Triton

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DistrictTriton
Shared Contract District
Org Code7730000
Type of DistrictRegional K12
Union AffiliationMTA
Most Recent DocumentContract
Expiring Year2014
Expired Status
Superintendency Union
Regional HS Members
Vocational HS Members
CountyEssex
ESE RegionNortheast
Urban
Kind of Communitysmall rural communities
Number of Schools5
Enrollment3171
Percent Low Income Students17
Grade StartPK or K
Grade End12
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AGREEMENT BETWEEN

TRITONREGIONAL SCHOOL COMMITTEE

AND

TRITONREGIONAL TEACHERS ASSOCIATION

September 1, 2011 - August 31, 2014

TABLE OF CONTENTS

ARTICLE

PAGE

I PREAMBLE

1

II ASSOCIATION RECOGNITION, JURISDICTION, AND DEFINITIONS

1

A. Recognition

1

B. Jurisdiction

1

C. Definitions

1

III RIGHTS OF SCHOOL DISTRICT

2

IV GRIEVANCE PROCEDURE

3

A. Definition

3

B. Adjustment of Grievance

3

C. Miscellaneous

4

V TEACHER EVALUATION

5

VI CONDITIONS OF EMPLOYMENT

6

A. Work year

6

B. Length of Work Year

6

C. Professional Responsibilities

6

D. Meetings

7

E. Duty Free Lunch

7

F. Assignment

7

G. Duties

7

1. Elementary

2. Secondary Duties

H. Planning Time & Scheduling

8

1. Elementary

2. Secondary

I. Non-professional Activities

8

J. Submitting Grades

8

K. Notice of Assignment

8

L. Class list

9

M. Use of Premises

9

N. Class Size

9

O. Inclusionary Programming

9

VII LEAVES OF ABSENCE WITH PAY

10

A. Personal Leave

10

B. Sick Leave

10

C. Sick Leave Bank

11

D. Bereavement

12

E. Professional

12

F. Association

12

G. Jury Duty

12

H. Sabbatical

12

I. Religious Observances

12

J. Other

13

VIII LEAVES OF ABSENCE WITHOUT PAY

13

A. General Provisions Concerning Unpaid Leaves of Absence

13

B. Marriage

13

C. Peace Corps or Exchange Program

13

D. Full-Time Position to Part Time

14

E. Other

14

F. Family Medical Leave Act (FMLA)

14

G. FMLA Leave for Serious Health Conditions

14

H. Parental Leave of Absence

14

1. Maternity Leave

2. Parental Leave

IX INSURANCE BENEFITS

16

A. Premiums

16

B. Life Insurance

16

X COMPENSATION

17

A. General Provisions

17

B. Program Coordinators, Team Leaders & Content Specialists

17

C. Coaches

17

D. Stipend Positions

18

E. Extra Curricular Responsibilities

19

F. Longevity

19

G. Detention Duty

19

H. Grandfathered Columns

19

I. Mentor Teachers & Mentor Teacher Leaders

19

J. Summer, Weekend & Other Optional Employment

20

XI DEDUCTIONS

20

A. Payroll Deductions

20

B. 403(b) Plan

20

XII PROFESSIONAL DEVELOPMENT AND EDUCATIONAL IMPROVEMENT

21

A. In Service Training

21

B. Reimbursement

21

C. Additional Expenses

21

D. Movement on the Salary Scale

21

E. 12/1 Credit

22

XIII REDUCTION IN FORCE

23

A. Definitions

23

B. Notification, Option, and Standard of Review

24

C. Recall

24

XIV VACANCIES & POSTING

25

XV GENERAL PROVISIONS

26

A. Non-Discrimination

26

B. Teacher Protection and Liability

26

C. Consultation on Professional Concerns

26

D. Resignation

26

E. Savings Provisions

27

F. CORI Reports

27

G. School Cancellation Notice

27

H. School Building Access

27

XVI DURATION

28

APPENDICES

A. Teacher Salary Scale

29

B. Stipends

30

C. Coaches’ Stipends

31

D. Extra Curricular Stipends

32

E. Form Letter to School Committee from Teacher Electing “Option”

34

F1. Sick Leave Bank Committee & Application for Extended Sick Leave

35

F2. TRTA Sick Leave Bank Committee & Physician’s Report

36

F3. Sick Leave Bank Committee Member Notification

37

F4. Sick Leave Bank Committee Superintendent Notification

38

G. Professional Growth System For Teachers

39

H. Job Descriptions

66

K-8 Content Specialist

67

Middle School Team Leader

68

High School Program Coordinator

69

I. Letter of Intent to Return

70

J. Professional Development Plan

71

K. Gift Disclosure Form

74

ARTICLE I

PREAMBLE

WHEREAS, the Triton Regional School District and the Triton Regional Teachers' Association acknowledge and reaffirm their realization that their common duty involves much more than their collective bargaining endeavors, and

WHEREAS, education of the highest quality is the goal of both the School Committee and the Triton Regional Teachers' Association, and

WHEREAS, this goal will be approached constructively through periodic consultations, and

WHEREAS, the Triton Regional Teachers' Association was chosen by a majority of the teachers in the bargaining unit as hereafter defined as the exclusive collective bargaining agent for all such teachers, and

WHEREAS, the Triton School Committee and the designated representatives of the Triton Regional Teachers' Association have met and negotiated in accordance with the provisions of Chapter 150E of the General Laws of Massachusetts in order to establish salaries and conditions of employment provided herein,

NOW, THEREFORE, the following agreement is made and entered into, by, and between the School Committee of the Triton Regional School District and the Triton Regional Teachers' Association.

ARTICLE II

ASSOCIATION RECOGNITION, JURISDICTION, AND DEFINITIONS

A. RECOGNITION

Triton Regional School District School Committee recognizes the Triton Regional Teachers’ Association as the exclusive bargaining representative for all licensed teaching personnel including guidance counselors, nurses, media specialists, school psychologists, occupational therapists, physical therapists, speech and language therapists, and those teaching under temporary waivers.

B. JURISDICTION

The jurisdiction of the Association shall include those persons now or hereafter who perform the duties or functions of the categories of employees in the bargaining unit.

C. DEFINITIONS

1.    The term "Triton Regional School District Schools" as used in this Agreement shall mean Newbury Elementary, Pine Grove School, Salisbury Elementary, Triton Regional Middle and Triton Regional High Schools.

2.    The term "Principal" as used in this Agreement shall mean the Principals of the Triton Regional School District schools.

3.    The term "teacher," the term "person" and the term "employee" as used in this Agreement means a person employed by the Committee in the bargaining unit as described in Article I.

4.      The term "Association" shall mean the Triton Regional Teachers' Association.

5.     Wherever the singular is used in this Agreement, it is to include the plural.

6.     The term "Committee" as used in this Agreement shall be understood to mean the School Committee of the Triton Regional School District, a public body organized under the applicable provisions of the Constitution of the Commonwealth of Massachusetts and the General Laws of said Commonwealth, as amended.

7.     The term "Superintendent" as used in this Agreement shall be understood to mean the person holding the position of Superintendent of Schools of the Triton Regional School District, or the Superintendent's designee.

8.     The term "Administration" or "the Administration" shall be understood to mean the same as "Superintendent" as defined above, or as is appropriate, the Assistant Superintendent or Principals.

ARTICLE III

RIGHTS OF SCHOOL DISTRICT

1.    Except as otherwise provided in this Agreement, or as otherwise provided in any law or rule or regulation promulgated under law, the School District, acting through its Superintendent and/or other administrative representatives, shall exercise its functions, duties and responsibilities in such manner as may be prescribed by such law or laws, rules or regulations as may now, or subsequently, be in effect.

2.    Among which functions, duties and responsibilities, but not limited thereto nor wholly inclusive, shall be the following: To hire, promote, transfer, assign, and retain employees within the Triton Regional School District, to withhold increment and to suspend, demote, discharge, or take such disciplinary action against such employees as may be provided for by law.

3.    The District shall also have the right to maintain the means and personnel by which the operation of the Triton Regional School District is to be conducted, including, but not limited to, the right to establish curricula and to take whatever action or actions as may be necessary in order to carry out its mandate as set forth in the laws and the Constitution of the Commonwealth of Massachusetts and in the laws, orders, rules, and regulations of the Triton Regional School District which have been, or will be, accepted by the School Committee.

4.    The Committee, acting as a public body, or the Superintendent or their designee(s), shall have the right to make and enforce rules for safe, efficient, and orderly operation of the Triton Regional School District.

5.    The District shall, subject to this Agreement, have control and supervision of the schools, staff, students, and properties of the Triton Regional School District, and shall establish various policies relating thereto.

6.    The failure of the District to exercise any right or power hereby reserved to it, or the exercise by it of any such right in a particular manner shall not be deemed a waiver, nor a restriction of any such exercise or right nor, a lack thereof.

7.    The Committee designates the Superintendent as its agent in all matters pertaining to this Agreement.

ARTICLE IV

GRIEVANCE PROCEDURE

A. DEFINITION

1.    A grievance is defined as a dispute concerning the application or meaning of a specific provision or provisions of this Agreement.    Prior to filing a grievance as set forth herein, an aggrieved employee shall first attempt to resolve the dispute informally with the employee's supervisor. The Committee and Association desire that such procedures shall always be as informal and confidential as may be appropriate for the grievance involved.

2.    As used in this Article, the term "employee" shall mean either an individual employee or a group of employees having the same grievance.

B.   ADJUSTMENT OF GRIEVANCE

1.    Step 1:

The aggrieved employee shall first discuss the grievance with the employee's principal or immediate supervisor, either directly or through a representative elected by the Association, with the objective of resolving the matter informally. All decisions shall be in writing.

2.    Step 2:

a.    If the aggrieved employee is not satisfied with the disposition of the employee's grievance at Step 1, or if no decision has been rendered within ten (10) school days after presentation of the grievance, the employee may file the grievance in writing with the Chairman of the Association Grievance Committee within five (5) school days after decision at Step 1, said Chairman shall refer the grievance to the Superintendent of Schools.

b.    The Superintendent or designee(s) shall represent the Administration. Within ten (10) school days after receipt of the written grievance by the Superintendent or designee(s), the Superintendent or designee(s) shall meet with the aggrieved employee or the employee's designee(s) in an effort to resolve the grievance.

c.    If a teacher fails to file a grievance in writing in accordance with the procedures contained in paragraphs (a) & (b) above, within forty five (45) school days after the teacher knew of the act or condition upon which the grievance is based, then the grievance shall be considered waived. A dispute as to whether a grievance has been waived under this paragraph will be subject to arbitration pursuant to Step 4.

3.    Step 3:

If the grievance is not settled at Step 2, the employee or the employee's designee(s), within ten (10) school days after the meeting with the Superintendent in Step 2, may file the grievance in writing with the School Committee. Within ten (10) school days after receiving the written grievance, the School Committee shall meet with the aggrieved employee or whomever the employee may select for the purpose of resolving the grievance. Step 3 is not automatic, but rather depends upon whether the grievance is appropriate for presentation to the School Committee in light of the Education Reform Act.

4.    Step 4:

a.        If the aggrieved employee is not satisfied with the disposition of the employee's grievance at Step 3, the employee may, within five (5) school days after a decision by the School Committee or

Superintendent, as the case may be, or ten (10) school days after the meeting with the School Committee or Superintendent, as the case may be, whichever is earlier, submit the employee's grievance to the Grievance Committee of the Association.

If the Association feels the grievance has merit, it may submit the grievance to arbitration by written notice to the Committee within ten (10) school days of the receipt of the grievance. Within ten (10) school days after such written notice of submission to arbitration, the Committee and the Association shall attempt to agree upon a mutually acceptable arbitrator. If the parties are unable to agree upon an arbitrator within said ten (10) day period, a request for an arbitrator will be made to the American Arbitration Association. The parties will be bound by the Rules and Procedures of the American Arbitration Association. Each side shall bear the costs of its own presentation. The charges of the arbitrator and the American Arbitration Association shall be borne equally by the parties.

b.        The arbitrator's award shall be in writing and shall set forth the arbitrator's findings of fact with reasoning and conclusions. The arbitrator shall arrive at the decision solely upon the facts, evidence, and contentions presented by the parties through the arbitration proceeding. The arbitrator shall have no power to add to, subtract from, or modify any of the terms of this Agreement, and in reaching the decision shall interpret the Agreement in accordance with the commonly accepted meaning of words used herein and the principle that there are no restrictions intended on the legal rights or authority of the Committee other than those expressly set forth herein. Subject to the foregoing, the decision of the arbitrator shall be submitted to the School Committee and the Association and the decision shall be binding upon the Committee, the Association, and the employee who initiated the grievance.

C.    MISCELLANEOUS

1.    By mutual agreement of the Association, Superintendent, and Principal, Step 1 of the grievance procedure may be waived.

2.    No written communication, other document, or record relating to any grievance shall be filed in the personnel file maintained by the Superintendent for any employee involved in presenting such a grievance. To abide by current statute, all documents pertaining to grievances shall be maintained in a file set up for this purpose. Access to this file shall be granted only to the Superintendent, the President of the Association, and the employee. If said employee should leave the employ of the Triton Regional School District, the contents of the file shall not be sent to any future employer.

3.    All decisions rendered under the provisions of this proceeding shall be in writing and set forth the reasons therefore.

4.    All decisions accepted in the grievance procedure from Step 1 on are binding on both parties. Failure to advance a grievance to the next step constitutes acceptance of the decision. Nothing in this section shall prejudice the rights of others in the processing of similar grievances.

ARTICLE V

TEACHER EVALUATION

1.    Evaluation and observation of personnel shall be the responsibility of the Administration and may be conducted at any time after the beginning of the school year.

2.    The evaluation procedure shall include formal observations, informal observations, self-evaluations, and year-end summary evaluations. The professional staff shall be advised, by the Committee, of the general criteria used in evaluating professional competence.

