be granted at the discretion of the Superintendent of Schools. Days granted pursuant to this section shall be deducted from sick leave. Nothing in this section shall be construed so as to limit any benefit available pursuant to the Family and Medical Leave Act (FMLA) of the Massachusetts Maternity Leave Act (MMLA). Any leave granted under this section shall run concurrently with an approved FMLA or MMLA leave.

B.    Leaves taken pursuant to Section A 1-3 will be in addition to any sick leave to which the teacher is entitled. No teacher will be required to arrange for his/her own substitute.

C.    One day Professional Association Leave with pay annually for up to four (4) Association members to attend the MTA Annual Convention.



A.    Sabbatical leaves may be granted to members of the Association as part of an organized program of professional advancement or versatility which has been submitted in writing to the Superintendent and approved by the Superintendent. Such programs must be designed to improve the quality of education in Southborough and to increase the benefits accruing to the pupils.

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

2.       No more than one (1) member of the teaching staff will be absent on sabbatical leave at any one time.

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

4.       In the event that more than one application is received the applications will be evaluated upon the following factors:

a.             the educational value of proposed program to the Southborough Schools

b.             the quality of past performance by the employee

c.             the length of service by the employee

B.    Upon return to employment the teacher shall be placed on the appropriate step in the salary schedule as though such employee had not been on leave.

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

D.    Employees on sabbatical leave for one full school year shall be paid 40% of their regular salary for that school year providing that such payment, when added to grants received, does not exceed the present salary. Employees on sabbatical leave for ninety (90) consecutive school days shall be paid 70% of their regular salary for the school year provided that such payment, when added to grants received, does not exceed the present salary. This 70% shall comprise the total compensation to the employee for that year.



The provisions of this Article are applicable to Professional Status teachers only. However, the School Committee in its discretion may apply the provisions of this Article to non Professional Status teachers.

A.   A Leave of Absence without pay of up to two (2) years will be granted to any teacher who joins the Peace Corps or serves as an exchange teacher, and is a full-time teacher in any of such programs. Upon return from such leave, a teacher will be considered as if he/she had been actively employed by the Committee during the leave, and will be placed on the salary schedule at the level he/she would have achieved if he/she had not been absent.

B.   Military leave will be granted to any teacher with one (1) year's service in Southborough who is inducted, or enlists because induction is imminent, into 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 which he/she would have achieved had he/she remained actively employed in the system during the period of his/her absence, up to a maximum of three (3) years.

C.   Parental Leave

1.          Parental leave of up to two (2) years will be granted without pay or increment, except as provided under Section 3 of this article, beginning when such leave is taken. A teacher must return within two (2) years from the date when parental leave began. A teacher desiring such a leave shall notify the Superintendent of the intent ninety (90) days prior to the due date. Appropriate medical evidence of fitness may be required by the School Committee prior to return from such leave.

2.          Such parental leave shall not affect the employee's right to receive length of service credit, benefits, plans or programs for which he/she was eligible at the date of the leave.

3.          A teacher returning from parental leave who has taught ninety three (93) or more days of the year of the leave will be placed on the next step of the salary schedule.

4.          Teachers must return at the beginning of a school year unless otherwise agreed to by the School Committee.

D.   Leave of absence without pay or increment of up to one (1) year will be granted for the purpose of caring for a sick member of the teacher's immediate family. Additional leave may be granted at the discretion of the Committee.

E.   A leave of absence without pay for up to two (2) full years may be granted upon request.

F.    All benefits as enumerated in Sections A, B, C, D, and E above to which a teacher was entitled at the time his/her leave of absence commenced, including, but not limited to, unused sick leave, will be restored to him/her upon his/her return, and he/she will be assigned to the same position which he/she held at the time said leave commenced, if available, or if not, to a substantially equivalent position with proper placement on the salary schedule and tenure status.

G.   All requests for leave will be applied for and granted in writing.

H.    Teachers are to notify the Superintendent of Schools on or before February 15th of the school year preceding the school year in which they wish to return. The Superintendent will notify the teacher and the Association by registered mail, to the teacher's last address on file, of the February 15th deadline at least two (2) weeks in advance. Failure to respond by February 15th will result in the forfeiture of the teacher's position and shall be considered a voluntary resignation. The Association agrees to assist the Administration in locating teachers on leaves of absence and verifying their actual anticipated dates of return. The leave granting document shall contain the forfeiture provisions of the collective bargaining agreement and acceptance of this provision shall be a condition of the leave.



The Committee agrees to establish a professional development incentive program in the amount of $30,000 and an amount based on the following formula for subsequent years: Total number of teachers divided by 4, times the cost of a 3 credit graduate course at Framingham State College. The fund must be at least $30,000. The funds in this Professional Development Pool will be made available to bargaining unit members for professional development purposes. A committee consisting of two (2) Association representatives and two (2) members of the Administration representing the Committee shall determine annual goals and distribution of said funds.



The School Committee agrees that recommendations for selection, changes, revisions, and purchases of textbooks shall be made by the teacher or teachers concerned, the Principals and the Superintendent.



2011-12   .5% steps 0-10   1.6% step 11  Days 1-92






CAGS/ M+36





























































































5% Steps 0-10 Days 93-185





CAGS/ M+36





























































































1.25% 2012-2013






CAGS/  M+36





























































































1.5% 2013-2014






CAGS/ M+36





























































































The Doctorate Degree awarded from a college or university accredited by one of the six regional accrediting associations will be compensated at the rate of 1.04% of the appropriate step of the M+60 scale.

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

Beginning teachers shall receive full credit for a partial year providing they have taught ninety-three (93) school days. A total of five (5) days of substitute


A.    Bargaining unit members will receive longevity payments for their years of service to the Southborough School System in accordance with the following schedule:

13th year through 15th year                               $ 500

16th year through 20th year                               1,150

21st year through 25th year                                1,250

26th year through 30th year                               1,350

31st year and beyond                                           1,600



A.    Teachers will immediately report in writing to the Superintendent of Schools all cases of assault suffered by them in connection with their employment.

