Upper Cape Cod Regional Technical District

Show detailed information about district and contract

DistrictUpper Cape Cod Regional Technical District
Shared Contract District
Org Code8790000
Type of DistrictVoc-Tech/Agricultural
Union AffiliationMTA
Most Recent DocumentContract
Expiring Year2016
Expired Status
Superintendency Union
Regional HS Members
Vocational HS MembersUpper Cape Cod Regional Technical District
CountyBarnstable
ESE RegionSoutheast
Urban
Kind of Communityresort/retirement/artistic
Number of Schools1
Enrollment672
Percent Low Income Students24
Grade Start9
Grade End12
download pdf version of this document view accessible version of this document Upper Cape Cod Regional

Upper Cape Cod Regional Technical School

Teachers' Association - Unit A

COLLECTIVE

BARGAINING

AGREEMENT

July 1, 2013 - June 30, 2016

Agreement

This AGREEMENT is entered into by and between the UPPER CAPE COD REGIONAL VOCATIONAL-TECHNICAL SCHOOL DISTRICT COMMITTEE, hereinafter referred to as the "Committee" and the UPPER CAPE COD REGIONAL VOCATIONAL-TECHNICAL TEACHERS ASSOCIATION, hereinafter referred to as the "Association".

WITNESSETH

WHEREAS, the parties have entered into collective bargaining negotiations for a successor collective bargaining agreement to succeed that which expires on June 30, 2013; and,

WHEREAS, the parties have concluded such collective bargaining negotiations and wish to memorialize their results;

NOW, THEREFORE, the parties agrees as follows:

Article I

Recognition

A.        The Committee recognizes the Association as the sole and exclusive bargaining agent of the employees of the Committee in the following classification for the purpose of collective bargaining on wages, hours, and conditions of employment pursuant to Chapter 150E, Massachusetts General Laws.

B.         All full-time and part-time professional employees, including academic teachers, shop teachers and related teachers, Title I teachers, licensed practical nurse, teachers, guidance counselors, Special Education Team Chairperson, school nurse, school librarian, coaches and permanent substitute, but excluding there from, Superintendent, Principal, Team Supervisors, Lead Teachers, Directors, Director of Media Services and all other employees of the Committee not included in the classifications aforementioned. "Teachers" shall mean employees covered by this Agreement unless otherwise noted.

"Part-time employees" shall be defined as "regular" as opposed to "casual" employees (as defined by the Massachusetts Division of Labor Relations) serving in a bargaining unit position for which certification, provisional certification, or waivers are normally required.

Benefits for part-time employees shall be pro-rated.

Article II

Committee's Rights Clause

A.        It is agreed by the parties hereto that the Committee retains all its rights, duties, powers and responsibilities under the laws of the Commonwealth and under any regulation of any appropriate State or Federal agency unless otherwise modified by an express written provision of this Agreement. If any conflict between a provision of this Agreement and any state law or agency rule or regulation should arise, then such law or rule or regulation shall prevail.

B.         It is further agreed that, except as modified by this Agreement, the Rules and Regulations of the Committee, as time to time altered by the Committee, shall govern employees covered by this Agreement.

Article III

No Strike

A.        The Association agrees that no Association Officer, representative, or employee shall conduct, induce or encourage any strike, work stoppage or withholding of services or engage in any other direct interference with the operations of the School District.

B.         The Superintendent may take disciplinary action, including suspension or discharge, against any employee involved in a violation of this Article.

C.         In the event that any employee represented by the Association engages in activities in violation of this Agreement, it shall be the responsibility of the Association and its members to exert their full power and influence with the employee in good faith to induce observance of the provisions of this Article.

Article IV

Absence

A.       If an employee covered by this Agreement is to be absent from school, the administration must be notified by 6:30am, except in case of emergency. The employee may make notification either by calling the appropriate administrator at the telephone number distributed to all staff for this purpose or by calling the school message center. Failure to so notify shall result in a day's suspension at the per diem rate of that employee's salary. The expense of establishing and maintaining the message center will be the responsibility of the Association.

Article V

Sick Leave

A.         One and one-half (1 1/2) days per month, September through June, will be granted all teaching personnel fifteen (15) days per year accumulative to two hundred and sixty (260) days.

The Employer will notify each employee, in writing, of his/her total accumulated sick leave days by November 1, each year.

B.         In the event of serious illness of a member of a teacher's immediate household (spouse, child, parent, sibling, then parent-in-law, sister-in-law, brother-in-law, grandparent, grandchild) such teacher may use up to five (5) days annually of accumulated sick leave.

C.         Sick Leave Bank

There shall be a sick leave bank for the purpose of making additional days available to bargaining unit members who have exhausted their entire sick leave accumulation and who have a serious illness or injury. There shall be one (1) Sick Leave Bank for the Association, Units A and B. The sick leave bank shall be administered by a Sick Leave Bank Committee comprised of four (4) members, who shall be appointed annually. Two (2) of whom shall be appointed by the Committee (not to include the Superintendent) and two (2) of whom shall be appointed by the Association President. If a Sick Leave Bank Committee vote on any matter results in a tie, the matter under consideration shall not be approved or adopted. The Sick Leave Bank will be initially funded by deducting one (1) sick leave day from each employee and contributing such days to the bank. The Sick Leave Bank Committee shall determine the eligibility of an employee for sick leave days from the bank and the number of sick leave days to be granted in each case, and in no event more than twenty (20) days at a time. An employee may reapply for additional days. Any request denied by the Sick Leave Bank Committee may be reconsidered upon presentation of new information substantiating the need. The Sick Leave Bank Committee may promulgate reasonable rules and regulations regarding operation of the Bank. All decisions of the Sick Leave Bank Committee are final and binding on both parties and are not subject to litigation in any form including but not limited to the grievance or arbitration provisions of the contract. The balance of sick leave days in the bank shall be carried forward from work year to work year. When the bank is depleted to twenty (20) days, an additional assessment of one (1) sick leave day shall be made against the sick leave account of each employee. Employees shall not be assessed more than two (2) days in a school year. If there is the need in a school year to replenish the bank beyond the cap of two (2) days as provided in the previous sentence, teachers may voluntarily contribute up to an additional three (3) of their accumulated sick days to the bank. A teacher seeking to access Sick Leave Bank Days shall provide a written request to the Superintendent who shall forward such request to the Sick Leave Bank Committee. The request shall be accompanied by a detailed written statement from the treating physician indicating the nature of the illness or injury and probably date of return to work. The Sick Leave Bank Committee shall meet to consider the request within five (5) days following the receipt of a request.

The following criteria shall be used by the Sick Leave Bank Committee in administering the sick bank and determining eligibility and amount of leave:

a.          adequate documented medical evidence if serious illness or injury, and

b.         prior utilization of all eligible sick leave.

D.         Teachers who have accumulated at least 180 sick days and who use three (3) or fewer sick days and personal days combined in a school year at the end of that school year shall have the option to be paid four (4) sick days at their per diem rate. Teachers who choose this option will not be allowed to add their additional unused sick days from that school year to their total accumulation.