All monitoring or observation of the work performed by a teacher will be conducted openly and with full knowledge of the teacher. Under normal circumstances, each teacher with professional teacher status will be evaluated according to a three-year cycle. This cycle shall consist of formal observations in which the teacher will be formally observed at least two (2) times, ideally for a full class period each time, during one of the three years in the cycle. The teacher will undertake a self-evaluation in one of the other two years in the three-year cycle. The order in which these evaluations are undertaken shall not change after the initial three-year cycle for each teacher with professional teacher status unless mutually agreed upon by the evaluator and the evaluatee. Each teacher without professional teacher status will be observed at least three (3) times a year, ideally for a full class period each time. The evaluations of those teachers with professional teacher status will be completed by May 31. At least one (1) of the teacher’s formal observations will be conducted upon advance notice (at least 24 hours). Teachers will be given a copy of each classroom observation report within five (5) school days after the teacher's classroom observation, will have the right to discuss each report with their evaluator before signing them and will have the right to a re-observation if the teacher feels that the circumstances of the observation were unfair or unrepresentative of the teacher's work. Teachers will be given a copy of their "Observation Report" within five (5) school days after completion of said report, which in any case shall be prior to formal review of said report by the Committee.

The Committee shall advise the professional staff of the general criteria used in evaluating professional competence upon the Committee's approval of such criteria pursuant to G.L. c.71, §38 as amended by the Education Reform Act.

3.    The teacher will acknowledge that the teacher has had the opportunity to review such observation report by affixing a signature to the copy to be filed with the understanding that such signature in no way indicates agreement with the contents thereof. Any complaints, which might jeopardize the teacher’s employment within the District, will be promptly called to the attention of the teacher.

4.    Appendix G shall be the Performance Standards and Evaluation Procedures of the Triton Regional School District.

ARTICLE VI

CONDITIONS OF EMPLOYMENT

A.  WORK YEAR

The Superintendent shall have the option of starting the work year one week before Labor Day. In the event that the Superintendent exercises this option, all provisions of the Agreement to take effect on that September 1 shall take effect with the first workday. Teachers shall be notified by April 30 of the calendar for the next school year. In the event that the Superintendent exercises this option, no work or school will be scheduled on the Friday immediately preceding Labor Day. At the elementary level, four (4) early release days will be provided. Early release days for grades 1-3 will be provided for parent-teacher conferences; early release days for grades 4-6 will be provided for parent teacher conferences (3) days and professional development (1) day. Early release days will be scheduled at the superintendent’s discretion.

B.   LENGTH OF WORK YEAR

The professional staff will be surveyed on a regular basis regarding the use and scheduling of professional days. In addition, the Superintendent will consider input from the Executive Board of the Association on the use and scheduling of such professional days now and in the future.

2011/2012:

The work year shall be one hundred and eighty-three (183) days for teachers new to the Triton Regional School District and one hundred eighty-two (182) days for current teachers, of which two (2) days shall be professional days.

2012/2013    &    2013/2014:

The work year shall be one hundred and eighty-four (184) days for teachers new to the Triton Regional School District and one hundred eighty-three (183) days for current teachers, of which three (3) days shall be professional days.

In March of 2012, if the School Committee requests, the TRTA will vote on adding one more professional day (to 184) beginning with the 2012/2013 school year.   If both sides agree, the school committee will compensate for that day with a 0.5% increase.

C.    PROFESSIONAL RESPONSIBILITIES

The School Committee and the Association agree that all teachers shall devote the time necessary, within the work year, to ensure that they meet all their professional responsibilities, such that students receive the highest quality education. The foregoing responsibilities include, but are not limited to, telephone and personal conferences with parents/guardians, make-up work for students, extra help for students, ensuring the safety of students, meeting and conferring with colleagues, preparation for class and school-related activities/events, curriculum work, and professional development activities.

A newly employed teacher's responsibilities shall include attendance at and participation in certain work-related training designated by the Superintendent after notice to the Association President. Examples of such training include prevention of, and dealing with harassment, Crisis Prevention Intervention, and system-wide curriculum initiatives, such as Writing Across the Curriculum. Teachers shall not receive additional payment to attend these training sessions.

D.   MEETINGS

Teacher attendance at meetings such as grade level meetings, general teacher meetings, staff meetings, specialized meetings, Special Education Team meetings, department and/or subject area meetings are expected. Such meetings will be at reasonable intervals and of reasonable duration and not overburdening to the teacher.

A.       Department meetings, content meetings, common assessment meetings, data meetings and other administrative meetings will be determined by the participants involved in the meeting and no meetings will be planned during a planning period unless agreed to by the participants.

B.        Grade level meetings schedule will be published by the building principal in advance.

E.   LUNCH

Each secondary teacher shall have a duty-free lunch at least the length of the student lunch period. Every elementary teacher shall have a thirty (30) minute duty-free lunch on each full school day.

F.   ASSIGNMENT

Teachers may be required to teach any subject within the scope of their teaching licenses and/or, to the extent permitted by law, and teaching experience.

G.    DUTIES

The Committee and the Association acknowledge that a teacher's primary responsibility is to teach and that a teacher's energies should, to the extent possible, be utilized to this end. Therefore, they agree that supervisory duties shall not be overburdening to the teacher and agree as follows:

1.     Elementary Duties

Elementary teachers may be assigned one (1), but no more than two (2), supervisory periods per week. To the extent that appropriate instructional assistants are available to cover supervisory duties, teachers will be relieved of such duties.

In an effort to assure that all teachers' concerns have been considered, the administration will share the tentative duties schedule with the Association representative within a reasonable time, prior to its finalization and distribution.

2.    Secondary Duties

Teachers may be assigned to the following duties: Homeroom and supervision of study halls/directed studies, cafeteria, assemblies, library, and corridors. Except for duties assigned during homeroom periods, these shall be considered supervisory duties. These shall be assigned on an equitable basis.

It is recognized that "equitable assignment" shall be interpreted to mean one which is impartial, and objective but which also takes into consideration the need for certain positions, such as guidance counselor and nurse, to be available for all students at all times and the fact that other positions have special duties/responsibilities beyond a regular teacher's workload which must be done during the workday in lieu of the duties specified above.

In an effort to assure that all teachers' concerns have been considered, the administration will share the tentative duties schedule with the Association representative within a reasonable time prior to its finalization and distribution.

H.     PLANNING TIME AND SCHEDULING

1.    Elementary Teachers

Elementary teachers shall be provided with sufficient planning time to average a minimum of forty (40) consecutive minutes on five (5) full school days of the week, but no teacher shall have more than two (2) planning periods per day. In addition, if a teacher has no planning period on a given day, every effort will be made by the Administration not to assign the teacher to any supervisory duties. The Administration shall make every effort to provide one (1) planning period of forty (40) consecutive minutes on each full day of school. The Administration will strive to provide common planning time to elementary teachers in addition to current individual planning time.

2.    Secondary Teachers

Secondary teachers shall average five (5) teaching periods, one (1) supervisory period and one (1) planning period equal to the length of a teaching period on each full day of school. The Administration will provide each teacher with one (1) planning period on each full day of school. Exceptions may be made by agreement when necessary.

I.     NON-PROFESSIONAL ACTIVITIES

The following types of non-professional activities will not be a part of a teacher's regular duties:

1.    Health service normally performed by the nurse.

2.    Responsibility for holding money beyond the end of school day's activity.

3.    Clerical duties such as keeping registers but not including the reporting of pupils’ grades as required by the Superintendent.

J.   SUBMITTING GRADES

All teachers will be given five (5) school days between the closing of grades and the submitting of those grades, except for the final marking period where teachers will only be given two (2) school days.

K.    NOTICE OF ASSIGNMENT

Under normal circumstances, the Administration will give written notice to teachers by June 15 of their assignments for the coming year. Up until May 15, teachers may submit a written statement of preference(s) to the Administration. If the request cannot be acted upon favorably, the Administration will discuss the reasons for the denial with the teacher prior to the end of the school year. The Administration will discuss the reasons for an involuntary transfer or reassignment with the affected teachers prior to the end of the school year. Teachers shall be informed of their assignments for the coming school year by June 15.

L.   CLASS LIST

At the elementary level, the Administration will provide a class list to each teacher by August 15 of each contract year. Each teacher will treat the class list as confidential. Teachers will be consulted to the extent possible concerning class schedules and distribution of specialists for the coming school year.

M.   USE OF PREMISES

1.    Telephone access - Every effort will be made to provide teachers with access to a telephone(s) in a private area.

2.    Meetings - The Administration will make reasonable efforts to accommodate requests by the Association to use school premises for Association meetings.

3.    Bulletin Boards - The Association shall have the use of an appropriately placed bulletin board in each school building.

4.    Mail - The Association shall have the use of school mailboxes.

5.    Grievances, Negotiations, etc. - Whenever any teacher participates during working hours in negotiations, grievance proceedings, conferences, or meetings scheduled by the Administration, the teacher shall suffer no loss of pay.

N.   CLASS SIZE

The District and the Association agree that class size can be an important factor in providing a quality education. The goal of the District will be to maintain a maximum class size of twenty-five (25) or less.

O.   INCLUSIONARY PROGRAMMING

The parties agree that the best education for all students is the primary goal of all educators. In view of that goal, the parties agree that the following principles should apply when students with special needs are to be included in a regular education classroom:

1.    Training is important to successful inclusion and co-teaching. The District will continue to provide training in areas that would be beneficial to any and all special and regular education teachers working with students with special needs, particularly those areas suggested by various staff members. In addition, teachers, as professionals, should identify areas of their own need and find courses and other educational opportunities to address them.

2.    Special education liaisons, special education related service staff, regular education teachers, and building principals, will decide prior to the end of the school year, how special needs students will be placed in regular education classrooms for the following year. Placement of special needs students will take into consideration the student’s needs as defined by the child’s Individualized Education Program (IEP), the amount of services in each academic area, and the balance of the class population.

3.    To assist classroom teachers in planning for students with special needs:

a.        The special education liaison will ensure that the receiving teacher has a copy of the IEP of each special needs child.

b.    The regular classroom teachers, special education liaison, and related service staff, will discuss each student with an IEP, so that questions may be answered, information shared, concerns addressed, and    arrangements made for future conferences.

c.    Regular education and special education staff will work collaboratively in designing and implementing the necessary modifications to the curriculum as required by the IEP.

4.    When a student with significant modifications to the regular education curriculum or setting is to be included in the regular education classroom the following will be considered:

a.    The services on the child’s IEP.

b.    The balance of the classroom population.

The regular education teacher will be notified as soon as possible, preferably in the spring, so that planning with the Team can take place.

5.    The parties will work toward the scheduling of common planning time for the coordination of service delivery to students in the classroom.

ARTICLE VII

LEAVES OF ABSENCE WITH PAY

A.    PERSONAL LEAVE

1.    Teachers may use up to three (3) personal days each school year. Personal days may be taken in ½ day increments. Unused days shall not accumulate from year to year.

2.    When possible, teachers desiring to use a personal day shall submit a request in writing to the principal forty-eight (48) hours in advance of the requested day for the principal's approval.

3.    Individual employees shall be responsible for adhering to professional standards in determining the purpose for which personal days may be used. The parties agree that professional standards preclude the use of personal days to extend a holiday or vacation period. However, a teacher may discuss with the Superintendent the use of personal days before or after a holiday or vacation period due to personal and/or extenuating circumstances.

The Superintendent may grant personal leave for this purpose as the Superintendent deems to be in the best interest of the school system.

B.    SICK LEAVE

1.        Teachers shall be eligible for fifteen (15) days sick leave each contract year. Such leave may be accumulated up to one hundred seventy-five (175) days. N.B.: To the extent that a Pine Grove School teacher had more than one hundred seventy-five (175) days of accumulated sick leave as of August 31, 1994, the accumulated sick leave will be retained. However, no such teacher may accumulate any additional sick leave until such time as the teacher's sick leave is less than the maximum accumulation permitted and may only accumulate sick leave up to the maximum limit.

2.    In certain circumstances, the Superintendent may request an explanation from a teacher who has been on sick leave.

3.    The Superintendent will notify teachers of their accumulated sick leave on or about October 1 of each year.

C.    SICK LEAVE BANK

1.     The purpose of the Sick Leave Bank is to provide extended sick leave coverage to any teacher with professional teacher status who has exhausted the teacher's sick leave and who is a member of the Sick Leave Bank pursuant to Paragraph B, below. A teacher may access the Sick Leave Bank for absences due to or resulting from an extended and/or serious injury, illness, or disability.

2.    The Bank will be administered by a committee of four persons: two members representing the School Committee and two members representing the Association, to be known as the Sick Leave Bank Committee. The Association's two members will generally be the Chairperson of the Welfare Committee and one member of the Welfare Committee who teaches in the same school as the applicant.

3.    All requests for the use of sick days from the Sick Leave Bank shall be directed to the Sick Leave Bank Committee. The Sick Leave Bank Committee may approve a request for the use of sick leave days in an amount up to twenty (20) days. This limit may be waived by the Sick Leave Bank Committee, in circumstances where it is evident from the initial application that the applicant's illness, injury or disability will extend beyond twenty (20) days. The total grant of Sick Leave Bank days shall not exceed the length of the work year per illness/ injury or disability. A request for the use of sick bank days must be accompanied by an application and medical documentation. Any requests for an extension of sick leave bank benefits must be accompanied by a new application and current medical documentation. Copies of the required forms are attached at Appendix F1 and F2.

4.    In acting upon requests for sick days from the Sick Leave Bank, the Sick Leave Bank Committee shall utilize the following criteria:

a.    Adequate medical evidence;

b.    Prior utilization of sick leave and/or the Sick Leave Bank; and

c.    Reasons for and propriety of prior use of sick leave.

5.    In order for a member to be eligible for sick leave bank benefits in a successive school year, the teacher must return to work for a period of time at least as long as the period for which the member received benefits. The Sick Leave Bank Committee may waive this provision in extraordinary circumstances.

6.    The decisions of the Sick Leave Bank Committee are final and not subject to the Grievance and Arbitration Procedure.

7.    When the Sick Leave Bank drops below two hundred (200) days, all members of the Sick Leave Bank must contribute one (1) day of sick leave to the Bank on the first workday of the following month.    In no case shall the Bank be allowed to exceed five hundred (500) days.

8.    Any member currently receiving Sick Leave Bank benefits may continue to be eligible for Sick Leave Bank benefits even though the Bank drops below two hundred (200) days, and the member does not have a day to contribute to the Sick Leave Bank. The member will automatically have a day of sick leave deducted and contributed to the Bank as soon as the member has earned a sick day.