B.    This report will be forwarded to the Committee which will comply with any reasonable request from the teacher for information in its possession relating to the incident or the persons involved, and will act in appropriate ways as liaison between the teacher, the police, and the courts.

C.    If criminal or civil proceedings are brought as the result of an assault involving a teacher in connection with his/her employment, the Committee will furnish legal counsel to defend him/her in such proceeding if he/she requests such assistance subject to the following qualifications.

1.             Need for counsel must occur during the term of the teacher's employment contract.

2.             When the teacher is the plaintiff or defendant, the Committee will pay the cost of the counsel only if the teacher prevails.

3.             If the teacher is acting as a witness only, the Committee will not provide or pay for counsel. No deduction will be taken from the teacher's pay for time spent acting as a witness.



The Southborough School Committee, in accordance with Chapter 71, Section 37B of the Massachusetts General Laws, agrees to enter into a written agreement with any of its employees to purchase an individual or group annuity contract for such employee.



Teachers in the Southborough School System may submit to the Superintendent of Schools innovative projects or programs in resume form for extra salary compensation on a yearly basis. The School Committee will approve or disapprove the program on the basis of educational priority and funds available and establish that the program will be compensated on the basis of $500.00, $1000.00 or $2000.00 total. The amount of compensation will be established and put in writing prior to the commencement of the project. Said payment will be made upon acceptable completion of the project, as determined by the Superintendent and/or his/her designee within thirty (30) days.



Teachers intending to leave the Southborough School System for any and all reasons shall notify the Superintendent of Schools, in writing, of said intent on or before July 1.



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

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

C.    The parties agree that to qualify for benefits under this Article a teacher who becomes pregnant must notify the Superintendent in writing as soon as possible but in no event less than four (4) weeks before the commencement of such leave, stating the anticipated dates of departure and return.

Such notification shall provide the Administration with as much opportunity as possible to secure a replacement teacher and insure continuity of assignments.

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

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



Part-time teachers will be paid in accordance with the appropriate step and level of the negotiated salary schedule in direct proportion to the percentage of service rendered to the system.



Upon written notice of intent to retire from the Southborough School System through the Massachusetts Teachers' Retirement Board, a bargaining unit member with fifteen (15) or more years of completed service as a teacher in the Southborough School System and who began service before July 1,2011 shall be entitled to an incentive payment of twenty-five percent (25%) of his/her final year's salary upon his/her official departure from the employ of the Southborough School System. Notice of intent to retire must be received no later than February 1st of the school year in which the retirement is to take place. The incentive payment shall be made the month following the employee's official retirement or at a later point in the fiscal year at the request of the individual.

In the event the Commonwealth of Massachusetts enacts legislation providing for an early retirement incentive program of which the Town of Southborough agrees to become a participant partner, those bargaining unit members meeting the eligibility requirements of the legislated early retirement incentive programs would have the option of participating in only one of the two available programs. The decision as to which program to select remains with the bargaining unit member. Any member who applies for the state program and is rejected will still be eligible for the Southborough program.

The parties agree to establish a committee to jointly develop an alternative to the retirement plan. The plan will be ready for review by June 1, 2013.

Any notice of intent to retire may be withdrawn up until the time approval is received from the Massachusetts Teachers' Retirement Board.

The Committee is under no obligation to carry more than three (3) persons who would be receiving benefits under the plan in a given year; the Superintendent may use his/her discretion in recommending applicants to the School Committee based on the needs of the System. Such discretion may include increasing the number of applicants.



A.    Newly-hired nurses will be placed on the salary schedule at the discretion of the Superintendent and will be given credit for prior service as a nurse.

B.    Malpractice insurance will remain the status quo but will increase as approved by the Southborough Finance Committee.



The Southborough School Committee and the Southborough Teachers Association agree to the inclusion of tutors in the recognition clause of Unit A. The following will not be applicable:







ARTICLE XV                      SICK LEAVE




The salary schedule will be an eight-step schedule with step eight being the maximum amount listed below.

.5%                       .5%                   1.25%                1.5%

2011-2012                                    2012-2013        2013-2014



Days 93-185











































Each tutor shall be entitled to thirteen (13) days of sick leave, as of the first day of the school year, without loss of pay in any school year, which shall be cumulative up to one hundred thirty (130) days.

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

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



A.    Pursuant to the provisions of Chapter 697 of the Acts of 1987 (the Public Pension Reform Act) effective January 12, 1988, the Southborough School Committee agrees to:

Make the necessary changes in its payroll procedures to allow employee contributions to health and dental insurance to be paid with pre-tax earnings.

B.    Insurance benefits available to bargaining unit members under provisions of Massachusetts General Laws Chapter 32B as currently provided would not be diminished unless agreed upon through collective bargaining. The Town of Southborough will provide and make payroll deductions for all teachers unless they have indicated in writing that they elect not to be covered. Any such request may be made by a teacher in writing and shall be filed with the Superintendent.

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

The plan design of the co-payment structure for Fallon Community Health Plans (Select Care/Direct Care) and Tufts Health Plan HMO, will be as follows:

In patient Hospital treatment             $250

Out patient Hospital treatment           $150

Physician Office Visits                          $15

ER                                                            $75


Generic                                                    $10

Preferred                                                  $20

Non Preferred                                         $35

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

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

C.    The Southborough Teachers Association agrees to participate in the Insurance Advisory Committee annually in order to explore options to reduce health care costs.

D.    The Committee agrees to encourage the Town of Southborough to offer a Flexible Spending Account to unit Members as soon as practicable.



The Southborough School Committee and the Southborough Teachers Association agree to work together to promote the practice of appropriate inclusive education. To that end, efforts will be made:

     To provide both special and regular education staff with in-service training on inclusion;

     To assure adequate time for and participation in shared decision making and collaboration regarding inclusion;

     To continue to provide reasonable class sizes so the needs of all children will be met.



1.       Job sharing shall mean the sharing of the performance of the duties and responsibilities of a full-time teaching position by two part-time teachers.