E.         A teacher who uses three (3) or more sick days in a quarter, may be asked by the Superintendent to provide a note from his/her doctor or health care provider or may be sent to the School District's physician, at the School District's expense, to verify the use of the sick day. In the event that the Superintendent sends the teacher to the School District's physician, he/she will schedule the appointment within twenty-four (24) hours or as soon as practicable.

Article VI

Bereavement/Personal Leave

A.        Up to five (5) consecutive school days shall be granted without loss of pay due to death in the immediate family of an employee covered by this Agreement. The immediate family shall include: spouse, child, parent, sibling, then parent-in-law, sister-in-law, brother-in-law, grandparents, grandchild, or other members of such employee's immediate household.

B.         Two (2) days of leave for personal business, without loss in pay, shall be granted by the Superintendent each year, non-cumulative, for the following reasons: Illness in the immediate family; legal business which is of an urgent basis and which cannot be conducted outside of school hours; and passing of papers on the teachers' house or for such other reason as may be allowed by the Superintendent in the sole exercise of his discretion provided that the request for such days is submitted in accordance with the provisions of this Article. Request for personal leave days must be submitted in writing, at least one (1) week in advance to the Superintendent except in case of emergency. Personal leave days shall not be granted on the scheduled workday before or after a holiday, vacation period or other leave of absence, except in case of an emergency, subject to the approval of the Superintendent. Nor shall personal leave days be taken during the first two weeks or last two weeks of school unless an emergency exists.

Article VII

Health Insurance

A.        The Upper Cape Cod Regional School District pays seventy percent (70%) of the premium for health insurance coverage and also pays one-half of the premium on the $10,000 life insurance policy for active and retired employees.

No bargaining unit members who are not already enrolled in Blue Cross/Blue Shield Master Health Plus by July 1, 2009, the effective date of the previous Collective Bargaining Agreement, may choose Blue Cross/Blue Shield Master Health Plus for their health insurance."

B.         When a member of the instructional staff indicates in writing that he/she is interested in obtaining additional life insurance at the member's expense to supplement the policy now carried by the School District, the Committee will so authorize payroll deductions for these premiums.

C.         The Committee shall provide $400.00 per year towards the premium cost of a family dental insurance plan, $150.00 toward the premium cost of an individual dental insurance plan.

Article VIII

Deductions

A.        Deductions from each paycheck for federal and state income taxes and for the State Retirement Fund will be made according to the appropriate governmental regulation.

B.         Deductions for group health and life insurance and Association dues deductions will be deducted equally from each paycheck commencing with the first paycheck in October. Association dues thus collected and accumulated will be given in a single check to the Association Treasurer each month.

C.         The Committee agrees to adopt Section 125 of the Internal Revenue Code of 1986 only as it pertains to pre-tax contributions of health insurance premiums and annuities.

D.         The Association shall submit the details of a flex plan (including the administrative costs, which shall be paid by the employees who participate, and the procedures) to the Committee by March 1, 2007 and the Committee shall act upon the plan by April 30, 2007 so that it may be implemented by July 1, 2007.

Article IX

Grievance Procedure

A.        An employee covered by this Agreement who has a grievance shall discuss it with his/her immediate supervisor either personally or through the appropriate representative of the Association within ten (10 school days from the date on which the incident giving rise to the grievance has occurred or when the employee has knowledge of such incident.

B.         If the incident occurs within six (6) school days of the end of the work year, the grievance must be filed within ten (10) calendar days next following the last day of school.

Level One:

A.        An employee covered by this Agreement who has a grievance shall discuss it with his/her immediate supervisor either personally or through the appropriate representative of the Association within ten (10) school days from the date on which the incident giving rise to the grievance has occurred or when the employee has knowledge of such incident.

B.         If the incident occurs within four (4) school days of the end of the work year, the grievance must be filed within ten (10) calendar days next following the last day of school.

Level Two:

A.        If the grievant is not satisfied with the disposition of the grievance at Level One, or if no decision has been rendered, said grievant and/or the Association may appeal to the Superintendent provided such appeal is made within fourteen (14) calendar days after the presentation of the grievance at Level One. Such appeal shall be in writing setting forth the details for the grievance, the applicable provisions of the Agreement, and the decision, if any rendered in Level One. Within fourteen (14) days after receipt of the written grievance by the Superintendent, he or his designee, shall confer with the grievant. If the grievant is not represented by the Association, the Superintendent shall advise the appropriate representative of the Association that an appeal has been made and the date and time of the conference. The appropriate representative of the Association may be present at the conference to state the views of the Association.

Level Three:

A.       If the grievant is not satisfied with the decision of the Superintendent, or his designee, or if no decision has been rendered, said grievant and/or the Association may appeal to the Committee, provided however, that such appeal is made within fourteen (14) calendar days next following the conference in Level Two above. Such appeal shall be in writing, setting forth the details of the grievance, the applicable provisions of the Agreement, and the decision, if any, rendered under

Level Two. The Committee shall confer with the grievant and/or the appropriate representative of the Association, if any, at an executive session at the regularly scheduled meeting next following receipt of the written appeal.

Level Four

A.        If the grievant is not satisfied with the decision of the Committee or if no decision has been rendered after the regularly scheduled meeting of the Committee next following the conference, the Association may within twenty-one (21) calendar days thereafter submit the grievance to arbitration as provided in this Agreement.

Article X

Arbitration

A.        The grievance shall be submitted to an arbitrator who shall be selected mutually by the parties. If the parties do not mutually select an arbitrator within ten (10) calendar days from the date of submission of the grievance to arbitration, then either party may request a list of arbitrators from the American Arbitration Association.

B.         The arbitrator shall be bound by the written submission of both parties of the grievance. In the event that the parties cannot agree on the framing of an issue before the arbitrator, each party will submit a framed issue to the arbitrator, and the arbitrator will select the issue as framed and submitted by one of the parties. His decision shall not extend beyond said submission nor alter, amend or modify the provisions of this Agreement. Nor shall the arbitrator render a decision which shall impinge upon any of the reserved rights and duties of the Committee.

C.         Further, the arbitrator shall render a decision within thirty (30) calendar days from the date of the completion of the hearing, which decision shall be final and binding on both parties to this Agreement.

D.         Both parties shall share equally the expense of such arbitration.

Article XI

Supervisory Duties

A.       Employees covered by this Agreement may be assigned by the Superintendent or his designee, to such supervisory duties as the Superintendent deems necessary. Such duties shall include, but not be limited to, cafeteria, bus, gymnasium, corridor and detention room duties and shall be distributed equitably among all the staff. A list of all supervisory duties will be provided to all employees at the end of each school year and employees will return the list to the Principal by July 1 with the supervisory duties listed in order of preference. The list will include supervisory duties which are outside of the work day as defined in this Agreement and employees who volunteer to work these supervisory duties will not be assigned any supervisory duties during the regular work day. Employees will not be evaluated for volunteering or not volunteering for the supervisory duties which are outside of the regular work day.

B.        Detention room duty shall be assigned not more than twice per bargaining unit member in the course of the school year. This duty will not extend the work day of the assigned teacher by more than one (1) hour. The detention room teacher shall be assigned on a rotating basis in order that the duty shall be equalized among all the bargaining unit members. The designation of the days which teachers will be assigned detention duty shall be at the sole discretion of the Superintendent or designee.