D.    BEREAVEMENT

A teacher shall be entitled to the following number of days with pay under the following circumstances as bereavement leave:

Five (5) days - Spouse, significant other, sibling, child, and parent.

Three (3) days - Parent-in-law, grandchild, grandparent, and member of teacher's household.

Two (2) days - Cousin, uncle, aunt, niece, nephew, and sibling-in-law.

Other bereavement leave may be granted, on a case-by-case basis, upon the approval of the Superintendent.

E.   PROFESSIONAL

Upon the recommendation of the principal and the approval of the Superintendent, a teacher may be granted professional leave with pay for the purpose of attending conferences or meetings, visiting other schools, conducting training at workshops and other similar professional activities. The teacher shall request such leave in writing forty-eight (48) hours in advance. In addition, the teacher shall report on the leave at a faculty meeting, department meeting or to the principal when appropriate.

F.   ASSOCIATION

There shall be a pool of ten (10) days leave with pay each contract year for employees designated by the TRTA to attend conferences and/or meetings of the MTA and/or the NEA.    Such leave shall be granted upon the recommendation of the principal and the approval of the Superintendent. Additional days of leave may be granted by the Superintendent.

G.     JURY DUTY

In the event that a teacher is called for jury duty, the teacher shall be paid the difference between the teacher's regular pay and the jury stipend, if any.

H.    SABBATICAL

After seven (7) years of service to the District's schools, a teacher may apply for a one-year sabbatical leave at one half (½) pay or a half-year sabbatical at full pay. The Superintendent must receive a request, accompanied by a project outline, no later than December 1 and action must be taken on all such requests no later than February 1 of the school year preceding the September for which the sabbatical leave is requested. No more than 3% of the PTS staff will be absent on sabbatical at any given time. Upon completion of a Sabbatical Leave, a teacher must return to employment for no less than one (1) full year. Upon completion of a Sabbatical Leave, a teacher shall be placed in the same or similar position and on the salary schedule as if no leave had been taken. Granting of any request for sabbatical leave shall be at the sound discretion of the Superintendent.

I.    RELIGIOUS OBSERVANCES

Teachers may request release time from classroom responsibilities due to religious obligations, and will meet with the Superintendent to discuss the date and duration of the request. This request should be made as early as possible to facilitate the scheduling of substitute teachers as necessary. The request will be granted at the discretion of the Superintendent.

J.     OTHER

The Superintendent may grant such other leaves as the Superintendent deems to be in the best interest of the school system on either a paid or unpaid basis.

ARTICLE VIII

LEAVES OF ABSENCE WITHOUT PAY

A.    GENERAL PROVISIONS CONCERNING UNPAID LEAVES OF ABSENCE

1.    All benefits to which a teacher was entitled at the time a leave of absence commenced, including unused accumulated sick leave, shall be restored to the teacher upon return from said leave. An unpaid leave of absence, except as provided under Paragraph B above, shall not be credited toward seniority.

2.    Upon the teacher's return from an unpaid leave of absence, the teacher shall be assigned to the same or comparable position, unless such position has been impacted by a Reduction in Force during the period of the teacher's leave of absence.

3.    A teacher on an unpaid leave of absence may continue to participate in the group health insurance plan, provided that the teacher pays 100% of the monthly premium by the date each month as required by the District. This provision shall not apply to those teachers on FMLA leave.

4.    All requests for a leave of absence or for an extension of such leave, as well as the decision on the request, shall be in writing. A leave of absence shall generally be for one (1) school year, and any extension shall generally be for one (1) school year. This provision shall not apply to those teachers on FMLA leave.

5.    A teacher on a leave of absence shall notify the Superintendent, in writing, by April 1 of the year the teacher is to return, of the teacher's intention to return to work on the first school day following the conclusion of the teacher's leave of absence. This provision shall not apply to teachers on FMLA leaves of absence.

6.    All leaves of absence are subject to the recommendation of the principal, and the discretionary approval of the Superintendent.

B.     MARRIAGE

A leave of absence of up to ten (10) days may be granted to any teacher for the purpose of getting married.

C.    PEACE CORP OR TEACHER EXCHANGE

A leave of absence of up to two (2) years may be granted to a teacher who joins the Peace Corps or serves as an exchange teacher, and is a full-time participant in either of such programs. Pursuant to 38 U.S.C. §2024(d), a leave of absence shall be granted to any teacher who is inducted into any branch of the armed forces of the United States or whose reserve unit is called to active duty. Upon return from such leave, a teacher shall be placed on the salary schedule at the level the teacher would have achieved if the teacher remained actively employed in the system during the period of his/her leave of absence. Further, time spent on such leave, shall be credited toward seniority for all purposes under the terms of this Agreement.

D.    FROM FULL TIME TO PART TIME

A leave of absence from a portion of a teacher's full-time position, so that the teacher can work on a part-time basis, may be granted. A teacher granted such leave shall accrue seniority and other benefits on a pro-rata basis during the period of the leave of absence.

E.     OTHER

Other unpaid leaves of absence may be granted to a teacher. Examples of other such unpaid leaves of absence, include, but are not limited to, leave for the purpose of study/research, leave for elective office and leave for full-time participation in the activities of the Association or the Massachusetts Teachers Association.

F.     FAMILY MEDICAL LEAVE ACT (FMLA)

A teacher shall be entitled to up to twelve (12) weeks of unpaid leave pursuant to and subject to the terms and conditions of the Family Medical Leave Act of 1993 (FMLA) and the FMLA policy of the School Committee.

G.    FMLA LEAVE FOR SERIOUS HEALTH CONDITION

1.    An eligible employee may be entitled to up to twelve (12) weeks of unpaid leave of absence per contract year due to the employee’s own serious health condition or the serious health condition of a member of the employee’s immediate family. Fact sheets from the Department of Labor, which describe the terms of this leave, are available from the Superintendent’s offices.

2.    An eligible employee shall apply in writing for such leave at least four (4) weeks in advance of such leave, unless extenuating circumstances prevent such notice, in which case the employee shall provide as much notice as possible. As part of the application, the employee shall submit certification of health care provider.

3.    While an employee is on approved FMLA leave, the District shall continue its contribution toward the employee’s health insurance provided that the employee makes timely contribution toward the employee’s insurance premium.

H.      PARENTAL LEAVE OF ABSENCE

1.        Maternity Leaves

a.    As soon as practicable after the female employee determines that she is pregnant, she shall inform the building principal.

b.    The female employee shall notify the Superintendent, in writing, at least thirty (30) school days prior to the probable date said leave or disability is to commence or as soon as is practicable.

c.    For those employees who have not completed one (1) full academic year of service, but who have completed more than three (3) months of service, a maternity leave of absence will be granted for an eight (8) week leave of absence pursuant to G.L c. 149, Section 105D, for which accumulated sick leave may be applied due to the period of disability due to childbirth and the recovery there from.

d.       An employee may request a maternity leave of up to twelve (12) weeks duration pursuant to the Family Medical Leave Act of 1993 (FMLA Leave). A female employee is entitled to use sick leave benefits for certified disability resulting from childbirth and recovery there from during the period of this leave for usually up to eight (8) weeks as paid sick leave. The remaining time will be unpaid as FMLA Leave with the District continuing its contribution toward the employee’s health insurance premium provided that the employee makes timely payment of the employee’s contribution toward the health insurance premium.

Any school vacation and holiday time will not count against the eight (8) or twelve (12) week period and the time will not be deducted from the teacher’s accumulated sick leave.

2.        Parental Leave of Absence

a.    In order to qualify for the parental leave of absence, the employee must have completed one (1) full academic year of continuous service.

b.    As soon as practicable after the female employee determines that she is pregnant, she shall inform the building principal.

c.    A parental leave of absence shall be granted upon request to any qualifying employee for the purpose of giving birth to and/or rearing a newly born infant. Further, a parental leave of absence shall be granted upon request to any qualifying employee for the purpose of the adoption, the foster placement, and/or rearing of a newly adopted or newly placed foster, child seven (7) years or younger, or in the case of a child who is physically or mentally handicapped, twenty-two (22) years or younger.

d.   The employee shall notify the Superintendent, in writing, at least thirty (30) school days prior to the probable date said leave or disability is to commence, or as soon as is practicable. At the time of the notification, the employee shall select, in writing, one of the following options, if applicable:

1.    Extended leave without pay of up to one (1) year. A female employee entitled to use sick leave benefits for certified disability resulting from childbirth and recovery there from during the period of this leave for usually up to eight (8) weeks as paid sick leave. Up to the first twelve (12) weeks shall be considered leave pursuant to the Family Medical Leave Act (FMLA). While on the FMLA leave, the District shall continue its contribution toward the employees’ health insurance premium, provided that the employee makes timely payment of the employee’s contribution toward the health insurance premium. The remainder of the leave will be on an unpaid basis. The employee may continue health insurance coverage during the leave provided that the employee pays 100% of the monthly premium. An employee on an unpaid, non-FMLA leave of absence may continue the employee’s insurance coverage during the leave of absence provided that the employee pays 100% of the monthly premium.

Any school vacation and holiday time will not count against the period of the absence and the time will not be deducted from the teacher’s accumulated sick leave.

2.    An unpaid leave of up to twelve (12) weeks duration pursuant to the Family Medical Leave Act (FMLA). The District will continue to pay its contribution toward the employee’s health insurance premium, provided that the employee makes timely payment of the employee’s contribution toward the health insurance premium.

3.    An employee on an extended leave may return to work at the beginning of a school year or the beginning of the second semester for middle and high School teachers and a trimester for elementary school teachers and integrated arts teachers in the middle School.

4.    An employee on leave shall retain all rights held prior to such leave; however, the teacher shall not advance in increment unless the teacher taught at least 91 days of the school year in which the leave commenced.

ARTICLE IX

INSURANCE BENEFITS

A.   PREMIUMS

Members of the bargaining unit shall be entitled to participate in the group health and dental insurance program. Participants in the HMO Blue New England, Blue Care Elect Preferred (PPO) and Delta Dental plans shall pay according to the following schedule:

HMO - thirty percent (30%) of the premium will be paid by the member and the District shall pay seventy percent (70%) of the monthly premium.

PPO – thirty-nine percent (39%) of the premium of the premium will be paid by the member and the District shall sixty-one percent (61%) of the premium.

Dental - thirty percent (30%) of the premium will be paid by the member and the District shall pay seventy percent (70%) of the monthly premium.

1.    Blue Care Elect Preferred, a Preferred Provider Organization (PPO) as the indemnity plan or the equivalent thereof;

2.    HMO Blue New England as the HMO or the equivalent thereof;

3.    Delta Dental Plan or the equivalent thereof.

B.   LIFE INSURANCE

Members of the bargaining unit shall be entitled to participate in life insurance programs offered through Boston Mutual or the equivalent thereof.

ARTICLE X

COMPENSATION

A.    GENERAL PROVISIONS

1.    Teachers shall be paid in twenty-six (26) equal installments on a biweekly basis. Teachers shall have the option of having their summer pay provided to them in a lump sum amount at the end of the school year, provided that the teacher has indicated preference for this option in writing prior to May 15 of each contract year.

2.    The per diem rate for teachers shall be 1/182 (1/183 for teachers new to the District) for the 2011/2012 school year. The per diem rates for the 2012/2013    &   2013/2014 school years shall be 1/183 for teachers and 1/184 for teachers new to the district.

3.    Part-time teachers shall be paid at the appropriate proportion of a full-time teacher's salary. Hours of part-time teachers shall be contiguous to the degree possible.

4.    Teachers shall be paid an annual salary pursuant to the salary schedule contained in Appendix A.

B.   PROGRAM COORDINATORS, TEAM LEADERS & CONTENT SPECIALISTS

Teachers who serve as Program Coordinators, Middle School Team Leaders, and Middle and Elementary Content Specialists shall be paid an annual stipend pursuant to Appendix B.    Job descriptions for these positions can be found in Appendix H.

1.    Program Coordinator Positions may be for the areas of English, Mathematics/Computer Science, Social Studies, Science/Technology, Foreign Language, Physical Education/ Health/ Family and Consumer Science, Business and Library Media and Visual and Performing Arts.

2.    The Superintendent may require the following positions to work beyond the teacher’s work year. In the event any of these positions are so required, the teacher shall be paid for each such day at the per diem rate of the teacher’s salary. These positions include: Guidance Counselors, Program Coordinators, Middle School Team Leaders, Middle and Elementary School Content Specialists.

3.    It is recognized that certain teaching positions may require additional time beyond the school year to fulfill their professional duties.    If required by the Superintendent, the following positions will be assigned to work an extended work year of the indicated number of days (adjusted to their current full-time equivalent status), to be compensated on a per-diem basis:

Middle and High School Guidance Counselor                                 10 days

Program Coordinator                                                                          5 days

C.    COACHES

Coaches at the secondary level shall be paid an annual stipend pursuant to the schedule contained in Appendix C. Hiring of Coaches:

1.        All coaches whose contracts have been completed will submit their Letter of Intent to Return (Appendix H) to the building principal within ten (10) school days after the final competitive event. Within ten (10) school days of receipt of the letter of intent, the building principal must notify the coach of the status of rehire.    If the coach is not notified within the ten (10) day time frame then the coach is automatically rehired. The non-renewed coach has the option to request a meeting with the principal to discuss the decision not to renew.

2.    Coaching positions will be appointed by the building principal on an annual basis. If the coach is not rehired for the position, posting, interviewing and selection of coaches pursuant to the Vacancies provision shall be conducted.

3.    The District reserves the right to place a coach new to the position in any one of the “Years of Service” columns.

4:    Athletic Coach Evaluation tool and process will start in 2011-2012

In order to insure successful growth of athletes and programs, the Triton High School Athletic department will conduct evaluations of coaches throughout the season.

Head Coaches

Head coaches (varsity, junior varsity or freshman) will be evaluated by the athletic director four (4) times throughout the season; one (1) game at the beginning of the season, one (1) game at the end of the season and two (2) practices.    The athletic director will observe half of a competition and thirty (30) minutes of a practice.    The athletic director and the coach will meet within five (5) school days of the evaluation to review the document.