2.       A job-sharing situation will be considered only if two (2) professional status teachers jointly develop a plan for the job-share and approach the superintendent with it together; individuals cannot request job-sharing.

3.       In approving job-sharing requests, the Superintendent will consider the merits of the request and the impact the job-share will have on the school system.

4.       In the event that one professional employee involved in the job-sharing is unable to complete the school year, the other individual must resume the position full-time or propose a plan acceptable to the Superintendent which would allow the continuation of the job-sharing arrangement.

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

6.       Effective 2012-2013 school year, individuals who apply for and are granted a job share position will remain in a job share position until such time as a vacancy occurs for which the individuals are qualified.

7.       The following working conditions shall apply to teachers participating in job-sharing.

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

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

c.         Both teachers will be present for parent conferences.

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

e.         If there is a temporary staffing interruption due to illness or other reason, the teacher who is available for work will cover for the absent teacher, whenever possible, thereby eliminating the need for a substitute.

8.     The number of job share positions shall be at the discretion of the principal.

9.     It is understood in the application process that only one teacher in a job share is entitled to health insurance. The other teacher must opt out of town provided health insurance for the year and secure that benefit through another source. Should that teacher lose the alternative source of health insurance during the year the individual would be eligible for

Cobra with the former insurance provider. The District also has the right to make the position full time should such a situation occur. If the teacher without insurance is unable to continue in the job-share arrangement, he or she will not be eligible for the Reduction in Force language during that school year.



The parties agree to set-up a joint committee for the purpose of establishing a sick leave buy back and/or 403(b) defined contribution plan.


The School Committee of the Town of Southborough and the Southborough Teachers Association hereby confirm their understanding that the School Committee of the Town of Southborough shall make every effort to implement, for the school year commencing September of 2005, the following:

1.       All non-teaching building duties shall be distributed on a fair and equitable rotating basis among all members of the bargaining unit by mutual agreement between the administration and the association.

2.       Members of the bargaining unit who are required to travel from one building to another building to fulfill their next teaching assignment shall be provided with at least twenty minutes, exclusive of their duty-free lunch period, between such scheduled assignment and completion of their previous assignment.

3.       The Southborough School Committee and the Southborough Teachers Association agree to establish a Health and Safety Committee made up of members of the Administration and members of the bargaining unit. This Committee will address health and safety concerns in a predictable and expedient manner.

The Southborough School Committee and the Southborough Teachers Association agree that one of the system's highest priorities is the health and safety of the students and the staff.   .

4.       The Southborough School Committee and The Southborough Teachers Association reaffirm their commitment to shared decision making in providing meaningful professional development opportunities for all educators.

5.       In the event the Association believes one or more of these understandings are not being complied with as intended, the Association may bring such concerns directly to the attention of the Superintendent.



The parties agree to establish a Committee to review the step and lane structure of the salary schedule and report out by June 2013



As soon as Evaluation guidelines are established by the State, the parties agree to form an evaluation committee consisting of representatives from the School Committee and the Teachers Association. The Evaluation Committee shall develop an evaluation process consistent with the law. Changes developed by the committee will be brought to the Negotiation Team for review and agreement, and then to the constituents for ratification.


A.    This agreement shall become effective as of the first day of the 2011-2012 school year and, subject to the provisions set forth below, shall continue in full force and effect to and including the day prior to the start of the 2013-2014 school year.

B.    Either party may initiate a request to enter into negotiations over the terms of a successor agreement by the first Wednesday of November of the year preceding the year in which the agreement expires. Negotiations will commence no later than January unless an extension is agreed to by both parties. Otherwise, this Contract will remain in full force and effect from year to year thereafter unless such written notice of desire to terminate or modify the same is given by the first Wednesday of November, for modifications to take effect the following year.

C.    If the Committee and the Association have failed to reach agreement by the following December 1, they shall jointly petition the State Board of Conciliation and Arbitration to initiate fact-finding in accordance with Chapter 150E of the General Laws of Massachusetts.


If, at any time during the term of this current Agreement, educational reform legislation is enacted which impacts upon any provision of this document, the parties to this Agreement agree to re-open contract negotiations with respect to such impacted provisions.

School Committee of Southborough

By/s/ Marybeth Strickland



Southborough Teachers Association

By /s/ Katharine Howard





Amended July 2008


Philosophy and Objectives of Evaluation

Page 41

Calendar For Teacher Evaluation


Evaluation Process and Procedures


Evaluation Responsibilities,


Performance Standards For Teachers


Special Considerations:


Special Education Teachers




Guidance Counselors


Library Media Directors


Standards of Performance For Nurses


Southborough Unit Member Self-Assessment


On-Year Unit Member Observation Form


Off-Year Unit Member Observation Form Part A


On-Year Unit Member Final Evaluation Instrument





Evaluation is positive and continuous with an emphasis on strengthened performance. It is a joint process conducted in a climate of trust and shared responsibility that encourages productive dialogue among all parties. To achieve these understandings, the objectives of the Southborough Evaluation process are to:

1.     Promote effective instruction and encourage each teacher's professional growth.

2.     Recognize and assess the quality of instruction and services provided.

3.     Help determine the professional development plan for each school and the district.

4.     Support personnel management decisions such as re-appointment, appointment with professional status, and promotion.



Teachers (Without Professional Status)

Teachers (With Professional Status - On-Year)

Teachers (With Profes­sional Status - Off-Year



Self-assessment by staff members

Self-assessment by staff members

Self-assessment by staff members

Self-assessment by staff members

September 1st Through October 1st

Goal Setting between evaluator and evaluatee

Goal Setting between evaluator and evaluatee

Goal Setting between evaluator and evaluatee

Goal Setting between evaluator and evaluatee

September 1st Through January 1st

A minimum of two formal observa­tions will place during this time period

At least one formal observa­tion will take place during this time period


At least one formal observa­tion will take place during this time period

January 1st Through May 1st

A minimum of two formal observa­tions will take place during this time period




January 1st Through May 1st


At least one formal observa­tion will take place during this time period


At least one formal observa­tion will take place during this time period

May 1st

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




May 1st


Notification of possible Tier-two placement



June 1st


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


Final evaluation due in Central Office

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

Evaluation Process and Procedures

The evaluation process is ongoing and continuous throughout each school year and has both formal and informal aspects.