Article XII

Teacher Evaluation -Refer to Appendix C

Article XIII

Health and Safety

A.       The Committee and the Association affirm their commitment to the maintenance of an environmentally safe school. To that end, the parties agree as follows:

1.         By October first annually, a Health and Safety Committee will be established consisting of three (3) members appointed annually by the School Committee, one of whom shall be the Superintendent, and three (3) representatives appointed annually by the Association.

2.         Individual concerns regarding matters of health and safety shall be brought to the immediate written attention of the Superintendent.

3.         Whenever a written complaint is submitted to the Superintendent, he will notify the Health and Safety Committee members in writing of the complaint and the disposition within fifteen (15) days of receipt of the complaint, exclusive of weekends and holidays. The disposition shall include an explanation of the investigation, of the conclusion and if an issue must be addressed, what was or will be done and the anticipated time frame for completion. Then if four (4) members of the Health and Safety Committee request a meeting, such meeting will be scheduled within five (5) days, exclusive of weekends and holidays, of such request.

Article XIV

Salaries

A.       The basic Salary Schedule for employees covered by this Agreement is set forth in Appendix "A".

B.         Increments are not automatically granted but will be granted by the Committee to qualified individuals, based on length of service, together with such individual having rendered service deemed satisfactory and so recommended by the Administration. Increments so granted shall be come effective on the first school day of the next school year contract.

C.         Teachers shall be responsible for keeping the Administration informed, in writing, of the courses they have successfully completed and their degree status. Such information for adjustment to another level must be received prior to September first of the school year to be effective in September and prior to February first to be effective from February for the remainder of the school year.

D.        The position of permanent substitute shall be compensated at the rate established by Level I, Step 1 of the salary schedule set forth in this Agreement. The position requires a license issued by the Massachusetts Department of Elementary and Secondary Education and shall be for one hundred and eighty (180) days each school year. The permanent substitute shall not be required to attend professional development days but shall be required to attend staff meetings. The permanent substitute shall receive seven (7) sick days, non-cumulative, per year but will not be entitled to personal days.

Article XV

Class Size

The Committee will determine class size consistent with an effective learning atmosphere within the school system. Whenever a teacher's student load approaches three hundred (300) students, the teacher shall meet with the principal to have this load addressed. If the teacher is not satisfied with the results of the discussion with the principal, he/she shall have the right to meet with the Superintendent to discuss the student load.

Article XVI

Teacher Assignment

Teachers will be notified in writing of their programs for the upcoming school year, including the grades, levels and/or subjects that they will teach, and any special or unusual classes that they will have by the end of the school year. In the event that it is necessary to change an assignment after the end of the school year, the affected teacher will be notified immediately, in writing.

Article XVII

Evening Meetings

A.        All teachers may be required by the Superintendent to attend up to four (4) evening meetings in each school year. Teachers will not be required to remain in attendance more than two and one half (2 1/2) hours at such meetings. Said time shall not include any dinners which may be served and teachers will not be required to attend any such dinners. The required time for teachers shall not begin after 7:00 pm at any evening meeting. These meetings will be scheduled by the end of the first week in October each year except for meetings scheduled before November first which will be scheduled with at least three (3) weeks notice. Once scheduled, the date shall not be changed except in case of emergency or unforeseen conflict. When the rescheduling of a meeting is necessary, teachers will be provided a minimum of two (2) weeks written notice of the rescheduled meeting date.

Instructors in the LPN Program may be required to attend up to four (4) evening meetings each school year for no more than two and one-half (2 1/2) hours each. Three (3) of such meetings will be for curriculum purposes and one (1) for an Open House which shall be attended by those Instructors at the Bourne Campus.

1.        Evening meetings will be for the following reasons:

a.          Open House

b.         Orientation

c.          Advisory Committees

d.         Parent meetings

e.          Prospective parent meetings; and

f.          Other educational purposes

Article XVIII

Vacancies

A.       All applicants (defined as members of the bargaining unit and outside candidates) will be given the opportunity to make application for such positions, and the Superintendent agrees to give due weight to the professional background and attainments of all applicants, and where applicable, the length of time each has been in the school district, the quality of performance, and other professional factors relevant to the position. All vacancies, including promotional opportunities, shall be posted on the bulletin board, web-site, emailing them to all teachers and providing a copy to the Association President. All internal applicants will be granted an interview. Appointments normally will be made no later than sixty (60) days after the closing date for application. An internal applicant who is not appointed shall be notified in writing and may, within five (5) school days, request in writing the reason why he/she was not appointed and the reason shall be provided in writing within five (5) school days of the request.

Appointments will be made without regard to race, creed, color, religion, national origin, gender, age, sexual orientation or marital status.

B.        All extra-curricular, co-curricular, coaching and promotional positions, including those in Appendix B, shall be posted annually as provided in Section A, above. Appointments to these positions shall be annual appointments and will not be subject to the provisions of Article XXI, Section A. The Superintendent agrees to give due weight to the professional background and attainments of all applicants, and where applicable, the length of time each has been in the school district, the quality of performance, and other professional factors relevant to the position.

Article XIX

Teaching Hours and Teaching Loads

A.        All teachers shall sign the faculty register by 7:30 am and be at their assigned duties by 7:35 am. It is further agreed by the Committee and the Association that the past practice relative to 7:30 am assignment shall continue. Teachers may sign out at 2:45 pm except on those days when teachers are assigned to other duties. Each teacher will be assigned one afternoon per week when he/she shall remain until 3:30 pm for make-up work/extra help for students, parent meetings, curriculum work, TEAM meetings or other educational purposes. This day will be determined in consultation with the immediate supervisor. Teachers shall schedule students for these sessions.

The workday of the LPN Program Instructors shall be seven and one-quarter (7 1/2) hours per day. LPN Instructors shall sign in and sign out on the appropriate faculty register whenever they enter the Upper Cape Cod Vocational Technical School and will maintain a log of their attendance when at other work sites.

B.         Common Planning Time: On regular work days between 2:15 pm and 2:45 pm, teachers may be involved in Cluster or Departmental activities which shall be initiated by the appropriate lead teacher. One (1) day each week, the activities may include teachers working with different clusters or departments with the prior approval of their lead teacher.

C.         Meetings:       Teachers may be required to remain until 3:30 pm on eight (8) school days per year which shall be scheduled by the end of the first week in October each year and (2) floating school days which will be scheduled a minimum of two (2) weeks in advance in writing. These meetings will not be rescheduled after being scheduled, as provided herein, except in case of emergency or unforeseen conflicts. When the rescheduling of a meeting is necessary, teachers will be provided a minimum of two (2) weeks written notice of the rescheduled meeting date. These meetings are for the following purpose:

a.          Staff meetings (including LPN Instructors who are on the Bourne Campus)

b.         In-service

c.          Parent meetings

d.         TEAM meetings

e.          Make-up work for students

f.          Curriculum work

g.          Other educational purposes

D.         Consecutive classes for classroom teachers; Academic teachers required to teach four (4) or more consecutive classes without an interruption will be provided with a ten (10) minute break upon their request.

Whenever an LPN Instructor is assigned to a clinical site, they shall receive the preparation and administrative time provided by this section at the end of the workday.