Prior to the last evaluation meeting, head coaches will use the evaluation tool and perform a self-assessment to be discussed at the final meeting with the athletic director.   Athletic Coach Evaluation Form will be included in the coaches’ handbook.

Assistant Coaches

Assistant coaches will be evaluated by the head coach at the end of the season.    The head coach will discuss the evaluation with the assistant coach within five (5) school days of the evaluation.    Should the athletic director deem it necessary to conduct an evaluation prior to the end of the season, the athletic director should perform that evaluation. Athletic Coach Evaluation Form will be included in the coaches’ handbook.

D.    STIPEND POSITIONS

1.     Teachers appointed to stipend positions at all levels shall be paid an annual stipend pursuant to the schedule contained in Appendix D.

2.    All those appointed to stipend positions will submit their notification of intent to the building principal within ten (10) school days after the final competition/meeting/activity event.    Within ten (10) school days of receipt of the letter of intent, the building principal must notify the teacher of the status of rehire.    If the teacher is not notified within the ten (10) day time frame then the teacher is automatically rehired. The non-renewed teacher has the option to request a meeting with the principal to discuss the decision not to renew.

3.    For yearlong stipend positions, Letter of Intent to Return (Appendix I) will be submitted by May 15th each year.

4.    Stipend positions will be appointed on an annual basis.    If a stipend position is open, posting, interviewing and selection of teachers for stipend positions pursuant to the Vacancies provision shall be conducted.

5.        At the discretion of the teachers, stipend positions and compensation may be shared by two (2) people with the consent of the principal.

E.   EXTRA-CURRICULAR RESPONSIBILITIES

Teachers performing extra-curricular responsibilities at all levels shall be paid an annual stipend pursuant to the schedule contained in Appendix D. Extra-curricula positions will be advertised on a yearly basis. It is presumed that incumbents are applicants for the position. Interviewing and selection of teachers for extra-curricula positions pursuant to the Vacancies provision shall be conducted only if there are additional applicants besides the incumbent.

F.    LONGEVITY

1.    Longevity payments shall be paid to eligible teachers in a lump sum check in the first paycheck of December of each contract year according to the following schedule:

Years of Continuous Service to the District Schools

After 10 years                                           $1500

After 15 years                                           $2050

After 20 years                                           $2700

After 25 years                                           $3725

After 30 years                                           $4000

2.    Authorized unpaid leaves of absence do not destroy continuity of service in determining longevity compensation, but such leaves of absence shall not be counted towards years of service.

3.    Part-time teachers shall be paid at the appropriate proportion of a full-time teacher's longevity compensation.

4.    Retirees will receive lump sum payment with their final check.

G.   DETENTION DUTY

In the event that no teacher applies for the positions of detention supervisor or assistant detention supervisor, a teacher may be assigned the above responsibilities at the listed stipend. Volunteers will be sought before a teacher is assigned this responsibility.

H.    GRANDFATHERED COLUMNS

The B+30 and M+15 salary columns (See Appendix A) have been grandfathered as of the close of the 2007-2010 contract. No teacher will be able to move to these columns as of August 31, 2010.    Newly hired teachers are not eligible for the B+30 or M +15 salary columns.

I:    MENTOR TEACHERS AND MENTOR TEACHER LEADERS

Mentor Teacher Leaders will receive $500 each.

I:    SUMMER, WEEKEND AND OTHER OPTIONAL EMPLOYMENT:

1.       Full time teachers may apply to be employed for additional working days during the summer months.    Under special circumstances, the optional employment may be arranged for some other time with the agreement of the teacher and the superintendent.

2.       Payment for this service will be at the rate of $40.00 per hour for programs

NOTE:      The parties agree that the minimum rates for grant programs be as set forth above.    In the event that the parties agree to any higher rate(s) for a grant program, it is understood that such higher rate(s) will be set forth in writing and will be subject to ratification by the school committee and the association.

ARTICLE XI

DEDUCTIONS

A.    PAYROLL DEDUCTIONS

The District, whenever authorized by any teacher in writing, shall provide that payroll deductions on behalf of such teacher shall be made and paid in accordance with such authorization for any or all of the following purposes:

1.    Purchase of United States Savings Bonds.

2.    Triton Regional Teachers' Association, Massachusetts Teachers' Association, and National Education Association dues.

3.    Premiums under any group medical, dental, or insurance policies.

4.    Premiums under any annuity contract purchased by the teacher.

5.    Credit union deductions.

6.    Section 125 plans.

7.    Triton Regional Teachers’ Association Scholarship Fund.

B. 403(B) PLAN

1.    A newly enrolled employee may select an annuity from the current carriers of the District unless the employee is enrolled in an annuity carrier elsewhere. The District will contribute up to a maximum of $500 (pre-tax) during 2011-2014, in contribution matching. The employee may contribute more if the employee chooses to do so.

2.    The District will not be responsible for any additional costs beyond the District’s contribution for the duration of the contract.

3.    Members may elect to join the 403(b) plan. An open enrollment period       will run from July 1 to October 31 annually to allow members to join the 403(b) plan.

ARTICLE XII

PROFESSIONAL DEVELOPMENT AND EDUCATIONAL IMPROVEMENT

A.   IN SERVICE TRAINING

Teachers shall be required to meet the following in-service training requirements; such trainings as the Superintendent and Principal, may prescribe for the purpose of increasing teacher competency in a given area. These, when offered locally, will be at the Committee’s expense. When such cannot be offered locally, the committee shall reimburse the teacher for the cost upon receipt of evidence from the teacher of successful completion.

B.   REIMBURSEMENT

Teachers shall be reimbursed for the cost of the tuition only for college courses, or other educational consortiums or certificate programs, that they have successfully completed which were approved in advance by the Superintendent, and are related to the teacher’s subject matter area, up to 50%, with a limit of six hundred dollars ($600) each contract year, per teacher. All courses shall be taken at or sponsored by an accredited institution of higher learning, or approved consortium or institution. The provision of this section shall not apply to courses taken when a teacher is on sabbatical leave.

During the school years 2011-2014, the Committee will budget a minimum of $22,500 for tuition reimbursement. The Committee recognizes that this amount is insufficient and will strive to provide additional funds as they become available.

C.   ADDITIONAL EXPENSES

The Superintendent shall pay the reasonable expenses (including fees, meals, lodging and transportation) incurred by teachers who attend workshops, conferences, or other professional improvement sessions at the request and/or with the advance approval of the Principal and Superintendent. When such attendance is required during school time, the teacher shall be released from duty without loss of pay.

D.   MOVEMENT ON THE SALARY SCALE

Movement horizontally on the salary schedule shall be subject to the following terms and conditions:

1.    Request for approval for credit must be made in writing to the Superintendent prior to taking the course. The granting of such approval shall be within the discretion of the Superintendent.

2.     A teacher obtaining the requisite amount of approved credits shall be moved horizontally on the salary schedule at the beginning of the next school year following the school year in which the credits are obtained and with notice of the lane change to the superintendent by December 15th of the year before the change is to take effect.

3.    All credits must have been earned in a fully accredited institution, through an in-service program and/or an organization recognized and approved by the Superintendent.

E. 12/1 CREDIT

Upon prior approval by the Superintendent of Schools and successful completion of an approved study or work program, credit will be applied towards horizontal movement on the salary schedule on the basis of 1 in-service credit for 12 hours worked outside of the school day.

Approved study or work programs shall include, but not be limited to activities that will be of long-term benefit to the district and the teacher:

a)    Professional Development at post-graduate levels that are related to the teacher's professional development goals and the goals of the district or the development of (but not repeated delivery) of a professional development program for  district staff.

b)   Curriculum development that involves the creation and design of learning programs or experiences for students that relate to the school's improvement plan and the district's development plan.

c)    Participation in committees that may be established from time to time by the Superintendent of Schools that are of strategic importance to the district.

Horizontal movement on the salary scale under this section is conditional upon:

a)    The teacher making application and receiving approval prior to commencing the project. through the Principal, whose responsibility is to confirm that the proposal is aligned with the teacher's professional development goals;

b)   The teacher demonstrating satisfactory completion of the project with verification of the hours worked outside of the school day.

c)   The Superintendent of Schools approving 12/1 credit proposals upon receiving advice from a District professional Development Committee comprised of: Chief Academic Officer  -Chairperson, Principals, and a teacher from each school to be nominated by the TRTA.

The denial of any approval required shall not be subject to challenge.  However, the reason(s) for the denial shall be provided to the teacher.

12/1 Credit Program will be amended with no grandfathering of existing committees. However, existing committees meeting outside of school hours not deemed eligible for 12/1 credit will receive $40/hour upon approval.    The committees that are eligible for the $40/hour will be developed and agreed to jointly by the Superintendent and the Association each May.

ARTICLE XIII

REDUCTION IN FORCE

A.   DEFINITIONS

The following rules shall apply in the determination of which teachers are to be laid off in the event a reduction in the number of professional teacher status teachers is deemed advisable by the Superintendent and the Committee.

1.    Teachers with professional teacher status shall not be dismissed if there is a teacher without professional teacher status whose position the professional status teacher is qualified to fill.

2.    The Superintendent, with the Principal, shall determine which professional status teachers shall be laid off in the accordance with the following rules:

a.    Seniority, evaluations, and academic background shall determine those professional status teachers to be laid off.

b.    Seniority as used herein shall mean length of continuous service at the Triton Regional High School and its feeder schools as of September 1971 and all continuous service at each of the elementary schools. All previous seniority accrued by less than full-time teachers at the elementary level shall be grandfathered as if it were full-time service. Part-time service shall not equal full-time service in terms of credit for seniority purposes as of the date of execution of this Agreement. Rather, the amount of credit shall equal the pro rata percent payment received on the salary schedule.

1.    An authorized unpaid leave of absence shall not disrupt continuity of service. However, such time shall not be credited for purposes of seniority, except as herein provided.

2.    A Seniority List for the Triton Regional School District will be maintained by the Administration in consultation with the Association.

c.    The Superintendent, with the Principal, may assign whatever weight desired to the aforementioned criteria, provided that the decision is based on said criteria, is uniformly applied throughout the District, and that the Superintendent reviews all of said criteria.

d.   Nothing in this agreement shall prevent a professional teacher status teacher from volunteering for layoff and the Superintendent from agreeing to layoff such volunteer.

e.    The rate of pay of a professional status teacher shall not be considered in determining which professional status teacher will be laid off.

f.    Professional teacher status teachers who are to be laid off under the provisions of this Article shall be notified as soon as possible after approval of the budget, but in no case later than June 15 of the year in which the layoff is to be effective. If the budget is reduced after the June 15th date and layoffs are necessary; notification will be given within five (5) days of the decision, in writing to the teacher and copied where applicable, to the program coordinator.

B.  NOTIFICATION - OPTION - STANDARD OF REVIEW

1.    The Superintendent, in the event of a contemplated reduction in force will notify the professional status teacher to be laid off and will advise the Association as to which professional teacher status teachers the Superintendent will layoff, hereinafter called an "affected teacher." The Association and the affected teacher, upon receipt of such notification, shall have the right, upon request made to the Superintendent within five (5) school days of such notification, to meet and confer with the Superintendent concerning the proposed layoff, which meeting shall take place within ten (10) school days of the Superintendent's receipt of such request.

2.    The Association, within five (5) school days of the meeting with the Superintendent, shall advise the Superintendent, in writing, as to whether it agrees or disagrees with the Superintendent's decision. In the event of disagreement, specific reasons shall be set forth.

3. The affected teacher shall be granted the following option:

To elect an unpaid leave of absence status during the period of layoff, in lieu of dismissal, without challenge of the Superintendent's decision. The leave of absence shall be for the duration of the recall period. Upon expiration of the recall period, the teacher shall be considered to have resigned. A resignation, subject to the conditions outlined herein, and in the form attached hereto as Appendix E, shall be filed with the notice of election.

The exercise of the foregoing option shall be subject to the affected teacher's waiver of rights under G.L. c. 71, as well as any other statutory provision providing for a challenge to a layoff, and the grievance and arbitration provision. The option must be exercised and received by the Superintendent by ten (10) days following the aforesaid meeting and must be on the form attached to this Agreement as Appendix E.

4.        In the event the affected teacher elects to challenge the Superintendent's decision, the teacher may elect to seek review under the procedures contained in G.L. c.71, §42.

C.   RECALL

1.    A professional teacher status teacher who elects the option under Section 2C of this Article shall have recall rights, as hereinafter provided, for two (2) years from September 1st following the date of layoff. Vacancies to which appointments are made within said two (2) year period but which teaching actually commences after said two (2) year period shall not be considered within the teacher's two (2) year recall period.

2.    In filling positions, which become vacant on other than a temporary basis within the separate units whenever professional teacher status teachers have recall rights under this Article, such vacancies shall be filled in the following manner:

a.    No new teacher shall be hired for a position when there is a teacher who is on the list for the unit in which the vacancy occurs and who, in the judgment of the Superintendent, is qualified to fill such position.

b.    As among professional teacher status teachers with recall rights the Superintendent shall recall in accordance with the rules set forth in Section 1B supra.

3.    Recall notices shall be sent by certified or registered mail to the laid off teacher's or leave of absence teacher's, as the case may be, last known address, with a copy of such notice being sent to the Association. The recalled teacher shall have two (2) weeks after the receipt of the notice to accept the recall. In the event the recalled teacher does not accept the recall, all recall rights shall terminate.

4.    If the Association believes that Section 3, Paragraph B of this Article has been violated, it must notify the Superintendent in writing within five (5) days of the date it receives a copy of the notice to the person recalled. If the dispute is not resolved within five (5) days thereafter, the Association may appeal to the Superintendent in writing. If the dispute is not resolved within fourteen (14) school days after the appeal is received by the Superintendent, the Association may seek arbitration.

5.    Professional teacher status teachers who elect the option under Section 2C of this Article shall be entitled to retain their group membership in the Triton Regional District group insurance plans, subject to the terms and condition thereof, provided:

a.    They pay 100% of the premium cost, and

b.    The applicable carrier(s) does (do) not prohibit such inclusion.