In general, the formal evaluation process prior to the completion of the final evaluation instrument includes the following steps:

1.             Self-assessment: Prior to school year or in September. Self-assessment is encouraged as a helpful tool to assist in setting meaningful goals for professional growth. It is an optional step and is not be a part of the final evaluation document. It is suggested that unit members choose two or three questions from the list provided, one of which should be question 13, and use these as a guide before the mutual goal setting session.

2.     Goal Setting: September 1st through October 1st.

Each unit member will meet with his/her administrator to discuss goals for professional growth. Goals decided upon may be drawn from self-assessment, recommendations from prior evaluations, school or district wide goals, or the standards of performance. Goal setting should be a joint process and should include specific suggestions as to how to work towards the goal(s) and what support is necessary from the administrator.

3.             Unit members with professional status in each supervisory unit shall be divided into two groups by the appropriate supervisor. One group, the on-year group, will go through the comprehensive evaluation procedure, which is outlined below and which culminates in the completion of the final evaluation instrument. One group, the off-year group, will follow a more limited evaluation procedure as outlined in the evaluation calendar. Off-year unit members will become on-year group members the following year.

It is understood that the purpose of this division is to increase the time and attention available to on-year unit members and thus to promote a greater amount of instructional improvements and professional growth. Administrators may at their option initially place a unit member in the on-year group, continue a unit member in the on-year group from year to year, or at any time during the evaluation process move an off-year unit member to the on-year group. If at any time during the evaluation calendar, an off-year unit member is to be placed into an on-year group, the administrator will notify the unit member in writing of this decision and identify any deficiencies or problem areas.

Any unit member on tier-two will not be placed in the off-year group.

Working with this evaluation instrument will not preclude or limit an administrator from carrying out his or her supervisory responsibilities.

4.     Formal observation: Formal observations will be done a minimum of two times a year for a unit member with professional status on the on-year comprehensive evaluation, and a minimum of four times a year for a unit member without professional status. Time lines for observations are included in the evaluation calendar. A pre-observation conference may be used to discuss the goals of a particular observation. A post-observation conference will be held within a reasonable time (5 to 10 school days) following the observation. A written report of the observation will be given to the person observed before or during that meeting. A signed copy of the final observation report will be held by the administrator and used in the development of the final or summary evaluation document. The written observation report will be prepared using the Observation Form and may include appropriate artifacts collected during the observation process.

Informal observation occurs as a result of unit member-administrator contacts, casual classroom visits, faculty meetings, and student and parent interactions. An evaluator may use the section provided on the formal observation form to comment on informal observations and may also act upon informal observation throughout the year.

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


The evaluation of unit members with professional status shall be done in two tiers. All bargaining unit members with professional status shall be initially placed in Tier-one.


No later than June 1st, the unit member being evaluated shall receive a written copy of his/her evaluation.

If a Tier-two placement is recommended, the unit member shall receive his/her evaluation by May 1 st. Should an observation indicate that the performance of a unit member with professional status has the potential to place that unit member in Tier-two, a follow-up observation will be made before such a recommendation is made. If the evaluator recommends Tier-two placement, it must be based on observations and evaluations, and the unit member is to be notified with a statement of the specific reasons for the placement as part of the evaluation report.

Should the unit member and the evaluator have a serious disagreement regarding Tier-two placement and should the unit member so choose, the Superintendent will have an additional evaluation conducted by a third party. The third party evaluator may submit an evaluation after May 1st.


Should a unit member's performance be deemed seriously deficient, the unit member will be placed in Tier-two for the following year. When a unit member is to be placed in Tier-two, the President of the Association will be notified.

A unit member placed in this level shall be observed a minimum of four times in the work year. A member in Tier-two shall be furnished with an improvement plan designed to aid the member in achieving an acceptable performance level. The improvement plan will be placed in the personnel file and will include an observation schedule, a time period, how the evaluator will assist the member in accomplishing the goal of the plan. For example the plan could include the resources and courses available to the member, peer assistance, an opportunity to observe other classes or school districts and modification in assignments. Should the improvement plan require specific course work, the school system will pay the cost of registration, tuition and books. Information from peers assisting in the improvement plan will not be part of the evaluation process.

At the end of the improvement plan period, the evaluator and the unit member shall meet and discuss the plan; what worked, what didn't, and why. The member will then be placed back in Tier-one for evaluation, continue in Tier-two or have other actions taken. No unit member shall be suspended or terminated for poor performance without being afforded the opportunity to participate in Tier-two.


The final annual evaluation will be completed using the appropriate final evaluation instrument. It will be narrative form, following the outline in the Standards of Performance and will include specific commendations and/or recommendations under the appropriate categories. A conference will be held after the form is completed to discuss the final evaluation and its recommendations. The final instrument will be placed in the evaluatee's personnel file.

Completion of the final evaluation should be in accordance with the evaluation calendar.


Classroom Teachers


Shared Teaching

Principal (in school where greatest proportion of time is spent, unless previously determined by building principals)

Specialists (Music, Art, Physical. Ed., Library/Media, Remedial Reading and Computer)


Special Ed. Teacher, Guidance Counselors, Psychologists, and Nurses

Principal (in school where greatest proportion of time is spent, unless previously determined by building Principals)

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

In cases not involving a Tier-two placement, a third party evaluator may be called upon with mutual consent of both parties.

In cases involving a Tier-two placement, a third party evaluator may be used. This evaluator is a non-bargaining unit member who may or may not be an employee of the Southborough School System. The evaluator shall be mutually agreeable to the Superintendent and the member. If no agreement, the Superintendent shall submit three names and the member shall choose.