E.         The work year for teachers shall be one hundred eighty-two (182) days: the one hundred eighty (180) days that students are required to be in attendance and two (2) professional development days. The first two (2) days of the work year may be staff professional development full days: the Monday and Tuesday before Labor Day. Students may return on the Tuesday or Wednesday. In addition, staff members may have a half a professional development day per term.

The work year for Guidance Counselors shall be the Teachers' year plus five (5) days paid at the Counselor's per diem rate. Any additional days worked beyond those five days will be at the Counselor's per diem rate and must have prior approval by the Principal or Superintendent. The ratio of student to Guidance Counselor will not exceed 250 to 1 per year.

F.         Under normal circumstances there are eight (8) periods per day. All teachers may be assigned six (6) teaching periods, plus one (1) preparation period and one (1) administrative period, each of which shall be substantially equal to a teaching period, (administrative periods shall be used as preparation periods when no specific assignments have been made by the Administration); provided, however, that the preparation and administrative period will not be available to those teachers who are assigned on work projects at locations other than the school building; nor will they be available to those sections where the number of teachers do not make feasible the granting of such periods.

G.        Teachers will be allowed a duty-free lunch period equal to the pupil's lunch period except in cases of emergencies.

H.        Teachers who are required to work beyond the work year, as defined by the provisions of this Agreement, shall be compensated at the per diem rate (1/182) per day for such additional time. Whenever there is the need for additional work days to allow a student to meet the required hours to complete the LPN Program, the extra work time will first be offered to LPN Instructors by seniority on a rotating basis. If no LPN Instructors accept the additional work, the work will next be offered to members of the bargaining unit who are qualified and if no qualified bargaining unit member is available, the Administration may hire a qualified instructor who is not employed by the Committee.

With prior approval of the Superintendent, teachers who agree to perform non-required work outside of the work year, as defined by the provisions of this Agreement, and are directly related to curriculum and/or services to students, shall be paid at the following rate per hour:                                   $33.00

I.         All teachers shall, on a weekly basis, update student grades on the student information system.   The weekly grades shall provide at least three (3) documented criteria as determined by the teacher. The Committee shall provide training on the student information system during professional development days.

Article XX

Professional Development

and

Educational Improvement

A.        The Committee will pay two hundred twenty-five dollars ($225.00) yearly for annual vocational professional development conference or for tuition or seminar fees for other professional development activities directly related to teaching responsibilities and approved by the Superintendent, Teachers requesting reimbursement will submit to the Superintendent a voucher individually listing the expenses for which reimbursement is sought. Professional development completed for recertification shall also qualify for the requirements of this section; subject to the provisions of this article.

Bargaining unit members shall be eligible for reimbursement of the costs of workshops, seminars, conferences and other educational and professional development activities to the same amount as annually established for the purpose of taking graduate courses by the provisions of C below. Such activities, whether employee or employer initiated, must be approved in advance by the Superintendent.

B.         All members of the Bargaining Unit must take adequate coursework and/or professional development necessary to meet the Massachusetts Department of Elementary and Secondary Education's requirements in order to maintain teacher licensure.

C.       In an effort to encourage and support the professional development of the educators of the Upper Cape Cod Regional Technical School, the Committee agrees to reimburse teachers for the costs associated with taking courses at accredited colleges or universities.

1.         Members are eligible for reimbursement up to a maximum of the costs (including mileage reimbursement) associated with taking a graduate level three (3) credit course at the University of Massachusetts Boston. The rate of reimbursement in each contract year shall be the rate effective on April 1st preceding the contract year.

2.         Reimbursement shall be provided upon the presentation of evidence of receipts for the costs and the successful completion of the course which shall be a grade of "B" or better.

Article XXI

General

A.        No teacher shall be disciplined or discharged without just cause. This provision is not intended by the parties to restrict in any manner the statutory rights of the Superintendent relative to teachers without professional teaching status or its statutory rights relative to teachers with professional teaching status. The Grievance Procedure or Arbitration provisions of this Agreement shall not be invoked by the Association in the event of the exercise by the Superintendent of the statutory powers relative to the teachers without professional teaching status.

B.         The parties acknowledge that during negotiations which resulted in this Agreement, each had the unlimited right and opportunity to make demands and proposals with respect to any subject or matter not removed by law from the area of collective bargaining; and that the understandings and agreements arrived at by the parties after the exercise of that right and opportunity are set forth in this Agreement. Therefore, the Committee and the Association, for the life of this Agreement, each voluntarily and unqualifiedly waives the right, and each agrees that the other shall not be obligated to bargain collectively with respect to any subject or matter referred to, or covered in this Agreement or with respect to any subject matter not specifically referred to or covered by this Agreement even though such subject or matter may not have been within the knowledge or contemplation of either or both of the parties at the time that they negotiated or signed this Agreement.

C.         Both parties agree that they will not discriminate against any employee covered by this Agreement because of race, color, creed, sex or national origin.

D.         The Committee accepts the mandatory indemnification of teachers as provided in Chapter 258 of the Massachusetts General Laws.

E.         LPN Instructors who are required to travel to a second work site shall be reimbursed for all such travel at the prevailing IRS rate.

Article XXII

Personal Injury Benefit

A.        Whenever a teacher is absent from school as a result of an industrial accident (as same as defined in Chapter 152 of the Massachusetts General Laws), said teacher shall, in addition to any workmen's compensation benefits, be paid the difference between said benefits and his/her daily rate of pay so that said teacher will receive a daily total amount equal to his/her daily rate of pay but in no event greater than said daily rate during the period he/she is receiving workmen's compensation benefits for total temporary disability. This allowance provided for above shall be deducted from said teacher's accumulated unused sick leave. In the event there is no unused accumulated sick leave in said teacher's personal credit then the allowance shall not be paid.

B.         There will be no reduction of sick leave days if the industrial accident is caused by the actions of a third party.

Article XXIII

Maternity Leave

A.        Maternity leave shall comply with applicable State and Federal law. Except as otherwise extended by State or Federal law, a teacher shall be entitled to up to twelve (12) weeks of maternity leave without pay; provided however, that such teacher shall give at least two weeks written notice to the Superintendent indicating the anticipated date of departure and of the intended date of return. Upon completion of said leave such teacher shall be returned to the previous or similar position but only if other employees of equal service credit and status in the same or similar position have not been laid off due to the economic conditions or other changes in the operating conditions affecting employment during the period of such maternity leave.

B.         An employee on leave under this Article shall receive the same benefits and be subject to the same conditions as employees who may be on leaves of absence provided by this Agreement. An employee on leave under this Article who is physically disabled as a result of the pregnancy, childbirth and/or the recuperation therefrom may, upon certification of said disability by her attending physician and presented in writing to the Superintendent, be entitled to the Sick Leave benefits of this Agreement to the extent she has unused accumulated Sick Leave.

Article XXIV

Teacher Employment

A.       Teachers with previous teaching experience in the Upper Cape Cod Regional Vocational-Technical School District, if rehired, will upon returning to the system receive full credit on the Salary Schedule for all outside teaching experience. Teachers who have not been engaged in teaching on a fall-time basis, will, if rehired, upon returning to the system be restored to the next position on the Salary Schedule above that which they left. Previously accumulated sick leave days will be restored to such returning teachers.