The right of continued participation as provided in this paragraph shall continue for the duration of their recall rights.

6.    A professional teacher status teacher recalled under the Article shall be credited with all of the benefits to which the teacher was entitled prior to the teacher’s layoff, as the case may be, including accumulated sick leave and shall be placed one (1) step higher on the salary schedule (unless previously on maximum) than the teacher occupied upon receipt of notice of termination or exercise of option, as the case may be, provided the teacher would have advanced to such step had the teacher not been laid off. Seniority and other benefits shall not accumulate during the period of time the teacher is on recall.

ARTICLE XIV

VACANCIES AND POSTINGS

1.    In the event that the District determines that a vacancy in any teaching, special or extracurricular position exists, or a new teaching, special or extracurricular position is created, or should be filled, the position shall be posted throughout the District prior to its being advertised outside the District. Every interested teacher shall have the opportunity to apply.

2.    Current employees who apply for the position shall be given consideration prior to an outside applicant.

3.    In selecting the successful candidate, the District shall consider the professional background and attainments of the applicants, as well as length of service in the District's schools, if any.

4.    This article shall not preclude a principal, with the approval of the Superintendent, and/or the Superintendent, from transferring a current employee into a position without complying with the provisions of this Article.

5.    If the vacancy occurs during July or August, the Superintendent shall, in lieu of the posting, notify the President of the Association and building representatives.

ARTICLE XV

GENERAL PROVISIONS

A.    NON-DISCRIMINATION

The School District and the Association shall not discriminate against any bargaining unit employee on the basis of race, color, religion, age, marital status, sex, qualified disability/handicap, sexual preference, or participation or non-participation in lawful Association activities.

B.   TEACHER PROTECTION AND LIABILITY

1.    No teacher with professional teacher status shall be disciplined, discharged, suspended, reprimanded in writing, or denied normal advancement on the salary schedule without just cause. The Association recognizes the right of the Administration for privately reprimanding a teacher. Any teacher so reprimanded has the right to Association representation.

2.    No teacher shall be suspended or discharged unless in conformance with the provisions of G.L. c.71, §42 and 42D, as applicable.

C.   CONSULTATION ON PROFESSIONAL CONCERNS

1.    The Superintendent shall meet at least three (3) times during the school year on mutually agreeable dates with representatives of the Association's Executive Board for the purpose of discussing issues of mutual concern in order to maintain a good working relationship. Other members of the Association and/or Administration may be present at either party's request.

At the request of either party, the reorganization of Program Coordinators, Team Leaders, and Elementary Content Specialists may be the subject of discussion and review during any Consultation on Professional Concerns.

2.    Consultation on Professional Concerns

The principal at each building will meet at least monthly during the school year on mutually agreeable dates with representatives of the Association’s Executive Board for the purpose of discussing issues of mutual concern in order to maintain a good working relationship.    Other members of the Association and/or administration may be present at either party’s request.

D.   RESIGNATION

A teacher shall give thirty (30) days' written notice to the principal and the Superintendent if the teacher intends to resign.

E.   SAVINGS PROVISION

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

F.   CORI REPORTS

"In compliance with the provisions of Chapter 385 of the Acts of 2002, the Superintendent of Schools shall request and review CORI checks. Such checks shall take place not more than once every three (3) years. Employees shall be made aware that CORI reports concerning them are being requested and when such request is actually made. Employees shall be made aware that, upon request, they shall be provided with a copy of the CORI report received by the Superintendent. All CORI checks shall be kept in a separate secure file maintained in the office of the Superintendent. Upon retirement or termination of employment, an employee may request in writing that the employee be given their reports. Such reports shall be provided to the employee within ten (10) days of the request.    After review of a CORI report, the Superintendent, if the Superintendent deems it necessary, may meet with the employee who may, at such meeting, be represented by the Association. Nothing that occurred three (3) or more years prior to the date of the CORI Report Request shall be actionable by the school system unless it was a violent crime or a crime against a child. Any and all personnel actions resulting from information acquired from a CORI report shall be conducted pursuant to the provisions of the collective bargaining agreement and the General Laws of the Commonwealth of Massachusetts."

G.   SCHOOL CANCELLATION NOTICE

When school is cancelled due to weather or other unforeseen circumstances; the superintendent will make every effort to notify staff by 5:45 a.m.

H.   SCHOOL BUILDING ACCESS

Teachers will have access to their school building, during established hours, on weekend and vacations.

ARTICLE XVI

DURATION

a.     This Agreement shall be in full force and effect from September 1, 2011 through August 31, 2014.

b.    The parties will commence negotiations immediately after January 1, 2014 for a successor agreement.

In witness of the foregoing, the parties have heretofore set their hand this _____ day of _______ .2011.

TRITON REGIONAL TEACHERS                                     TRITON REGIONAL SCHOOL

ASSOCIATION                                                                   COMMITTEE

_________________________________                              _________________________________

_________________________________                              _________________________________

_________________________________                              _________________________________

_________________________________                              _________________________________

APPENDIX A

Columns B+30 and M+15 are no longer available for movement with current employees and new hires. Those currently in the B+30 and M+15 pay levels may remain.

2011-2012 School Year:    0% Increase

STEP

B

B 30

M

M 15

M 30

M 45

M 60

1

40,463

41,450

42,768

43,774

44,764

46,404

48,398

2

42,205

43,237

44,693

45,748

46,783

48,506

50,599

3

44,037

45,125

46,689

47,797

48,887

50,695

52,889

4

45,959

47,100

48,764

49,925

51,067

52,966

55,269

5

47,978

49,174

50,963

52,182

53,383

55,376

57,796

6

50,117

51,374

53,282

54,561

55,820

57,914

60,453

7

52,322

53,643

55,698

57,040

58,363

60,563

63,230

8

54,794

56,204

58,411

59,832

61,235

63,546

66,352

9

57,266

58,764

61,149

62,647

64,126

66,550

69,494

10

60,626

62,804

64,677

66,572

68,458

70,500

73,298

11

63,986

66,844

68,205

70,498

72,790

74,450

77,103

2012-2013 School Year:    1.5% Increase

STEP

B

B 30

M

M 15

M 30

M 45

M 60

1

41,070

42,072

43,410

44,431

45,435

47,100

49,124

2

42,838

43,886

45,363

46,434

47,485

49,234

51,358

3

44,698

45,802

47,389

48,514

49,620

51,455

53,682

4

46,648

47,807

49,495

50,674

51,833

53,760

56,098

5

48,698

49,912

51,727

52,965

54,184

56,207

58,663

6

50,869

52,145

54,081

55,379

56,657

58,783

61,360

7

53,107

54,448

56,533

57,896

59,238

61,471

64,178

8

55,616

57,047

59,287

60,729

62,154

64,499

67,347

9

58,125

59,645

62,066

63,587

65,088

67,548

70,536

10

61,535

63,746

65,647

67,571

69,485

71,558

74,397

11

64,946

67,847

69,228

71,555

73,882

75,567

78,260

2013-2014 School Year:    1.75% Increase

STEP

B

B 30

M

M 15

M 30

M 45

M 60

1

41,789

42,808

44,169

45,208

46,231

47,924

49,984

2

43,588

44,654

46,157

47,247

48,316

50,095

52,257

3

45,480

46,603

48,219

49,363

50,489

52,356

54,622

4

47,465

48,643

50,362

51,561

52,740

54,701

57,080

5

49,550

50,785

52,633

53,892

55,132

57,190

59,690

6

51,759

53,057

55,028

56,349

57,649

59,811

62,434

7

54,036

55,400

57,523

58,909

60,275

62,547

65,302

8

56,589

58,045

60,325

61,792

63,241

65,628

68,526

9

59,142

60,689

63,152

64,699

66,227

68,730

71,771

10

62,612

64,862

66,796

68,753

70,701

72,810

75,699

11

66,082

69,034

70,440

72,808

75,175

76,889

79,629

APPENDIX B STIPENDS

2011 – 2014

POSITION

STIPEND

High School Program Coordinator

$2839

(8 positions)

 

Middle School Team Content Connection Leader

$2839

(6 positions)

 

Elementary School Content Specialist

$2839

(8 positions per school)

 

Elementary Math Facilitators

$1704

Leadership Council

$1136

(5 positions per school)

 

Position to be elected on an annual basis by the teachers. Position will require a meeting at least twice per month for the purposes of: one meeting with the Principal for the Leadership Council and one meeting for the purpose of serving as a representative on the Staff Development Committee or the School Council for the building. Additional meetings may be scheduled by mutual agreement and shall be at reasonable intervals of reasonable duration.

Evaluation Team Chairperson

$3407

Title I Coordinator

$3407

Title I Coordinator 10 Mandatory Per Diem Days

10 x per diem rate

Intramural Coordinator

$4407

High School Detention Supervisor

$2404

High School Assistant Detention Supervisor

$1336

Middle School Detention Supervisor

$2404

Saturday School Teacher will be paid the hourly rate of

$40

Mentor Teacher Leader

$500

APPENDIX C

COACHES STIPENDS 2011 – 2014

SPORT

YEARS 1 – 2

YEARS 3 – 4

YEARS 5+

Baseball/Softball – Varsity

4,244

5,004

5,765

Baseball/Softball – Assist.

2,891

3,273

3,652

Basketball – Varsity (B & G)

5,054

5,511

5,967

Basketball – Assist.(B & G)

3,135

3,515

3,894

Cheering(each of 2 seasons)

2,912

3,367

3,822

Cross Country   (B & G)

2,912

3,367

3,822

Field Hockey – Varsity

4,244

5,004

5,765

Field Hockey – Assistant

2,891

3,273

3,652

Football – Varsity

6,715

7,475

8,233

Football – Assistant

3,464

3,919

4,679

Football – Freshman

2,594

2,973

3,352

Football – Freshman Assist.

2,459

2,635

2,812

Freshman Sports (Not Ftball)

2,415

2,758

3,141

Golf

2,912

3,367

3,822

Ice Hockey – Varsity

5,054

5,511

5,967

Ice Hockey – Assistant

3,135

3,515

3,894

Indoor Track – Varsity

4,244

5,004

5,765

Indoor Track – Assistant

2,891

3,273

3,652

Soccer – Varsity   (B & G)

4,244

5,004

5,765

Soccer – Assistant   (B & G)

2,891

3,273

3,652

Tennis   (B & G)

2,912

3,367

3,822

Track – Varsity   (B & G)

4,244

5,004

5,765

Track – Assistant   (B & G)

2,891

3,273

3,652

Wrestling – Varsity

4,244

5,004

5,765

Wrestling – Assistant

2,891

3,273

3,652

Lacrosse - Varsity

4,244

5,004

5,765

Lacrosse – Junior Varsity

2,891

3,273

3,652

APPENDIX D

EXTRA-CURRICULAR STIPENDS

20011-2014

HIGH SCHOOL PROGRAMS

PAY SCALE

ACTIVITY

 

Master Schedule Coordinator

2,500

Accompanist – Musical

1,058

Advisor – American Field Services

1,510

Advisor – Business Professionals of America

1,888

Advisor – Community Service

1,510

Advisor – Dance Company

2,112

Advisor – Freshman Class

1,376

Advisor - Freshmen Focus/Ignite

2,439

Advisor – Junior Class

1,888

Advisor – Leaders’ Club

1,385

Advisor – Literary Magazine

1,376

Advisor – Math TEAM

1,376

Advisor – National Honor Society

1,385

Advisor – Newspaper

1,376

Advisor – S.A.D.D.

1,376

Advisor – School to Career

2,315

Advisor – Science TEAM

1,376

Advisor – Senior Class

2,393

Advisor – Sophomore Class

1,385

Advisor – Student Council

2,393

Advisor – Tomorrow Teachers’ Club

1,376

Advisor – Yearbook

3,652

Advisor – Youth Alliance

1,376

Advisor – Model UN

510

Choreographer – Drama

1,376

Coordinator – Peer Mediation

1,376

Coordinator – Spring Musical (Drama)

2,393

Designer – Set (Drama)

756

Director – Assistant Band

1,510

Director – Fall Play

2,111

Director – Jazz Choir

1,385

Director – Marching Band

3,652

Director – Select Choir

1,339

Director – Spring Musical

2,418

Director – Technical (Drama)

756

MIDDLE SCHOOL PROGRAMS

 

ACTIVITY

PAY SCALE

Advisor – Drama Club

1,385

Advisor – Jazz Band

1,376

Advisor – Literary Magazine

510

Advisor – Math TEAM

1,376

Advisor – Newspaper   (3x/year)

1,376

Advisor – Select Choir

1,385

Advisor – Yearbook

798

Coach – Destination Imagination

798

Coach – Intramural (2x/week for 8 weeks)

578

Coordinator – Destination Imagination

1,764

Peer Mediation

1,383

ELEMENTARY SCHOOL PROGRAMS

PAY SCALE

ACTIVITY

 

Accompanist – Choir

378

Advisor – Student Council

1,510

Chaperone – 5th/6th Grade Camp (per night)

159

Coach – Intramural (2x/week for 8 weeks)

578

Coordinator – 5th/6th Grade Camp

378

Coordinator – 5th/6th Grade Camp w/Fundraiser

1,376

Coordinator – Destination Imagination

1,370

Designer – Set/Costume   (Drama)

378

Director – Advanced Band

1,828

Director – Choir

1,828

Director – Musical

2,393

Director – Stage Band

1,510

Director – Stage/Musical

1,385

Director – Symphonic Band

1,385

Director – Wind Ensemble

1,828

APPENDIX E

FORM OF LETTER TO SCHOOL COMMITTEE

FROM TEACHER ELECTING "OPTION"

Date / /

Superintendent

Triton Regional School District Committee

Dear :

I have received notice that you intend to lay me off on (date). Please be advised that I hereby elect, pursuant to Article XIII of the Collective Bargaining Agreement between the Triton Regional District School Committee and the Triton Regional Teachers' Association, to be put on unpaid leave of absence status for the period set forth in said Article XIII.

Please be further advised that in consideration of the granting of said leave of absence and the benefits provided in said Article XIII, I hereby waive whatever rights I may have under M.G.L. Chapter 71, Section 42 and the collective bargaining agreement.