The standards of performance described in this section represent critical areas related to teacher effectiveness. The standards reflect the Principles of Effective Teaching developed by the Commonwealth of Massachusetts. The evaluation of the Standards is in accordance with the fifteen basic parameters found in The Skillful Teacher1. Each standard includes a description of the qualities intended for evaluation under that particular category. While all teachers are expected to possess these qualities, the final evaluation may or may not mention each element in the description. The descriptions give a sense of what the evaluator will be looking for as a standard of performance when assessing the teacher in a particular category.

We believe that, within a broad framework, there must be an understanding that

excellence is the desired goal. The standards must be high enough to challenge all

teachers, but flexible enough so as not to impose impossible demands.



1.             Learning Atmosphere

It is important that pupils experience a positive and healthy climate and that the teacher takes steps to maintain an atmosphere conducive to learning and involve­ment while maintaining appropriate standards of behavior. In addition, the teacher maintains a systemic approach to discipline by establishing and administering a consistent and fair set of rules supporting appropriate expectations. The teacher actively promotes student self control, self-esteem, and mutual respect and safety. The teacher encourages student leadership and develops student skills in group and individual decision making while being a positive role model for students.

The teacher implements instructional opportunities where students are interacting with ideas, materials, teachers and one another. The teacher understands principles and patterns of child growth and development and uses this knowledge in working with students. Expectations are communicated clearly, and classroom procedures that maintain a high level of students' time-on-task are established. The teacher implements curriculum experiences in which students take increasing responsibility for their own learning. The standards are high, yet attainable, and the message is sent that all students can learn. The teacher is open to student challenges about information and ideas and uses classroom time and classroom space to promote optimal learning.

The teacher, serving as a role model for students, fosters an atmosphere of mutual respect and builds good personal relationships with students. The teacher is available to students at reasonable times outside the classroom.

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

2.       Student Work Habits

The teacher provides opportunities for pupils to develop work habits according to their level of skills and achievement. The teacher reflects about and acts on what students need and want to know and gives clear and precise directions for the student's learning tasks, assigning work according to the student's needs.

3.       Classroom Management

Students need an environment where the organization promotes learning. The teacher should establish patterns which are conducive to sound classroom management. Students follow efficient routines for all regularly recurring business. Classroom space and furniture are arranged for optimal learning, allowing for small group, large group, and individual learning where appropriate. Students are attending to tasks and engaged in curriculum activities and are free from interruptions, waiting time, distractions and delays. The teacher manages time effectively, keeping the flow of events moving with smooth, rapid transitions, yet students have adequate time to learn at an appropriate pace. Beginning and ending minutes of class time are used appropriately. The teacher communicates learning goals and high standards and expectations to students. The teacher regularly communicates objectives or learning outcomes to students and provides feedback to students about their progress on goals and objectives. The teacher communicates standards, expectations and guidelines regarding quality and quantity of students' work, work procedures and interpersonal behavior to students and parents. The teacher responds to students' answers and works so as to keep students open, thinking and willing to take risks and to persevere with challenging tasks. The teacher models the skills, attitudes, values and processes central to the subject being taught.


The teacher maintains lesson plans that are purposeful and show continuity and clarity. Classwork is based on well-organized plans incorporating clear objectives. The teacher makes learning goals clear to students and makes connections between concepts taught and students' prior knowledge and experience. The teacher regularly checks for students' understanding of content and progress on skills while identifying confusions and misconceptions as indicated by student responses and regular assessment strategies. The teacher remediates, reteaches, or extends teaching to meet individual and/or group need. The teacher communicates clearly in writing and speaking, uses precise language and shows students the relevance of the subject to life-long learning.

The teacher uses a variety of teaching strategies, including cooperative, peer and project-based learning; audio-visual presentations, lecture, discussions and inquiry, practice and application, and the teaching of others. The teacher provides options

for students to demonstrate competency and mastery of new material, including written work, homework, plays, art work, oratory, visual presentations, exhibitions and portfolios. The teacher uses a variety of appropriate materials in order to reinforce and extend skills, accommodate learning styles and match instructional objectives.

The teacher employs a variety of questioning techniques, including those which encourage and guide critical and independent thinking and the development of ideas. The teacher presents information recognizing multiple points of view while encouraging students to assess the accuracy of information presented and providing opportunities to summarize important learning and to integrate it with prior knowledge.

The teacher regularly tries innovative approaches to improve instructional practices. The teacher continually evaluates and refines instructional strategies, including the effective use of technologies, to increase student learning and confidence to learn. The teacher assesses instructional strategies in authentic ways by comparing intended and actual learning outcomes.

The teacher promotes confidence and perseverance in the student that stimulate increased personal student responsibility, motivation, and ownership for achieving the goals of the curriculum by using prompt feedback and student goal setting. The teacher develops and supports students' awareness of themselves as learners and their ability to overcome self-doubts associated with learning and taking risks. The teacher nurtures students' eagerness to do challenging work and provides incentive, interest and support for students to take responsibility to complete such tasks successfully. The teacher acts on the belief that all students can learn and that virtually all can master a challenging core curriculum with appropriate modifications of instruction. The teacher encourages and supports students to believe that effort is a requisite to high achievement and acknowledges and values student work, study and inquiry. The teacher regularly identifies students needing extra help and secures student cooperation and participation in extra help sessions. The teacher identifies students who are not meeting expectations and secures student cooperation in developing a plan that designates the teacher's and the student's responsibilities regarding learning.

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


1.    Curriculum Development

The teacher possesses an in-depth knowledge of curriculum content, is actively involved in the learning process, and is aware of current developments in the subject matter, applying this knowledge to the instructional program when appropriate. The teacher frames curriculum around essential questions in the discipline providing opportunities for students to reason, analyze, and synthesize knowledge and skills. The teacher plans learning experiences so that they show continuity, sequence and integration with other learning experiences. The teacher contributes to the ongoing evaluation of the curriculum, allowing for adaptation of the curriculum to meet the needs of individual and instructional groups and the requirements of state regulations.