B.         Upon initial employment, full credit not to exceed 12 years on Level I of the Salary Schedule may be given only for previous teaching or related experience unless the educational requirements of higher levels have been met.

C.         An employee covered by this Agreement who intends to resign must provide the Superintendent a written notification to do so at least thirty (30) days prior to the effective date of the resignation.

Article XXV

Sabbatical Leave

A.       The Committee may, upon recommendation of the Superintendent, grant a leave of absence for the purpose of study, to a member of the Bargaining Unit covered by this Agreement. If such a leave of absence is granted by the Committee, such leave shall be subject to the following conditions:

1.         Only one teacher may be entitled to be on said leave during a school year.

2.         Request for Leave under this Article must be received by the Superintendent, in writing, no later than November 1, of the school year next preceding the school year for which the request is made.

3.         The teacher making such request must have completed at least seven (7) consecutive years in the Upper Cape Cod Regional Vocational-Technical School district prior to the commencement of said leave.

4.         If a teacher is granted a leave under this Article, he will be paid at fifty percent (50%) of the basic salary to which he/she would have been entitled had he/she not taken such leave, provided, however, that such pay when added to any grant or other compensation attendant to the program shall not exceed the regular basic rate of pay.

5.         Any leave taken under this Article shall be for a one-year period.

6.         If a teacher is granted a leave under this Article, said teacher shall execute an individual agreement with the Committee which shall incorporate the provisions of this Article and the following:

a.        The teacher agrees to return to the School System for a period twice the length of the leave.

b.        The teacher agrees that if he does not fulfill the agreement set forth in Paragraph (a), above, he shall reimburse the Committee for the entire amount of any payment made to him by the Committee while he was on such leave.

Article XXVI

Severance

A.        Employees with ten (10) years of service in the Upper Cape Cod Regional Vocational Technical School District shall have the option of electing a Super Longevity compensation under the terms provided herein. The three-year Super Longevity shall be available only once during an employee's career in the District. Under the Super Longevity compensation benefit, employees shall receive three thousand five hundred dollars ($3,500.00) per year for three (3) successive years. Super Longevity Compensation is in addition to all other benefits provided under the terms and provisions of this Agreement and shall be considered part of the employee's annual compensation. Super Longevity compensation shall be paid in a lump sum payment in June following each Super Longevity year.

1.         An employee shall notify the Superintendent in writing of his/her intention to terminate service in the school district at least thirty (30) days prior to the effective date of termination. Upon receipt of such notification by the Superintendent, the employee shall become eligible to receive compensation based upon fifty percent (50%) of the subject, employee's unused, accumulated sick leave at the per diem rate of $50.00, total not to exceed $3,000.00.

2.         If the employee notifies the Superintendent in writing of his/her intention to terminate service in the school district by November first of the school year after which such termination shall take effect, the employee shall be eligible to receive compensation based upon twenty (20%) of the subject employee's unused, accumulated sick leave at the per diem rate, total not to exceed $12,000.00.

3.         An employee who has elected the longevity payment as provided in B.5 and who resigns after June 30, 2009 will be eligible for only the difference between the amount he/she received by electing this option and the amount to which he/she would be eligible under A.l or A.2 above. Any employee who has elected and received the longevity payment as provided in B.5 and who resigns on or before June 30,2009 will not be eligible for benefits set forth in A. l or A.2 as currently stated in B.5.

B.         1.        Employees with ten (10) years of service in the Upper Cape Cod Regional Vocational Technical School District (hereinafter "the District") shall have the option of electing a Super Longevity compensation under the terms provided herein. The three-year Super Longevity shall be available only once during an employee's career in the District. Under the Super Longevity compensation per year for three (3) successive years. Super Longevity Compensation is in addition to all other benefits provided under the terms and provisions of this Agreement and shall be considered part of the employee's annual compensation. Super Longevity compensation shall be paid in a lump sum payment in June following each Super Longevity year.

2.         An employee electing the Super Longevity Compensation Option shall so notify the Superintendent, in writing, on or before the October first immediately next preceding the September first of the first year of the Option. Such notice shall be irrevocable.

3.         In the event of the death of an Opting employee, who has given notice as provided herein, this benefit shall be paid to the estate of said employee.

4.         Only years of service to the District will be credited to teachers when computing the amount of service.

5.         No more than five (5) teachers will be approved each year under this Option. In the event that more than five (5) teachers elect to exercise this Option in any year, teachers will be selected by seniority. For the purpose of this provision, seniority shall be defined as the employee's total number of consecutive years as an employee in this bargaining unit in the District. If any teachers are denied this option due to the cap, they will be placed at the top of the list of teachers electing this Option for next school year regardless of their comparable seniority to those teachers electing this Option of the first time in the next year. This Option will not be available after July 1,2006 and it shall be deleted from the Agreement on June 30, 2009.

Article XXVII

Seniority and Reduction in Force

A.        In the event the School Committee determines to reduce the number of employees covered by Article I of the Collective Bargaining Agreement between the Committee and the Association, the following procedure for reduction in personnel will be followed:

1.         If the Committee determines it is necessary to reduce the number of employees covered by the Collective Bargaining Agreement, it shall attempt to accomplish said reduction by attrition.

2.         Teachers with professional teaching status shall not be laid off if there is a teacher without professional teaching status whose position the teacher with professional teaching status is qualified to fill.

3.        Definitions

a.          System Seniority:      Means a teacher's length of continuous service in years, months, and days in the Upper Cape Cod Regional School District commencing on the initial date of most recent employment as a full-time contracted employee in a classification covered by this Agreement (not date of appointment). Where the total number of years, months, and days are equal, seniority shall be determined by the greater attainment of one of the teachers involved.

b.         Departmental Seniority:      Means the length of service in years, months and days in a department in the Upper Cape Cod Regional School District; provided, however, that a teacher shall be considered a member of a department for the purposes of this definition if the teacher has taught more than three (3) periods in a department for one school year immediately preceding the reduction in force. An employee covered by this Agreement shall retain departmental seniority in a department in which he/she served for a period not to exceed ten (10) years. (The purpose of the foregoing is to permit a teacher who is reduced from his/her present department to displace a teacher with lesser departmental seniority in the reduced teacher's former department.)

c.          Attainment:   Means the degree status or level as described in Appendix A, the Basic Salary Schedule. In the event teachers are on the same level, then the teacher who has a greater number of credits toward the next higher level shall be the teacher with the greater attainment.

d.         Evaluation:    Shall be that as determined by the Superintendent based on the Evaluation Instruments of the teachers in the departments affected; but, in no event shall such instruments considered be for more than three (3) school years immediately preceding the notice of layoff.

e.          Qualified:      Means that the teacher: (a) is certified in the subject or department under consideration for the reduction in force; (b) has taught in that department three (3) periods per day for at least one (1) school year of the preceding six (6) year period in the Upper Cape Cod Regional School District.

f.          Lay-Off:        Means an unpaid leave of absence of sixteen (16) months commencing from and pursuant to a Reduction in Force.

g.         Re-Call:         Means the right to return to service during the sixteen (16) month lay-off period.

h.        Seniority Lists:         Shall mean two (2) lists specifying the order of seniority of each person covered by this Agreement as to their System Seniority and Departmental Seniority. Said lists shall be prepared by the Committee and the Association by October 1 of each school year. The Association shall promulgate the seniority lists to each such employee within ten (10) calendar days after receipt of said lists from the Committee.

i.         Departments:            Shall mean English, Physical Education, Social Studies, Mathematics, Science, Instructional Computer Technology, Guidance, Special Education, Automotive Collision Repairs, Automotive, Carpentry, Cosmetology, Electrical, Engineering Technology, Culinary Arts, Health Careers, Marine Technology, Environmental Technology, Information Technology, Plumbing and Heating, and Landscape/Turf Horticulture.