I do not challenge the Superintendent's recommendation under the grievance and arbitration provision of the Collective Bargaining Agreement.    As noted above, I have elected a leave of absence.

Please consider this my letter of resignation effective upon the end of my recall period. This resignation is subject to my being recalled pursuant to Article XIII.

Very truly yours,

APPENDIX F1

TRITON REGIONAL TEACHERS ASSOCIATION

SICK LEAVE BANK COMMITTEE

Application for Extended Sick Leave Benefits

Member's Name:___________________________________________

Date of Application___________________________________________

Date accumulated sick leave will be exhausted______________________

Nature of illness or injury

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

Estimated date of return to work_____________________________________

Attending Physician_______________________________________________

Physician's Address________________________________________________

I hereby apply for extended sick leave benefits as provided for in the contract between the Triton Regional Teachers Association and the Triton Regional School Committee. I understand that it is my responsibility to provide such information as the Sick Leave Bank Committee may require from me and/or my Physician.

Member's Signature_____________________________________

Please forward this application, accompanied by a completed "Physician's Report" form to:

Triton Regional Teachers Association

Triton Regional School District

112 Elm Street

Byfield, MA 01922

APPENDIX F2

TRITON REGIONAL TEACHERS ASSOCIATION

Form 2

SICK LEAVE BANK COMMITTEE

PHYSICIAN'S REPORT

MEMBER'S NAME:________________________________        DATE     /    /

NATURE OF ILLNESS OR INJURY   (Please explain in layman's terms)

_____________________________________________________________________________________

_____________________________________________________________________________________

NATURE OF TREATMENT

_____________________________________________________________________________________

_____________________________________________________________________________________

WHEN DO YOU ESTIMATE THAT THIS PERSON WILL BE ABLE TO RETURN TO WORK?

_____________________________________________________________________________________

_____________________________________________________________________________________

ADDITIONAL INFORMATION (Progress, short and long term prognosis, etc.)

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

______________________________

Physician's Signature

Please return to:

Triton Regional Teachers

Association Triton Regional School District

112 Elm Street

Byfield, MA 01922

APPENDIX F3

TRITON REGIONAL TEACHERS ASSOCIATION

Form 3

SICK LEAVE BANK COMMITTEE

MEMBER NOTIFICATION

DATE      /        /

TO:

FROM:              Sick Leave Bank Committee

RE:                    Extended Sick Leave Benefit

Pursuant to Article III, Section B of the agreement between the Triton Regional School Committee and the Triton Regional Teachers Association, you are hereby notified that you have been granted ________ days of extended sick leave by the Sick Leave Bank Committee. This grant will cover the period from ___________to_______________.

This is an:

___________ Initial grant

__________ Extension of an initial grant

_________________________________

Chairperson, Sick Leave Bank Committee

Copy:

APPENDIX F4

TRITON REGIONAL TEACHERS ASSOCIATION

Form 4

SICK LEAVE BANK COMMITTEE SUPERINTENDENT NOTIFICATION

DATE      /    /

TO:                    Superintendent, Triton Regional School District

FROM:              Sick Leave Bank Committee

RE:                    Extended Sick Leave Benefit

Pursuant to Article VII, Section B of the agreement between the Triton Regional School Committee and the Triton Regional Teachers Association, you are hereby notified that  has been granted days of extended sick leave by the Sick Leave Bank Committee. This grant will cover the period from to  

This is an:

___________Initial grant

___________Extension of an initial grant

_________________________________

Chairperson, Sick Leave Bank Committee

Copy:

Appendix G

TRITON REGIONAL SCHOOL DISTRICT

Professional

Growth

System for Teachers

TABLE OF CONTENTS

PAGE PREFACE

49

I. Purposes

50

II. Philosophy

50

III. Professional Growth Processes

50

A. Goal-setting

50

B. Types of Goals

51

C. Self-Assessment

51

D. Monitoring of Goals

51

E. Location of District Initiatives

52

IV. Individual Professional Performance

52

V. Principles of Effective Teaching

52

A. Currency in the Curriculum

52

B. Effective Planning and Assessment of Curriculum and Instruction

53

C. Effective Management of Classroom Environment

54

D. Effective Instruction

54

E. Promotion of High Standards and

Expectations for Student Achievement

55

F. Promotion of Equity and Appreciation of Diversity

56

G. Fulfillment of Professional Responsibilities

57

VI. Observation/Evaluation Process

57

A. Timelines

57

B. Formal Observation Process

58

C. Summative Evaluation

59

VII. Remediation Process for Professional Status Teachers

60

VIII. Exhibits

62

A. Professional Educator's Plan

63

B. Observation Report

64

C. Summative Evaluation Report - Teaching Staff

68

D. Self-Evaluation Plan

71

E. Summative Evaluation Report - Non-Teaching Staff

72

F. Remediation Plan

73

PREFACE

Expectations Regarding The Teacher Evaluation Process

1.         The performance standards shall be observable, describable, and measurable.

2.         The    performance    standards    shall    be    grounded    in    the    Commonwealth    of    Massachusetts Principles of Effective Teaching.

3.         The   performance   standards   will   ensure   a   common   language   and   conceptual   system   about teaching shared by teachers and administrators.

4.         The  performance  standards  shall  reflect  and  allow  for  significant  differences  in  assignments and responsibilities.   These differences shall be described in evaluation reports.

5.         The   formal   evaluation   process   will   include   a   pre-observation   conference,   an   observation,   a written observation report, and a post-observation conference.

6.         All   teaching   and   administrative   staff   will   familiarize   themselves   with   the   Triton   Regional Professional Growth System.

7.         Evaluators will be able to support evaluation comments with evidence and data.     Evaluators will make every effort to ensure that the evaluation process is fair, credible, and thorough.

8.         Evaluation    reports   shall    recognize    areas    of    strength    and    identify   targeted    areas    needing improvement.

9.         For any aspect of performance that needs improvement, the evaluation report shall specify what the individual needs to do to meet the performance standards.

10.       All staff with Professional Teacher Status will be evaluated on a three-year cycle.

11.       All staff without Professional Teacher Status will be evaluated annually.

TRITON REGIONAL SCHOOL DISTRICT

PROFESSIONAL GROWTH SYSTEM

I.          PURPOSES

The specific purposes of evaluation under G.L. c.71, (38) and 603 CMR 35.00 are: (a) to provide information for the continuous improvement of performance through an exchange of information between the person being evaluated and the evaluator, and (b) to provide a record of facts and assessments for personnel decisions.

The general purpose of the Triton Regional School District's Professional Growth System is to establish a structure to improve teaching and learning by: (a) creating a comprehensive understanding of a teacher's work, (b) supporting professional development, and (c) assuring accountability.

II.        PHILOSOPHY

Improving teaching and learning begins by recognizing that teaching is an extremely complex process; however, certain aspects of education can be understood and described in terms of particular     categories,     indicators,     and     attributes     of     effectiveness.     Within     this     context, professional skills will be assessed and evaluated using a variety of data sources. The intended outcomes of the process are several: To foster continuous self-examination of professional skills; to foster professional growth; to commend professional achievement; to provide a rational and reliable basis for making recommendations for the improvement of professional practice and instruction; and to provide a basis for ensuring due process in employment decisions.

To achieve these outcomes, participants will set and achieve long-term professional growth goals.      This     process     involves     communication     and     collaboration     between     staff     and administrators about professional growth and instruction. The three major activities in this process are goal setting, classroom observations, and evaluation.

III.      PROFESSIONAL GROWTH PROCESSES

A.       Goal-setting

At the heart of the professional growth system is the process of goal setting. Goal setting occurs in order to achieve personal and district objectives.

Goal setting applies to all contract-status personnel, continuing substitutes, and part-time teachers. Goal setting is a process shared by the evaluatee and the evaluator and occurs during a goal-setting conference with the evaluator after a self-assessment by the evaluatee and a review of the professional competencies by the administrator. Staff members participate in a goal setting during the on-cycle year.

At the Goal-Setting conference held by November 1st, both parties are expected to share their expectations for the evaluatee's professional growth and development, to share the sources used to gather information for the goals, and to develop a plan of action to achieve these expectations. It is only after the conference that the agreed-upon goals are transferred to the Goal-Based Professional Educator's Plan (see Exhibit A). If both parties do not reach agreement upon goals, each party will have the right to identify up to three (3) goals to be included in the Plan. Within ten (10) working days of the conference, the evaluatee will sign and return the form to the principal (or assigned evaluator). Goals may be modified along the way provided that the evaluatee and evaluator discuss and agree upon the changes.

Goal setting is one system of professional growth that involves:

1.         Assessing one's own and district needs;

2.         Identifying goals that address those needs;

3.         Developing and implementing an action plan; and

4.         Assessing progress.

B.        Types of Goals

In the process of goal setting, staff members and evaluators jointly examine the three levels of goals required for personal and organizational success.

Regular/Ongoing Goals are recurring, repetitive, and measurable. They are day-to-day responsibilities of the position. Examples may include, but are not limited to lesson planning, attendance, grades, parent communication.

Problem Solving Goals are usually major problems to be attacked or solved in the coming period.

Innovative Goals are active, not reactive, improvements or betterments not directly related to a serious problem. They are innovations to be attempted (addressing individual differences, interdisciplinary teaching, technology curriculum integration, class meetings, peer mediation, rewarding excellence, public relations).

Goals are effective instruments of growth when they are: specific, measurable, attainable, relevant, and trackable.

C.        Self-Assessment

Before the process of goal setting begins, the participants may collect information from a variety of sources in order to identify areas to target for professional growth. The following sources are useful:

1.         District, building, and department goals;

2.         District Professional Development Plan;

3.         Communications from an evaluator or colleague;

4.         Peer Coaching;

5.         Professional literature;

6.         Previous goals;

7.         National and state reform documents;

8.         School Improvement Plan.

D.        Monitoring of Goals

At the time of the summative evaluation conference, the evaluatee and the evaluator will    review    the    written    statement    of    progress    for    each    goal.     Other    forms    of documentation are welcome additions to the written statement (video, portfolio, spreadsheets, etc.). This data will be made available to the evaluator three (3) working days before the post conference.

In order to address concerns regarding what happens if long-term goals are set, but not achieved, the following will be considered. The evaluation process should focus on the implementation of the plan of action, and the assessment of progress toward the goal. If the evaluatee makes a strong effort to achieve the goal, but falls short of the final outcome stated, the final evaluation report would reflect the positive contributions made by the staff member in progressing toward the achievement of the goal stated.

E.        Location of District Initiatives

District initiatives are listed in the Triton Regional School District Professional Development Plan.

Staff members are responsible for setting goals that support the overtly stated direction and efforts of the school district.

IV.       INDIVIDUAL PROFESSIONAL PERFORMANCE

The Principles, Criteria, and Standards of Effective Teaching summarize the agreed upon areas of competency for performance. This document is a key tool in the process of self-assessment, goal setting, and monitoring of progress.

There are seven (7) broad Principles of effective teaching. Along with the Principles, the reader will note that several Criteria have been identified to clarify the specific expectations for each Principle. For purposes of transforming the Criteria into observable and measurable behaviors, Performance Standards (often called descriptors) have been developed, as well.

Performance Standards included here are representative of the teaching behaviors that exemplify good teaching practice.

V.        PRINCIPLES OF EFFECTIVE TEACHING

The following section embodies the practices accepted by the Triton Regional School District as standards for the practice of teaching.

A.       Currency in the Curriculum

1.         The teacher is up to date regarding the curriculum content.

a.         Demonstrates   a   working   knowledge   of   the   state   frameworks   and   the local curricula in the teacher's assignment.

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

2.         The   teacher   makes   decisions   about   curriculum   based   on   state   standards   and district scope and sequence.

B.        Effective Planning and   Assessment of Curriculum and Instruction

1.         The teacher plans instruction effectively.

a.         Identifies clear goals, expectations, and standards for student learning.

b.         Sets short-term and long-term goals for curricular units.

c.         Plans appropriate instructional strategies to meet the needs of all students.

d.         Connects new learning to students' experience and prior knowledge.

e.         Identifies prerequisite skills, concepts, and vocabulary needed to complete a task.

f.          Collaborates with school-based specialists, resource personnel, and administrators to better design curricula or instructional modifications to meet the learning needs of students.

g.         Participates in joint planning when scheduled.

h.        Plans for a variety of learning opportunities for students to interact with ideas, materials, teachers, and one another.

i.         Designs learning activities that foster student responsibility for their own learning.

j.         Integrates the teaching of reading, writing, listening, thinking, speaking, viewing, and study skills.

2.         The teacher plans assessment of student learning effectively.

a.         Plans a variety of assessments to evaluate student's achievement and progress.

b.         Plans assessments at the appropriate level of cognitive development.

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

a.         Uses assessment results to plan future instruction.

b.         Regularly checks for student's understanding.

c.         Maintains a record of student grades and progress.

d.         Maintains confidentiality concerning individual student data and achievement.

C.        Effective Management of Classroom Environment

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

a.         Implements instructional routines and procedures that foster time on task and smooth transitions from one activity to another.

b.         Encourages student participation and involvement.

c.         Uses classroom time and classroom space as effectively as possible.

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

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

a.         Communicates rules, expectations, and consequences with students.

b.         Implements rules and procedures that are consistent with building standards.

c.         Applies rules and consequences consistently and fairly to support an effective learning environment.

d.         Manages routines effectively.

e.         Maintains appropriate professional boundaries with students.

f.          Communicates attitudes of honesty, integrity, and responsibility.

D.        Effective Instruction

1.        The teacher makes learning goals clear to students.

a.         Relates instruction to prior knowledge and experience when appropriate.

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

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

d.         Communicates clearly to students in oral and written form.

2.         The teacher uses appropriate instructional techniques.

a.         Uses a variety of teaching strategies, materials, and available technologies matched to students' learning needs.

b.         Provides varied opportunities for students to demonstrate mastery of key concepts.

c.         Modifies instruction and provides appropriate materials to meet varied ability levels.

d.         Models skills and processes central to instruction.

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

3.         The teacher uses appropriate questioning techniques.

a.         Uses a variety of questioning techniques.

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

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

a.         Regularly tries innovative approaches to improve instructional practices.

b.         Assesses student learning by comparing intended and actual outcomes.

c.         Keeps abreast of new technologies (contingent on technology being available for teacher use).