2.    Curriculum Delivery

The teacher plans instruction effectively with a personal vision of committed, confident learners and uses that vision to guide learning goals, expectations, and standards for student work. The teacher sets short-term and year-long goals for curricular units which derive from unifying themes of fundamental importance to students' present and future lives. The curriculum should be framed around students' prior knowledge and experiences. The teacher identifies prerequisite skills, concepts, and vocabulary that are necessary for student success, and units of study should be introduced in a variety of ways. Instruction should integrate the teaching of reading, writing, listening, speaking and the use of appropriate tools (e.g., calculators, computers, etc.) within the discipline.

The teacher identifies individual and group needs and plans appropriate strategies, including those that involve the use of up-to-date technologies, to meet those needs. The teacher uses materials and resources that are appropriately matched to curricular goals and to students' needs and learning styles. The teacher seeks out and collaborates with school-based specialists, resource personnel, including technology specialists, and administrators to better design curricula or instructional modifications to meet the special learning needs of students and support all students to learn and apply a challenging core curriculum. Instructional opportunities are planned where students frequently interact with ideas, materials, teachers and one another. The teacher designs curriculum experiences in which students take increasing responsibility for their own learning.

3.           Assessment of Curriculum and Instruction

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

The teacher monitors students' understanding of the curriculum effectively and adjusts instruction, materials, or assessments when appropriate. A variety of formal and informal authentic assessments of students' achievement and progress for instructional revisions and decision-making is regularly used. The teacher implements evaluation procedures which appropriately assess the objectives taught. The teacher communicates student progress to parents, students and staff members in a timely fashion using a range of information including portfolios, anecdotal records and other artifacts. Appropriate confidentiality of student data is maintained. An accurate and efficient record-keeping system denoting the quality and quantity of student work is prepared and maintained.


The teacher shares responsibility for accomplishing the goals and priorities of his/her grade/team/department, building and school district through active positive involvement at school meetings, school and professional activities. The teacher is enthusiastic and innovative and takes pride in the profession and works constructively with others to identify school problems and suggests possible solutions. The teacher works collaboratively with other staff in planning and implementing interdisciplinary curriculum and instruction, and shares expertise and new ideas with colleagues.


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


The teacher efficiently and effectively implements the daily tasks of homeroom management, attendance taking, distribution of special materials, meets assigned deadlines, fully and accurately completes reports, and delivers information requested in a timely and thorough fashion. Teachers are encouraged to participate in student or school activities and to cooperate with other teachers about students' overall workload.


The teacher is a reflective and continuous learner and participates in activities that demonstrate a commitment to the teaching profession and uses available resources to analyze, expand, and refine professional knowledge and skills. Resources can include professional organizations, academic course work, school-based staff administration, community resources and other colleagues. With a continual focus on the student as a learner, the teacher fosters learning based upon what students need and want to know. The teacher actively seeks out information in order to grow and improve as a professional and is receptive to suggestions for growth and improvement.



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


1.       Chapter 766 TEAM Management

Chapter 766 TEAM meetings require sensitive, skilled leadership to operate in the best interests of children who may need special education services. The teacher utilizes appropriate materials and effective techniques in evaluation of students, prepares team meeting effectively, conducts team meetings in an organized and effective way, and deals with parents' needs and concerns in an appropriate manner.

2.       Chapter 766 TEAM Related Written Communication

The special education teacher communicates the intent of programs

and reports progress of individual students to parents and staff in

clear, concise language, and completes reports and education plans

within the mandates of Chapter 766 deadlines.


1.       Students need an environment where the organization promotes learning. The special education teacher should establish patterns which are conducive to sound classroom management.

2.       The special education teacher is a strong student advocate who effectively coordinates the child's program with classroom teachers, guidance counselors, the school nurse, and other appropriate school staff in order to fully implement each student's Individual Education Plan.

3.       The Special Education teacher serves as a consultant to classroom teachers in supporting inclusion efforts whenever possible.


1.    Counseling Methodology

The school psychologist should employ a number of counseling techniques to promote self-awareness. The school psychologist will model effective listening and speaking skills. The school psychologist will work with staff and administration on dealing with crises in the school.

2.   Curriculum

a.     School Psychologist Planning and Organization

The school psychologist should maintain purposeful goals and show continuity and clarity in dealing with students, staff and families.

b.     Curriculum Development

The school psychologist constructively contributes to the development of school programs. The school psychologist may initiate and present ideas for the curriculum. The school psychologist may contribute to the evaluation of curriculum based upon his/her knowledge of the delivery of the curriculum in the classroom and of student response.

c.   Evaluation and Testing

School psychologist must assess students in preparation for team evaluation.

Given the appropriate referral questions, the school psychologist shall administer and interpret appropriate individual tests. Following assessments, the school psychologist shall meet with classroom teachers, students (when appropriate), and their families to interpret the results. When necessary, the school psychologist shall observe children in their classroom setting.

d.   Chapter 766 TEAM Evaluation

The dynamics of team meetings should promote effective communication among all of its participants. The school psychologist should establish patterns which are conducive to sound team management. Of importance shall be the encouragement of parents to actively participate in the TEAM process.

e.   Communication and Consultation

Cooperation between the school psychologist, staff, parents and community agencies is an essential ingredient in improving the growth and development of all students. Of particular importance is the school psychologist's awareness and ability to make referrals to the most appropriate community agency.


The guidelines under Standards of Performance, beginning on page 46, will pertain to guidance counselors, with the exception of the first category, Classroom Teaching, which will be adapted as follows:

Counselors provide both educational and support services to meet the needs of all students. They practice effective communications and work at building collaborative relationships among students, teachers, and parents.


1.             Counseling Methods

a.     Personal Counseling

Counselors will assist students in assessing their behavior, performance, and actions in an effort to strive for continuous self-improvement and understanding and to set goals for achievement. Counselors will help students develop decision-making skills, both in the particular areas covered by counseling and in a more generic sense, as a life skill.

b.       High School Planning and Preparation

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

c.       Personal and Crisis Counseling

Counselors will possess adequate skills and knowledge to provide initial personal and crisis counseling. They will be familiar with other school and community resources which will be made known to the parents of students having personal problems. They will make use of these resources for students whose needs warrant further attention.