4.         In the event a reduction cannot be accomplished pursuant to sections 1 and/or 2 above, and a teacher with professional teaching status must be laid off, the Superintendent shall notify, in writing, the teacher to be laid off within the affected department in accordance with the following formula:

a.          If more than four (4) years difference of length of service exists as between two (2) teachers in the affected department, then seniority shall determine the order of lay-off with the most senior teacher being retained in favor of the least senior teacher.

b.         If the length of service is between two (2) teachers in a department is up to and including four (4) years difference, then the following three (3) factors shall be considered in determining the order of lay-off; seniority, evaluation and attainment.

5.         Each of the foregoing factors shall be weighted equally (e.g. 1/3,1/3,13); in the event a tie should result, then in such event the Superintendent shall reasonably determine which teacher is to be laid off.

a.          An employee covered by this Agreement, who has been notified by certified mail that he/she is to be laid off pursuant to this Article, may, within seven (7) calendar days of said notification inform the Superintendent, by certified mail, that he/she wishes to displace an employee within a department in which the displacing employee has greater system-wide seniority and whose position the displacing employee is qualified to fill. The formula used in determining the original lay-off will again be used in determining the rights of the displacing teacher and the teacher to be displaced.

b.         When an employee covered by the Collective Bargaining Agreement who has been laid off in accordance with the provisions of this Reduction in Force procedure, said employee shall be placed on a recall list for a period of sixteen (16) calendar months from the effective date of the layoff. If not recalled during said period, the employee shall be dismissed.

c.         An employee placed on recall in accordance with the provisions of this Article shall be entitled to membership in any group health or life insurance coverage in existence at the time of the effective date of his/her lay-off; provided, however, that the employee pays the entire cost of said insurance in advance of the premium due; and there shall be no contribution by the Committee for such employee's insurance.

d.         During said recall period, employees laid off under this paragraph shall be given priority on the substitute list. Employees must indicate in writing their agreement to perform substitute work at the substitute's daily rate of pay. In the event of refusal to perform substitute's work, this section of the Agreement becomes inoperative until the teacher advises the Superintendent in writing that he/she is available for substitute work.

e.          The employee, during the period of recall, shall inform the Superintendent of Schools of his/her current mailing address and any other circumstances which could affect his/her recall status.

f.          In the event that the Committee determines to re-establish the eliminated positions, or in the event that other vacancies occur which the Committee decides to fill, then employees who have been placed on lay-off status who are qualified for the available position and who are in recall status shall be notified by certified mail that such a position is available. The employees so notified shall, within fourteen (14) calendar days, from the date of the receipt of the notice, respond in writing, by certified mail, of their intention to return or not to return to the school system. Upon the expiration of said fourteen (14) calendar days, if the superintendent has not been notified by said employee, or if the employee has given notice of his/her intention not to return, then in such event, said employee shall terminate the leave of absence and the employee shall be considered to have resigned from the school system.

g.         The Superintendent shall assign the most senior qualified employee among those notified in paragraph (f) to the available position, provided said employee was placed on lay-off from the department of the position and provided said employee has complied with the provisions of paragraph (f). If among those notified in paragraph (f) there is no employee who was teaching in the department of the position immediately prior to being placed on lay-off, the Superintendent shall assign the most senior qualified employee among those notified in paragraph (f) who have taught in the department of the position in the Upper Cape Cod Regional School District, provided the employee has complied with the provisions of paragraph (f).

h.        Those employees who have complied with paragraph (f) above and who have not been assigned in accordance with paragraph (g) above shall continue in recall status consistent with paragraph 5(b) above.

i.         In the event of a lay-off pursuant to this Agreement, no duties performed by members of the Bargaining Unit may be performed by persons not in the Bargaining Unit except to the degree consistent with the practices in effect on the effective date of this Agreement.

6.         Employees recalled and returned to active service pursuant to the provisions of this Reduction In Force procedure shall be credited with all previously accrued time in the Upper Cape Cod Regional School District for the purposes of placement on the Salary Schedule and any previously accrued, unused sick leave upon return to active service.

7.         The School Committee and Association agree that for the purposes of this Agreement, grievances arising hereunder shall be processed in accordance with the Grievance Procedure of the Collective Bargaining Agreement between the Association and the Committee.

8.         The foregoing procedure for Reduction In Force shall apply solely to full-time teachers with professional teaching status covered by the Collective Bargaining Agreement.

Article XXVIII

Agency Service Fee

A.        All employees covered by this Agreement, except those who have never authorized or paid dues to the Association(s) infra, and new hires employed subsequent to the date of August 31,1983, who become Bargaining Unit members described in Article I, Recognition Clause, who refuse membership in the Upper Cape Cod Regional Vocational-Technical Teachers Association, the Massachusetts Teachers Association and the National Education Association shall on or after the thirtieth day following the beginning of their employment, as a condition of continued employment, pay an agency service fee consistent with the rules and regulations promulgated by the Labor Relations Commission relative to such agency fee.

B.         Those employees who had authorized dues deductions and elected to revoke that authorization prior to the effective date of this Agreement shall pay an amount equal to the dues of the above organizations to the Upper Cape Cod Regional scholarship fund, at the commencement of each year of the collective bargaining agreement.

C.         The Association agrees to indemnify and hold harmless the School Committee and the Regional School District Towns against all claims, suits or other forms of liability arising out of said agency service fee from an employee's pay or out of the application of this Article. The Association shall assume full responsibility for the disposition of the monies so deducted once they have been released to the Treasurer of the Association. Said Treasurer shall provide the Regional District Treasurer with any information that may be required pursuant to Massachusetts General Laws, Chapter 180, Section 17G. The deduction of the agency service fee shall be made by the Committee through its Treasurer only during the existence of an executed agreement between the School Committee and the Association.

D.       The Association may not discriminate against any employee on the basis of non-membership in the Association or that employee's agency fee status.

Article XXIX

Jury Duty

A.       Employees shall be granted leave of absence without loss of pay when called for jury duty. The employee shall receive the difference between jury duty pay and the regular daily rate of pay.

Article XXX

Military Leave

A.       If a teacher's annual military service leave, for annual unit training usually for a period of two (2) weeks occurs during the school year, the Committee will make up one-half (1/2) the difference between the amount paid by the military and the teacher's salary in the event the teacher's salary exceeds the per diem rate paid by the military.

Any employee who is a member of a reserve component of the Uniformed Services of the United States or of the State National Guard will be granted leave in accordance with applicable federal and state law.