E.        Promotion of High Standards and Expectations for Student Achievement

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

a.         Regularly communicates objectives or learning outcomes to students.

b.         Provides students with feedback on their progress.

c.         Communicates standards, expectations, and guidelines regarding quality and quantity of students' work and work procedures.

d.         Communicates expectations regarding appropriate behavior to students and parents.

e.         Challenges students of all ability levels.

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

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

a.         Builds positive relationships with students.

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

c.         Recognizes when a student is having difficulty, and responds appropriately.

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

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

f.          Displays and/or recognizes positive student achievement and behavior.

F.               Promotion of Equity and Appreciation of Diversity

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

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

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

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

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

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

c.         Structures the classroom to facilitate the integration of all students.

d.         Encourages students to accept and value diversity in themselves and others.

G.        Fulfillment of Professional Responsibilities

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

a.          Encourages two-way communication with parents.

b.         Keeps parents informed regarding student's progress.

c.          Maintains professional relationships wit parents.

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

a.          Works collaboratively with colleagues to develop, maintain, and improve curriculum and instruction.

b.         Implements adopted curriculum, programs, and procedures as outlines in system and building goals.

c.          Cooperates with other teachers about overall students' workload.

d.          Contributes to ongoing evaluation of the curriculum.

3.          The teacher is a reflective and continuous learner.

a.          Participates in professional improvement activities.

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

VI.       OBSERVATION/EVALUATION PROCESS

A.        Timelines

1.          Timelines for staff who have not attained Professional Status:

a.          Annual evaluations

b.          Three (3) observations by May 31

c.          Summative Evaluation by June 15

2.          Timelines for staff with Professional Status:

•         Three year cycle evaluations

•     One (1) year formal evaluation

•      One (1) year off cycle

•      One (1) year self-evaluation

b.         Two (2) observations by May 31 of the on-cycle year

c.        Summative Evaluation by June 30 of the same year

B.        Formal Observation Process

The formal observation process includes a Pre-Observation Conference, an Observation, a Written Observation Report, and a Post-Observation Conference. At least one classroom observation will be conducted upon advance notice (at least 24 hours). In addition to the formal observation process described below, short informal observations by the evaluator allow him/her to become thoroughly familiar with the teaching environment and to provide feedback.

1.         Pre-Observation Conference

A meeting will be held prior to the formal observation process. During this pre-observation conference, the evaluatee and the evaluator may set the time and date of the announced observation and discuss pertinent information such as the objective of the lesson to be observed; how it fits into the general curriculum; how the teacher knows the students are ready for this lesson; the instructional strategies the teacher will use, why those strategies were selected; how the teacher will know if the students have learned the objective; whether there is anything the teacher would like the observer to be aware of about the class and about which he or she would like feedback; and methods of data gathering. An announced observation requires at least a 24-hour notice.

Observer and observee may agree to gather data during classroom visitations utilizing techniques focused on Selective Verbatim (teacher questioning, teacher feedback, teacher directions and structuring statements), or may gather data based on seating chart observations, at-task behavior, verbal flow, and movement patterns. Data gathering may also include Wide-lens Techniques (anecdotal records, video recordings, audio recordings, global screen).

Pre-observation conference notes must be kept on file, will be shared with the evaluatee, and signed by both parties.

The lesson to be observed need not be limited to the teacher's goals as stated in the goal-based professional development plan.

2.         Observation

The announced observation should occur as scheduled. Both the announced and unannounced should be of sufficient length to allow the observer to gather meaningful data about the content and delivery of the lesson.

The evaluator will visit the classroom and observe instruction for the purpose of writing an Observation Report. (See Exhibit B). Written Observations Reports are only required for formal observations.

3.         Post-Observation Conference

The written Observation Report will be presented to the evaluatee within five (5) school days following the observation. A post-conference will also occur within five school days of the receipt of the Observation Report by the staff member. The evaluatee will return the signed Observation Report within five (5) school days following its receipt from the evaluator.

Signing the report will not necessarily indicate the evaluatee agrees with its content, and the evaluatee also has the right to attach written comments.

C.        Summative Evaluation

The Summative Evaluation will occur at the end of the observation/evaluation cycle. This evaluation process will include a Summative Evaluation Report (see Exhibits C & D) and a Summative Evaluation Conference, if deemed necessary by either party.

1.        Summative Evaluation Report

This report is a written evaluation of the evaluatee’s competency based on the Commonwealth    of    Massachusetts'    Principles    of    Effective    Teaching.     The evaluation will be developed with input from the staff member and will be based upon the data collected during the observation process. Any unfavorable comments or concerns shall have been brought to the evaluatee’s attention in writing in a timely fashion prior to the completion of this report. Evaluatee’s are encouraged to consider documenting and providing additional evidence of their professional performance.   Such evidence might include the following:

•    records of daily attendance

•    records of student assistance

•    records of participation in workshops, conferences, courses related to professional and/or institutional goals

•   records of daily lesson planning

•    records of calls, letters, and other contacts with parents and other community members and/or groups

•   records of student assessment practice and results

•    records of involvement in support of school improvement efforts (school governance, grade level or departmental meetings, etc.)

•    records of voluntary involvement in and/or attendance at co-curricular activities

•    professional portfolio illustrating instruction techniques, materials, and resulting student work

•   professional publications

•    communication inventory checklist, evidence of group appraisal (selected peers, students, administrators, etc.) agree at pre-appraisal conference as to method and timing

•   artifact collection of all materials used and provided in one unit of instruction

 

•   student descriptive data (checklists, narrative reports)

 

•   self-evaluations (checklists, narratives)

 

•    peer coaching/monitoring documentation non-solicited testimony from peers, students, parents, community, press, etc.

 

•   evidence of grants and awards

2.        Summative Evaluation Conference

A meeting between the evaluator and the evaluatee, if deemed necessary by either party, will be held to review the written goal statement and the Summative Evaluation Report. The evaluator should indicate whether the evaluatee is recommended for rehire or for rehire with remediation.

VII.        REMEDIATION PROCESS FOR PROFESSIONAL STATUS TEACHERS

When comments of concern relative to the Principles, Criteria, and Standards outlined in Exhibit B are not addressed through discussion and administrative supervision, Professional Status Teachers will be moved to a remediation process. This process will consist of a remediation plan to be developed for the following year of service and will be developed by the staff member in collaboration with the evaluator. Other qualified personnel may be included at the request of either party.

A.       The Remediation Plan (see Exhibit E) will specify:

1.        Areas to be addressed

2.         Reasons for the recommendation

3.         Plan of action (including expectations, timelines, and anticipated results)

4.         Resources to be used (including assistance to be provided by the District)

B.        The Remediation Process will include:

1.         Goals and strategies that the evaluatee will be expected to meet

2.         Formal and informal observations

3.         A summative evaluation at the end of the remediation process (see Exhibits C & E)

C.        At   the   end   of   year   one   of   the   remediation   process,   one   of   three   avenues   will   be explored:

1.         A    return    to    the    previous    method    of    evaluation    (the    observation/evaluation process as outlined in Part VI)

2.         Continuation  of  the  Remediation  Plan  for  the next  school  year  (the  evaluatee remains on cycle)

3.         Initiation of the dismissal process in accord with G.L .c. 71 section 41

During the implementation of the Remediation Plan, the staff member will not be expected to undertake any additional school-based or district-wide committee/curricula responsibilities.

EXHIBITS

Exhibit A                                                   Professional Educator's Plan

Exhibit B                                                   Observation Report

Exhibit C                                                   Summative Evaluation Report Teaching Staff

Exhibit D                                                   Self-Evaluation Plan

Exhibit E                                                   Summative Evaluation Report Non-Teaching Staff

Exhibit F                                                   Remediation Plan

(EXHIBIT A)

TRITON REGIONAL SCHOOL DISTRICT

GOAL-BASED

PROFESSIONAL EDUCATOR’S PLAN

Year:                                                                              Formal Evaluation Cycle:

Name:  ____________________________________            Status: _______________________________

Position: ______________________________________________________________________________

School: ______________________________________________________________________________

TEACHER’S GOALS:

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

PLAN OF ACTION:

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

EVALUATION PROCESS:

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

Evaluatee’s Signature:______________________________         Date:____________________________

Primary Evaluator’s  _____________________________             Date: ___________________________

Signature:

(EXHIBIT B)

TRITON REGIONAL SCHOOL DISTRICT

OBSERVATION REPORT

Teacher: ___________________________           Date: _____________          Time:_________________

Grade Level: _________________ Subject:   ____________  No. of Students:______________________

Intended Objectives(s):

_____________________________________________________________________________________

This report must be completed following each formal classroom observation, except by mutual consent of the evaluator and teacher.

All skills must be rated as:

S     -     Satisfactory - performs at or above expected performance level

I/R    -     Improvement recommended to reach expected performance level

U        -     Unsatisfactory - performs below expected performance level

unless they were not applicable or not observed.   In those cases the following rating will be used:

N/A -    Not Applicable or Not Observed

Comments MUST be included for all ratings of I/R and U.   It is intended that data be included when appropriate.

A.       CURRENCY IN THE CURRICULUM

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

2.   The teacher makes decisions about curriculum based on state standards and district scope and sequence.

S []                          IR []                         [] U                           N/A []

Comments/Commendations/Recommendations:

______________________________________________________________________________________

______________________________________________________________________________________

B.        EFFECTIVE PLANNING AND ASSESSMENT OF CURRICULUM INSTRUCTION

1.   The teacher plans instruction effectively.

2.   The teacher plans assessment of student learning effectively.

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

S []                          IR []                         U []                           N/A []

Comments/Commendations/Recommendations:

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

C.        EFFECTIVE MANAGEMENT OF CLASSROOM ENVIRONMENT

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

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

S []                          IR []                         U []                           N/A []

Comments/Commendations/Recommendations:

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

D.        EFFECTIVE INSTRUCTION

1.   The teacher makes learning goals clear to students.

2.   The teacher uses appropriate instructional techniques.

3.   The teacher uses appropriate questioning techniques.

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

S []                          IR []                         U []                           N/A []

Comments/Commendations/Recommendations:

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

E.        PROMOTION OF HIGH STANDARDS AND EXPECTATIONS FOR STUDENT ACHIEVEMENT

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

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

S []                         IR []                        U []                          N/A []

Comments/Commendations/Recommendations:

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

F.         PROMOTION OF EQUITY AND APPRECIATION OF DIVERSITY

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

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

S []                         IR []                        U []                          N/A []

Comments/Commendations/Recommendations:

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

COMMENDATION

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

RECOMMENDATIONS: (Mandatory for all I/R and U ratings)

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

__________ Continue regular observation cycle

__________Follow-up observation and conference to be scheduled by ____________________________

(Date)

Specific Objective(s) for follow-up observation and/or possible resources:

Evaluator’s Signature: ____________________________________Date: ______________________

Teacher’s Signature: ____________________________________Date: ______________________

Date of post-conference:   ______________________________________________________________

The teacher's signature signifies she/he has read this observation report and has discussed it with the evaluator. The teacher may write comments to attach to this report. Comments must be submitted to the evaluator within fifteen days of the post-conference.

(EXHIBIT C)

_____ Teaching Staff

TRITON REGIONAL SCHOOL DISTRICT

SUMMATIVE EVALUATION REPORT

Teacher:  _____________________________________        Date:_____________________________

Grade Level: _____________________________________      Subject: __________________________

Dates of Observations: ________________________________________________________________

______________________________________________________________________________________

All skills must be rated as:

S     -     Satisfactory - performs at or above expected performance level

I/R    -     Improvement recommended to reach expected performance level

U        -     Unsatisfactory - performs below expected performance level

Comments MUST be included for all ratings of I/R and U.   It is intended that data be included when appropriate.

______________________________________________________________________________________

A.        CURRENCY IN THE CURRICULUM

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

2.   The teacher makes decisions about curriculum based on state standards and district scope and sequence.

S                          IR                         U                           N/A

Comments/Commendations/Recommendations:

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

B.        EFFECTIVE PLANNING AND ASSESSMENT OF CURRICULUM INSTRUCTION

1.   The teacher plans instruction effectively.

2.   The teacher plans assessment of student learning effectively.

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

S []                         IR []                        U []                          N/A []

Comments/Commendations/Recommendations:

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

C.        EFFECTIVE MANAGEMENT OF CLASSROOM ENVIRONMENT

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

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

S  []                         IR []                         U  []                          N/A []

Comments/Commendations/Recommendations:

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

D.        EFFECTIVE INSTRUCTION

1.   The teacher makes learning goals clear to students.

2.   The teacher uses appropriate instructional techniques.

3.   The teacher uses appropriate questioning techniques.

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

S []                          IR []                        U []                           N/A []

Comments/Commendations/Recommendations:

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

E.        PROMOTION OF HIGH STANDARDS AND EXPECTATIONS FOR STUDENT ACHIEVEMENT

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

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

S []                         IR []                        U []                          N/A []

Comments/Commendations/Recommendations:

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

F.         PROMOTION OF EQUITY AND APPRECIATION OF DIVERSITY

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

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

S []             IR []             U []              N/A []

Comments/Commendations/Recommendations:

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

G.        FULFILLMENT OF PROFESSIONAL RESPONSIBILITIES

1.    The teacher is constructive and cooperative in interacting with parents and receptive to their contributions.

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

3.    The teacher is a reflective and continuous learner.

S []                 IR []                 U  []                  N/A []

Comments/Commendations/Recommendations:

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

COMMENDATIONS:

______________________________________________________________________________________

______________________________________________________________________________________

RECOMMENDATIONS: (Mandatory for all I/R and U ratings) Attach extra pages if necessary

Evaluator’s Signature:   ____________________________________Date:  _______________________

Teacher’s Signature:     ____________________________________Date:  _______________________

Date of Summative Evaluation Conference:   ________________________________________________

The evaluatee's signature signifies she/he has read this summative evaluation report and has discussed it with the evaluator. The evaluatee may write comments to attach to this report. Comments must be submitted to the evaluator within fifteen days of the summative evaluation conference.