2.     Counseling Materials

Counselors will make use of a variety of counseling materials, including catalogues, resource books, computer software, and audio-visual equipment.

3.     Curriculum

a.     Educational Program Planning

The counselor will help students realistically appraise their capabilities, achievements, and interests and will provide students with the necessary information to plan a course of study, choose school courses, and evaluate their progress and their long-term goals. Counselors will help students become aware of the school's philosophy, expectations, programs, and activities. Counselors will work both with groups and with individuals in meeting the various program needs of students.

b.     Curriculum and Program Development

The counselor will constructively contribute to the development of school programs by providing the administration and the faculty with information helpful to making educational decisions. The counselor also will work with other members of the Guidance Department to develop guidance programs.

c.     Special Education

Counselors will follow the policies and procedures for referring students to special needs evaluations and will make use of pre-referral resources when appropriate. They will take an active part in the evaluation process. Counselors will work in collaboration with special education teachers and the general education faculty in implementing individual education plans.

d.     Communication and Consultation

Counselors will act on behalf of students in helping them meet school expectations and achieve success. In this capacity counselors will maintain communication with other faculty members, administration, and staff and will work cooperatively with them in reaching solutions to problems that affect students' progress and well being. Counselors will act as advocates for the best interests of students. Counselors will maintain contact with parents in the advisory and counseling process and will demonstrate initiative in developing frequent positive contact among the counselor, the parent, and the faculty. When appropriate, counselors will be in contact with youth service agencies, mental health services, and community groups concerned with the welfare of students.



Instructional Materials Collection

The collection consists of the print and non-print materials and audio-visual equipment that is housed in and distributed from the school library media center. The development of a dynamic, current, educationally sound, and usable collection of materials and audio­visual equipment is a key function of the library media specialist. The library media specialist previews and selects materials to support the changing needs in all curriculum areas and the interests of the student body.

Curriculum Delivery

The library media specialist has an in-depth knowledge in the fields of education, library and information sciences, educational technology and administrative procedures. The library media specialist is aware of new developments in these fields and integrates current developments into instruction and management when appropriate. The library media specialist works with teachers in planning curriculum and instructional strategies. The library media specialist selects appropriate materials, methods, and resources to assist students in achieving learning and developmental objectives.

Curriculum Development

The library media specialist constructively contributes to the development of school programs; initiates and presents ideas for improvement in curriculum. The library media specialist encourages and supports applications of newer technologies. The library media specialist locates information, prepares bibliographies, and provides other searching services.

Fulfillment of Routine and Administrative Duties

The responsibility for managing the various elements of the school library media program is essential to the role of the library media specialist. The library media specialist plans and manages systems for effective operation of the library media center including scheduling, inventory, organization and circulation of materials, equipment and supplies, obtaining data for administrative decisions. The library media specialist develops and administers budgets for materials, supplies and equipment. The library media specialist assists in the selection, training and supervision of library aides and volunteers. The library media specialist arranges and uses available space, furnishings and display areas to facilitate and enhance learning as far as physical circumstances permit. The library media specialist handles daily tasks efficiently and effectively.


Standards of performance are implicit in any effective evaluation program. The standards of performance described in this section represent critical areas related to nurse effectiveness. Each standard is followed by a brief description of the qualities intended for evaluation under that particular category. It is not intended that each description shall be exhaustive in its content. It is also not intended that every nurse exhibit all the qualities described in each category. The descriptions are given simply to give a sense of what the evaluator will be looking for as a standard of performance when assessing the nurse in a particular category.

We believe that within a broad framework there must be an understanding that excellence is the desired goal. The standards must be high enough to challenge all nurses, but flexible enough so as not to impose impossible demands.

School nursing is a dynamic discipline embracing a variety of functions which fell under the broad categories of assessment, implementation, evaluation, study, and research.


1.     Learning Atmosphere

It is important that pupils experience a positive and healthy climate. The nurse take steps to help create an optimum environment that maintains health and safety of students and school personnel.


1.       The nurse will avail him/herself to all staff as a resource person to provide programs for the prevention and control of disease. He/she will coordinate health services with those educational programs directly related to health prevention/intervention. When asked, the nurse will provide direct instruction in areas that are health education related.

2.       All health education materials will be made available to teaching staff so that information shared with students is recent and accurate.


1.       The nurse is an integral part of the TEAM. He/she will be responsible for communicating all relevant medical data that will enable the TEAM to make the best educational decisions for those students involved.

2.       The nurse will conduct home and developmental assessments in a caring and professional manner. This information will be communicated in writing within the specified timelines.


1.      The nurse will create an atmosphere where children will feel safe and trusting in order to receive medical attention.


Included for consideration here are performance on committees and at faculty meetings, promotion of a cooperative attitude among co-workers, demonstration of enthusiasm, innovative thinking, pride in the profession, and meaningful commitment to one's work, use of special talents, knowledge, and experience to assist fellow faculty members in fulfilling individual and mutual professional obligations.


A nurse's effectiveness in communicating at parent conferences, establishing a working relationship with the home, completing written reports fully and accurately, making special presentations, recognizing and using community resources, displaying sensitivity to the educational needs and expectations of the community, are all taken into consideration in this segment of the evaluation.


The extent to which a nurse handles daily tasks efficiently and effectively, e.g. student health records, collection of insurance forms, compilation of pertinent medical lists, completion of reports in a full and accurate manner, delivering information requested in a timely and full fashion, etc. are all assessed in this portion.


In this category an appraisal is given of the nurse's participation in professional development activities such as study groups; attendance at professional conferences, work on curriculum development committees, and study of current research.


The following list of questions is intended to be used by the unit member and administrator as a guide before the mutual goal setting session. It is suggested that you choose 2 or 3 to discuss, one of which should be Question 13.