Article XXXI

Longevity

A.       Longevity compensation shall increase as follows:

Effective 7/1/10:

10-15 consecutive years of employment:    $ 525.00

16-20 consecutive years of employment:    $ 775.00

21+   consecutive years of employment:      $1,025.00

The above longevity stipends are non-cumulative. Such payments shall be made in a lump sum during the first pay period in December, each year.

Article XXXII

Duration Clause

The provisions of this Agreement, unless specifically stated otherwise, shall be effective as of July 1, 2013 and shall remain in full force and effect until June 30, 2016, and thereafter unless and until changed by mutual agreement. Either party to this Agreement may give written notice to the other party by October 1, 2015 or by October 1 of any subsequent year of its intention to negotiate changes in this Agreement.

In Witness Whereof, we set our hands on this the ____ day of ______, 2013.

______________________________              _________________________________

Upper Cape Cod Regional Vocational                    Upper Cape Cod Regional Vocational-

______________________________              _________________________________

Technical School District Committee                      Technical School Teachers' Association

Appendix A - Salary Schedules

FY2014

I

II

III

IV

V

VI

Step

 

 

 

 

 

 

1

44,841

46,592

47,757

49,210

50,665

52,032

2

46,300

48,052

49,210

50,665

52,129

53,490

3

47,757

49,508

50,665

52,129

53,573

54,939

4

50,080

51,820

53,007

54,444

55,910

58,824

5

52,560

54,308

55,467

56,927

58,385

59,752

6

55,034

56,776

57,945

59,404

60,858

62,223

7

57,517

59,257

60,433

61,882

63,475

64,839

8

59,988

61,738

62,892

64,498

66,095

67,464

9

62,452

64,202

65,521

67,110

68,715

70,080

10

64,941

66,681

68,134

69,747

71,539

72,905

11

67,412

69,156

70,766

72,358

73,961

75,325

12

70,581

72,350

73,385

75,131

76,861

78,231

13

-

-

74,818

76,586

78,330

79,717

Level I

   Teachers whose position requires a Bachelor's Degree and a current teaching license, granted by the Massachusetts Department of Elementary and Secondary Education (DESE)

•   Vocational teachers provisionally approved by DESE

Level II

•   Licensed teachers who have earned 18 credits related to their subject area as approved by the Superintendent.

•   Vocational teachers with a professional license

Level III

   Licensed teachers who have earned a Master's Degree related to their subject area.

•   Professionally licensed vocational teachers with an Associate's Degree or 60 credits towards a Bachelor's Degree.

Level IV

   Licensed teachers who have earned fifteen (15) credits in an educationally related area beyond the Master's Degree.

•   Professionally licensed vocational teachers who have earned 90 credits towards a Bachelor's Degree.

Level V

   Licensed teachers who have earned thirty (30) credits in an educationally related area beyond the Master's Degree.

•   Professionally licensed vocational teachers who have earned a Bachelor's Degree.

Level VI

   Licensed teachers who have earned a CAGS or a second Master's Degree in an educationally related area.

•   Professionally licensed vocational teachers who have earned a Master's Degree.

FY2015

I

II

III

IV

V

VI

Step

 

 

 

 

 

 

1

45,738

47,524

48,712

50,194

51,678

53,073

2

47,226

49,013

50,194

51,678

53,172

54,560

3

48,712

50,498

51,678

53,172

54,644

56,038

4

51,082

52,856

54,067

55,533

57,028

60,000

5

53,611

55,394

56,576

58,066

59,553

60,947

6

56,135

57,912

59,104

60,592

62,075

63,467

7

58,667

60,442

61,642

63,120

64,745

66,136

8

61,188

62,973

64,150

65,788

67,417

68,813

9

63,701

65,486

66,831

68,452

70,089

71,482

10

66,240

68,015

69,497

71,142

72,970

74,363

11

68,760

70,539

72,181

73,805

75,440

76,832

12

71,993

73,797

74,853

76,634

78,398

79,796

13

-

-

76,314

78,118

79,897

81,311

Level I

•   Teachers whose position requires a Bachelor's Degree and a current teaching license, granted by the Massachusetts Department of Elementary and Secondary Education (DESE)

•   Vocational teachers provisionally approved by DESE

Level II

  Licensed teachers who have earned 18 credits related to their subject area as approved by the Superintendent.

•   Vocational teachers with a professional license

Level III

   Licensed teachers who have earned a Master's Degree related to their subject area.

•   Professionally licensed vocational teachers with an Associate's Degree or 60 credits towards a Bachelor's Degree.

Level IV

   Licensed teachers who have earned fifteen (15) credits in an educationally related area beyond the Master's Degree.

•   Professionally licensed vocational teachers who have earned 90 credits towards a Bachelor's Degree.

Level V

•   Licensed teachers who have earned thirty (30) credits in an educationally related area beyond the Master's Degree.

•   Professionally licensed vocational teachers who have earned a Bachelor's Degree. Level VI

   Licensed teachers who have earned a CAGS or a second Master's Degree in an educationally related area.

•   Professionally licensed vocational teachers who have earned a Master's Degree.

FY2016

I

II

III

IV

V

VI

Step

 

 

 

 

 

 

1

46,653

48,474

49,686

51,198

52,712

54,134

2

48,171

49,993

51,198

52,712

54,235

55,651

3

49,686

51,508

52,712

54,235

55,737

57,159

4

52,104

53,913

55,148

56,644

58,169

61,200

5

54,683

56,502

57,708

59,227

60,744

62,166

6

57,258

59,070

60,286

61,804

63,317

64,736

7

59,840

61,651

62,875

64,382

66,040

67,459

8

62,412

64,232

65,433

67,104

68,765

70,189

9

64,975

66,796

68,168

69,821

71,491

72,912

10

67,565

69,375

70,887

72,565

74,429

75,850

11

70,135

71,950

73,625

75,281

76,949

78,369

12

73,433

75,273

76,350

78,167

79,966

81,392

13

-

-

77,840

79,680

81,495

82,937

Level I

   Teachers whose position requires a Bachelor's Degree and a current teaching license, granted by the Massachusetts Department of Elementary and Secondary Education (DESE)

•   Vocational teachers provisionally approved by DESE

Level II

   Licensed teachers who have earned 18 credits related to their subject area as approved by the Superintendent.

•   Vocational teachers with a professional license

Level III

   Licensed teachers who have earned a Master's Degree related to their subject area.

•   Professionally licensed vocational teachers with an Associate's Degree or 60 credits towards a Bachelor's Degree.

Level IV

   Licensed teachers who have earned fifteen (15) credits in an educationally related area beyond the Master's Degree.

•   Professionally licensed vocational teachers who have earned 90 credits towards a Bachelor's Degree.

Level V

•   Licensed teachers who have earned thirty (30) credits in an educationally related area beyond the Master's Degree.

•   Professionally licensed vocational teachers who have earned a Bachelor's Degree. Level VI

   Licensed teachers who have earned a CAGS or a second Master's Degree in an educationally related area.

•   Professionally licensed vocational teachers who have earned a Master's Degree.