[]                      Recommended for re-hire

[]                      Recommended for re-hire with remediation

(EXHIBIT D)

TRITON REGIONAL SCHOOL DISTRICT

SELF-EVALUATION PLAN

Year:                                                                              Formal Evaluation Cycle:______________________

Name: ____________________________________________     Status:____________________________

Position: _____________________________________________________________________________

School: _____________________________________________________________________________

TEACHER’S GOALS:

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

PLAN OF ACTION:

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

SELF-EVALUATION:

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

Evaluatee’s Signature: ______________________________     Date: _____________________________

Primary Evaluator’s  _____________________________        Date: _____________________________

Signature:

(EXHIBIT E)

______ Non-Teaching Staff

TRITON REGIONAL SCHOOL DISTRICT

SUMMATIVE EVALUATION REPORT

Name: _______________________________________  Date:________________________________

Grade/Assignment: ___________________________________________________________________

COMMENDATIONS:

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

RECOMMENDATIONS:   (Mandatory for all I/R and U ratings)   Attach extra pages if necessary

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

Evaluator’s Signature: ______________________________    Date: ______________________________

Teacher’s Signature: ______________________________      Date: ______________________________

Date of Summative Evaluation Conference:

The evaluatee's signature signifies she/he has read this summative evaluation report and has discussed it with the evaluator. The evaluatee may write comments to attach to this report. Comments must be submitted to the evaluator within fifteen days of the summative evaluation conference.

[] Recommended for re-hire

[] Recommended for re-hire with remediation

(EXHIBIT F)

TRITON REGIONAL SCHOOL DISTRICT

REMEDIATION PLAN

Name: __________________________________       Date: __________________________________

Grade/Level: __________________________________     Subject: ______________________________

1.     Area(s) to be addressed:   (Attach extra pages if necessary)

______________________________________________________________________________________

______________________________________________________________________________________

1.     Reasons for recommendation:   (Attach extra pages if necessary)

______________________________________________________________________________________

______________________________________________________________________________________

1.     Plan of Action to include expectations, timelines, and anticipated results:   (Attach extra pages if necessary)

______________________________________________________________________________________

______________________________________________________________________________________

1.     Resources to be used, including assistance to be provided by the district:   (Attach extra pages if necessary)

______________________________________________________________________________________

______________________________________________________________________________________

Evaluator’s Signature: _________________________________    Date:___________________________

Evaluatee’s Signature: ________________________________  Date: _____________________________

Appendix H

Job Descriptions

K-8 Content Specialist

Position:                      K-8 Content Specialist

K-6 and 7-8 content specialists are annually appointed, stipend, liaison positions between grade spans and the principal as well as between content specific building subject area committees and district subject area committees.

Qualifications:

1.   A content specialist shall preferably hold a master’s degree from an accredited college, has taught  at least three years in the Triton District, and has demonstrated the capacity for effective leadership.

2.   The Principal may find alternatives to the above qualifications that are appropriate and acceptable.

Reports To:     Principal

Job Goal:

To provide the leadership and expertise needed to ensure that the school’s and district’s content objectives are met.

Performance Responsibilities:

1.   Serve    as    a    building    representative    to    the    appropriate    district    level    subject    area    committee    and communicate activities to faculty.

2.   Distribute information about off-site professional development opportunities.

3.   Assist in the development and implementation of in-service workshops.

4.   Inform faculty of major trends and developments in the content area.

5.   Assist with the analysis of student progress on local, standardized, and MCAS assessments.

6.   Take a leadership role in the revision of curriculum and local curriculum guides.

7.   Assist with the orientation of new teachers to the content area curriculum.

8.   Act as a content specific resource for teachers.

Stipend:

The stipend for each position is in accordance with the teacher association’s contract.

Evaluation:

Performance will be evaluated by the principal or his/her designee.

Middle School Team Leader

Position:                      Middle School Team Leader

Qualifications:

3.   A team leader shall preferably hold a master’s degree from an accredited college, has taught at least three years, and has demonstrated the capacity for effective leadership.

4.   The Principal may find alternatives to the above qualifications that are appropriate and acceptable.

Reports To:     Principal

Job Goal:

To  provide  the  leadership and  expertise  needed  to  make  the  teaching team  most  effective  in  its  positive influence on each student.

Performance Responsibilities:

9.   Plan, schedule, and lead team meetings (students, parents, teachers, guidance, etc.).

10. Assist Team members in the coordination of team activities.

11. Act as liaison between the team and the administration.

12. Act as liaison between the team and special education personnel/guidance counselors.

13. Act as liaison between the team and parents.

14. Oversee the daily operations of the team.

15. Attend all team leader meetings.

Stipend:

The stipend for each position is in accordance with the teacher association’s contract.

Evaluation:

Performance will be evaluated by the principal or his/her designee.

Program Coordinator

Position:                      High School Program Coordinator

Qualifications:

5.   A program coordinator shall preferably hold a master’s degree from an accredited college, has taught at least three years, and has demonstrated the capacity for effective leadership.

6.   The Principal may find alternatives to the above qualifications that are appropriate and acceptable.

Reports To:     Principal

Job Goal:

To achieve and maintain standards of excellence in the teaching of an assigned curricular area so that each student exposed to the subject involved may derive the greatest academic and personal benefit from the learning experience.

Performance Responsibilities:

1.    Attend monthly program coordinator meetings.

2.    Schedule and conduct all department meetings and maintain meeting notes.

3.    Serve as representative to district curriculum renewal committees.

4.    Oversee daily operations of the department.

5.    Participate in the interview process for any open positions at any time of the year.

6.    Coordinate parent information nights with guidance personnel.

7.    Assist the principal in the assignment of department teaching sections. Assist with assignment changes as they occur after a position has been assigned.

8.    Consult with the principal or the assistant principal prior to any changes in policy or programming.

9.    Assist with the revision of the curriculum and curriculum guides.

10.  Assist in the orientation of new teachers in content area.

11.  Assist in the necessary inventories, budget requests, and similar documents.

12.  Set agenda for professional development for the year.

Stipend:

The stipend for each position is in accordance with the teacher association’s contract.

Evaluation:

Performance will be evaluated by the principal or his/her designee.

Triton Regional School District

NEWBURY   •   ROWLEY   •   SALISBURY

Respect – Integrity – Excellence For All

APPENDIX I

Letter of Intent to Return

(for stipend positions)

I,  _____________ ____________ _____________ ___________ am writing to express my intent to return/ not return (circle one) to the position of ______ ____________ ________ ____ for the _____ _____school year.

______________________________________________________________________________________

Signature of Applicant                                                                                  Date

Accept/ Decline (circle one)

______________________________________________________________________________________

Signature of Principal                                                                                   Date

Appendix J

The Development Of The Professional Development Program

I.           Statutory Responsibilities

1.          School Committee

State law: The school committee adopts the professional development plan for all principals, teachers and other professional staff employed by the district. It must update the plan annually, and set forth a budget for professional development. The plan shall include training related to the statewide curriculum frameworks and other skills required for effective implementation of education reform, including participatory decision-making, parent and community involvement, and training for members of school councils. The plan may also include teacher training to address gender bias in the classroom. (G.L. c. 71, [[section]] 38Q)

Department of Elementary and Secondary Education recommendations: Every school should prepare and implement a professional development plan that is consistent with the goals and priorities of the district-wide plan. The plan should be designed to enhance the ability of professional staff in that school to provide high -quality education to the students.

2.          School Councils; School-Based Decision-Making

State law: The principal co-chairs the school council, which is a representative, school-based committee composed of the principal, parents, teachers, community members and, at the secondary level, at least one student. The principal works with the council to identify the educational needs of the students attending the school, review the annual school budget, and prepare a school improvement plan. The plan addresses issues such as professional development, student learning time, parent involvement, safety and discipline, and ways to meet the diverse learning needs of the students in the school.

The School Improvement Plan is submitted to the Superintendent of Schools for his/her approval.

II.        Philosophy And Participation

1.          The district's expectation is that it will be known for its best practice in all that it does. Ensuring best practice requires all involved to behave as lifelong learners: to assume that while experience per se is valuable, we have to take personal and collective responsibility for ensuring that our practice is research based and current.

2.          Teachers and other staff have a professional responsibility to keep up to date with best practice through activities such as reading, reflective discussion with colleagues, attending courses or conferences, and participating in locally developed and provided professional development, job embedded coaching, and their professional associations.

3.          As professionals, teachers should have a voice in the development of professional development programs as individuals, through their professional goals, and collectively through a variety of structures at the school and district level.

4.          While the needs and interests of individual teachers are important, there are other interests: the development   of   the   individual school as an effective   learning   community   that   aims   to   meet   the highest   expectations   of   its   stakeholders;   and   the   strategic   needs   of   the   district   as   they   relate   to district-wide development goals.

5.          District teachers who are expert in content and/or pedagogy are an important resource for providing mentoring, presentations and short courses.

III.       Needs Analysis

The professional development program should therefore be responsive to the following:

a)    The needs of individual teachers/staff: as expressed through their professional growth plan, including re-licensure requirements.

b)   The development priorities of individual schools: as related to their School Improvement Plan

c)    The strategic development priorities of the district: such as building capacity for differentiated instruction

d) Federal and state mandates: such as the requirement for annual civil rights training

IV.              Components of Professional Development Planning

Task Group

Activity

Due

District Curriculum

Report   to    the District Professional

June

Review Committees

development  Committee  on  emerging professional development needs arising from curriculum review activity

 

Administration

Analyzes   teacher  PD and   reaccreditation

Early Fall

 

goals related to and prepares summary

 

School PD Committee

SPDC Receives summary of teacher PD goals,

Fall

Faculty

and issues emerging from curriculum review, and the district development plan and drafts school plan for School Council on PD needs

 

School Councils

Considers and approves annual PD plan for inclusion in the School Improvement Plan

Early January

District Leadership Team

Identifies district strategic priorities

Spring

Chief Academic Officer

Prepares   draft  District Annual  Plan for consideration by Leadership  Team  and District PD Committee

May

School Committee

Considers and approves District Annual Plan

June

Superintendent

Approves SIPs and related PD plans

March/April

V.         District Approval of PD Proposals That Require Support Of District Resources

Professional development proposals that require the support of district resources (such as 12/1 or course reimbursement will be considered and approved (or not) by a district Professional Development Committee comprised of:

Chief Academic Officer – Chairperson

Principals from each school building

A teacher from each school building nominated by the TRTA

The committee may seek advice from other administrators or specialists as may be appropriate.

VI.       Participation In Professional Development Planning

 

Curriculum

School

District

 

District

 

Review

PD

PD

School

Leadership

 

Committees

Committees

Committee

Councils

Team

Teachers

Y

Y

Y

Y

N

School Administrators

Y

Y

Y

Y

Y

Admin. Of SPED

As Necessary

N

As Necessary

N

y

Chief Academic Officer

Y

N

Y

N

Y

Asst. Superintendent

N

N

As Necessary

N

y

Superintendent

Ex Officio

N

Ex Officio

N

Y

VII.    Participation Flow Chart

Phase A: Curriculum Review Committee – Needs Analysis

(Results circulated to all teachers)

Phase B: Schools

Stage 1 – Administration Reviews Issues

Stage 2 – Administration Coordinators reviews issues with specialists and program coordinators

Stage 3 – School Professional Development Committee (Needs Analysis and PD Planning)

Stage 4 – Faculty considers SPDC proposals (plan may be referred back for further consideration)

Stage 5 – School Council considers (plan may be referred back for further consideration)

Stage 6 – School Council approves School Improvement Plan (including PD Plan)

Phase C: District

Stage 1 – Chief Academic Officer reviews SIP’s for common themes and identifies District strategic initiatives Stage 2 – District PD Committee reviews and recommends to Superintendent

(District PD Committee: CAD Chair, Principals, a teacher from each school nominated by TRTA)

Phase D: School Committee

Stage 1 – Considers and approves proposed district PD Plan as proposed by Superintendent or as amended.

Appendix K

Triton Regional School District

Respect, Integrity & Excellence for All

DISCLOSURE OF APPEARANCE OF CONFLICT OF INTEREST

AS REQUIRED BY G. L.C.268A §23(b)(3)

In general, a public employee may not accept any gift worth $50 or more that is given because of the position he or she holds. Public employees may accept gifts that are worth less than $50, but they have to disclose in writing that they have done so if, based on the specific circumstances, a reasonable person would think that the public employee might unduly show favor to the giver or the giver’s child, or be influenced by the giver.

The law prohibits gifts to public employees, not gifts to public agencies. You may receive gifts as a public school, or a particular classroom, and the $50 limit does not apply.

The Ethics Commission recently created an exemption to permit class gifts to teachers. A teacher may accept a gift, or several gifts during the school year, from public school students and/or their parents and guardians, with an aggregated value of up to $150, if the gift is identified only as being from the class, and the identity of the givers and the individual amounts given are not identified to the recipient. Gifts received pursuant to this exemption are not required to be disclosed. The donor is unknown, so a reasonable person would not conclude that the gift would influence the teacher’s conduct with regard to any individual or would cause the teacher to favor any individual.

I make this disclosure pursuant to G.L.c.268 A, §23 (b)(3) in order to dispel any appearance of potential conflict of interest occasioned by the facts set out below, that I may be improperly or unduly influenced in the performance of my official duties, or that I would be likely to act or fail to act as a result of kinship, rank position or the undue influence of any part or person.

Name:_____________________________________________________________________

Title:_______________________________________________________________________

School: ____________________________________________________________________

I publicly disclose the following gifts were received. (Attach additional pages if necessary):

Item 

Estimated Value 

Donor

Date Received

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Signature: _____________________________         Date: _____________________________

G.L.c.268 A, §23 (b)(3): No current officer or employee of a state, county or municipal agency shall knowingly, or with reason to know, act in a manner which would cause a reasonable person, having knowledge of the relevant circumstances, to conclude that any person can  improperly influence or unduly enjoy his favor in the performance of his official duties, or that he is likely to act or fail to act as a result of kinship, rank, position or undue influence of any party or person. It shall be unreasonable to so conclude if such officer or employee has disclosed in writing to his appointing authority or, if no appointing authority exists, discloses in a manner which is public in nature, the facts which would otherwise lead to such a conclusion.