1.       Within your grade level or discipline, which area do you regard as your strongest?

2.       Within your grade level or discipline, what is the area you would most like to strengthen?

3.       How do you develop critical thinking skills in your students?

4.       When did you last revise your approach to teaching a particular subject or skill. Give a recent example.

5.       How do you promote a positive atmosphere in your classroom?

6.       In what ways have you tried to stay current in the field of education?

7.       Ten years from now, what would you most like your students to remember about you as a teacher? Why?

8.       How would you describe your attitude toward teaching? Has it changed in recent years?

9.       What are the things you need to do to improve your teaching?

10.    What are the things you do best as a teacher?

11.    What has been your most significant accomplishment as a faculty member in the past three years?

12.    What goals do you have for your students?

13.    What role would you like the administrator to play as you work toward your goals this year?




Name:_____________________________________ School:_____________________________________

Subject/Grade:_______________________________ Date of Observation:__________________________






Observed Behaviors and their Relationship to Individual Goals and Standards of Performance:




Other comments based upon informal observation:




Dates of Informal Observation: ____________________________________________________________

Conclusions and recommendation:




Post Observation Conference: _____________________________________________________________


Unit Member Comments (Optional):



The signature of the unit member indicates that the material has been read and discussed.


Unit Member Signature



*Form may be expanded as needed.




Name:______________________________________ School:____________________________________

Subject/Grade:_________________________________ Date of Observation:_______________________

Observer: ______________________________________________________________________________





Observed Behaviors and their Relationship to Individual Goals and Standards of Performance:




Conclusions and recommendation:




Post Observation Conference: _____________________________________________________________


Unit Member Comments (Optional):



The signature of the unit member indicates that the material has been read and discussed.


Unit Member Signature



*Form may be expanded as needed.




Name:__________________________________________ School:________________________________

Subject/Grade:__________________________________ Date:___________________________________


Evaluation should be in narrative form, making reference to the standard of performance and should include the commendations and recommendations relative to each of the following areas:

I.    Classroom Teaching

A.    Management

B.    Instruction

C.    Curriculum

II.  Contributing Member Of The Faculty

III.   Parent And Community Relationship

IV.    Fulfillment Of Routine And Administrative Duties

V.      Professional Growth

VI. Summary

(Headings and numbers may be changed to reflect the differences in the appropriate standards of performance.)


Evaluator's Signature

Unit Member Comments (Optional):




The signature of the Unit Member indicates that the material has been read and discussed.


Unit Member Signature



*Form may be expanded as needed.

Professional Growth Option                                                                   November 1,2002

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Year 1                    Summative Evaluation Process

Goal Setting/Minimum 3 observations Self-Reflection/Evaluation

Year 2                     Summative Evaluation Process

Year 3                    Summative Evaluation Process

Track II: Professional Status Teacher - Professional Development Track

Year 4                    Professional Growth Options

Goal Setting/Professional Growth Plan

Professional Growth Summary and Reflection

Professional Growth Plan Annual Review Document and Conference

Professional Growth Plan in collaboration with administrator may include:

          Action Research

          Peer Coaching

          Portfolio Development

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

Year 5                    Summative Evaluation Process

Goal Setting/Minimum 2 observations Self-Reflection/Final Evaluation

Year 6                    Professional Growth Options (Defined in Year 4)

Year 7                    Professional Growth Options (Defined in Year 4)

Year 8                    Summative Evaluation Process

Goal Setting/Minimum 2 observations Self-Reflection/Final Evaluation

Year 9                    Return to year 6 for continuation of the cycle

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


Annuities, 28

Assault, case of, 28

Assistant principals, 25

Athletic facilities, 13

Band Director

Big band, 26

4th grade, 26

5th grade, 26

Career Day coordinator, 25

Choreographer, 26

Class size, 6

Coaching, 64

Code of ethics, 2

Complaints, 13


parent/teacher, 8

professional, 58

Costumer, 26

Deductions, payroll

annuities, 28

dues, 3

V.O.T.E., 3


Bachelor + 15 s.h., 22

CAGS or equivalent, 22

Masters+18 s.h., 22


Chamber, 26

Choral, 26

Dramatics, 26

Music, 26

Technical, 26

Dues deduction, 3

Duration, contract, 37

Duties, non-teaching, 9

Early retirement

Incentive, 30

Educational leave, 15

Evaluation, 37


arbitration, 5

definition, 4

fact-finding, 37

procedure, 4

time limit, 4

Head teacher, 25

Incentive Pay plan

Early retirement, 30

Inclusion, 33

Insurance, 32

Job Share positions, 34

Leave of absence, teacher

bereavement, 16

educational, 15

maternity, 29

military, 18

parental, 18

Peace Corps, 18

personal, 15

religious, 16

sabbatical, 17

serious illness, 14

Leaving the system, 29

Longevity Pay, 28

Lunch period, 8

Maternity leave, 29

Math team coach, 25


after-school, 7

evening, 8

release time, 8

Mentor, Mentor Coordinator, 25

Neary Chorus, 26

Newspaper advisor, 25


malpractice insurance, 31

salary, 31

Parental leave, 18

Part-time teachers, 30

Personal leave, 15

Personnel File, 12

Pianist, 26

Planning periods, 6

Preamble, 1

Preparation periods, 6

Professional Development Pool, 19

Promotions, 12

Protection, 28

Pupil/teacher ration, 6

Recognition, 3

Reduction in force, 10

Release time, 8

Religious holidays, 16

Resignation, 19

Sabbatical leave, 17


methods of payment, 24

nurses, 31

part-time teachers, 30

placement on schedule, 22

Schedule A-teaching, 20

Schedule B-in addition to teaching, 25

tutors, 31

School day, 7

School facilities, 13

School play, 26

School year, 7

Serious illness leave, 14

Set Designer, 26

Sick Bank, 14

Sick Bank Buy Back, 35

Sick leave

accumulation, 16

entitlement, 16

Special programs, 6

Specialists, 6


ratio, 6

requirements, 6

specialists, 6

Student Council advisor, 25

Subject Matter Specialist, 25

Substitute teacher, 6

Teaching assignments, 9

Team leaders, 25

Textbooks, 19

Transfers, 9

Travel allowance, 26

Tutors, 31

Salary schedule, 31

Vacancies, 12

V.O.T.E., 3

Workshops, 26

Year Book advisor, 25