Appendix B Extra-Curricular Activities

FY2014

 

Step I

Step II

Step III

Coaches

 

 

 

Athletic Director

5,873

6,873

7,873

Group A

 

 

 

Head Football

4,913

5,413

5,913

Group B

 

 

 

Soccer

4,187

4,687

5,187

Volleyball

 

 

 

Basketball

 

 

 

Cheerleading

 

 

 

Lacrosse

 

 

 

Softball

 

 

 

Baseball

 

 

 

Group C

 

 

 

Golf

2,512

2,812

3,112

Cross Country

 

 

 

J.V's

 

 

 

Group D

 

 

 

Asst. Football Coach

4,111

4,811

5,511

 

Cooperative Education

FY14

Technical Education Advisor

3,247

Additional per student over 5

649

Advisors

FY14

Senior Class

1,594

Junior Class

1,063

Sophomore Class

798

Freshman Class

798

Student Council

1,622

Skills

2,100

Skills

2,100

Yearbook

4,170

Renaissance

753

SADD

753

School newspaper         per issue/4 max

695

Literary magazine

753

Multicultural Club

753

National Honor Society

1,158

Interact Rotary

753

Teacher Mentors           2 proteges

1,738

Title 1

2,317

Portfolio Committee Chair

869

Portfolio Committee Member (2)

579

Senior Project Committee Chair

869

Senior Project Committee Member (2)

579

Professional Develop Committee Chair

869

Professional Develop Committee Member (2)

579

Non-Traditional Advisor

1,158

Drama Club                   with play

1,158

Chess Club

753

Future Farmers of America

1,158

Hockey Team Liaison

753

Academic Decathalon

753

Math Club

753

Computer Club

753

Book Club

753

Science Club

753

Department Heads

-

Math

1,390

English

1,390

Science

1,390

History/Business

1,390

Computer/Health/PE

1,390

Appendix B Extra-Curricular Activities

FY2015

 

Step I

Step II

Step III

Coaches

 

 

 

Athletic Director

5,990

7,010

8,030

Group A

 

 

 

Head Football

5,525

6,025

6,525

Group B

 

 

 

Soccer

4,187

4,687

5,291

Volleyball

 

 

 

Basketball

 

 

 

Cheerleading

 

 

 

Lacrosse

 

 

 

Softball

 

 

 

Baseball

 

 

 

Group C

 

 

 

Golf

2,512

2,812

3,174

Cross Country

 

 

 

J.V's

 

 

 

Group D

 

 

 

Asst. Football Coach

4,111

4,811

5,621

 

Cooperative Education

FY15

Technical Education Advisor

3,312

Additional per student over 5

662

Advisors

FY15

Senior Class

1,626

Junior Class

1,085

Sophomore Class

814

Freshman Class

814

Student Council

1,654

Skills

2,142

Skills

2,142

Yearbook

4,254

Renaissance

768

SADD

768

School newspaper         per issue/4 max

709

Literary magazine

768

Multicultural Club

768

National Honor Society

1,182

Interact Rotary

768

Teacher Mentors           2 proteges

1,772

Title 1

2,363

Portfolio Committee Chair

886

Portfolio Committee Member (2)

591

Senior Project Committee Chair

886

Senior Project Committee Member (2)

591

Professional Develop Committee Chair

886

Professional Develop Committee Member (2)

591

Non-Traditional Advisor

1,182

Drama Club                   with play

1,182

Chess Club

768

Future Farmers of America

1,182

Hockey Team Liason

768

Academic Decathalon

768

Math Club

768

Computer Club

768

Book Club

768

Science Club

768

Department Heads

-

Math

1,418

English

1,418

Science

1,418

History/Business

1,418

Computer/Health/PE

1,418

FY2016

 

Step I

Step II

Step III

Coaches

 

 

 

Athletic Director

6,110

7,151

8,191

Group A

 

 

 

Head Football

5,636

6,146

6,656

Group B

 

 

 

Soccer

4,271

4,781

5,397

Volleyball

 

 

 

Basketball

 

 

 

Cheerleading

 

 

 

Lacrosse

 

 

 

Softball

 

 

 

Baseball

 

 

 

Group C

 

 

 

JV Boys Basketball

2,562

2,868

3,238

Golf

 

 

 

Cross Country

 

 

 

Group D

 

 

 

Asst. Football Coach

4,193

4,907

5,734

 

Cooperative Education

FY16

Technical Education Advisor

3,378

Additional per student over 5

676

Advisors

FY16

Senior Class

1,659

Junior Class

1,106

Sophomore Class

830

Freshman Class

830

Student Council

1,687

Skills    .

2,185

Skills

2,185

Yearbook

4,339

Renaissance

783

SADD

783

School newspaper         per issue/4 max

723

Literary magazine

783

Multicultural Club

783

National Honor Society

1,205

Interact Rotary

783

Teacher Mentors            2 proteges

1,808

Title 1

2,410

Portfolio Committee Chair

904

Portfolio Committee Member (2)

603

Senior Project Committee Chair

904

Senior Project Committee Member (2)

603

Professional Develop Committee Chair

904

Professional Develop Committee Member (2)

603

Non-Traditional Advisor

1,205

Drama Club                  with play

1,205

Chess Club

783

Future Farmers of America

1,205

Hockey Team Liason

783

Academic Decathalon

783

Math Club

783

Computer Club

783

Book Club

783

Science Club

783

Department Heads

-

Math

1,446

English

1,446

Science

1,446

History/Business

1,446

Computer/Health/PE

1,446

UPPER CAPE COD REGIONAL TECHNICAL SCHOOL

Appendix C: Teacher Evaluation

March 2013

Table of Contents

(1)

Purpose of Educator Evaluation

(2)

Definitions

(3)

Evidence Used in Evaluation

(4)

Rubric

(5)

Evaluation Cycle: Training

(6)

Evaluation Cycle:   Annual Orientation

(7)

Evaluation Cycle:   Self-Assessment

(8)

Evaluation Cycle:   Goal Setting and Educator Plan Development

(9)

Evaluation Cycle : Observation of Practice and Examination of Artifacts -Educators without PTS

(10)

Evaluation Cycle: Observation of Practice and Examination of Artifacts - Educators with PTS

(11)

Observations

(12)

Evaluation Cycle: Formative Assessment

(13)

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

(14)

Evaluation Cycle: Summative Evaluation

(15)

Educator Plans: General

(16)

Educator Plans: Developing Educator Plan

(17)

Educator Plans: Self-Directed Growth Plan

(18)

Educator Plans: Directed Growth Plan

(19)

Educator Plans: Improvement Plan

(20)

Timelines

(21)

Career Advancement

(22)

Rating Impact on Student Learning Growth

(23)

Using Student feedback in Educator Evaluation

(24)

Using Staff feedback in Educator Evaluation

(25)

Transition from Existing Evaluation System

(26)

General Provisions

1)         Purpose of Educator Evaluation

A.        This contract language is locally negotiated and based on M.G.L. c.71, §38; M.G.L. c. 150E; and the Educator Evaluation regulations, 603 CMR 35.00 et seq.

B.         The purposes of evaluation are:

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

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

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

A)        * Artifacts of Professional Practice: Products of an Educator's work and student work samples that demonstrate the Educator's knowledge and skills with respect to specific performance standards.

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

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

D)        Categories of Evidence: Multiple measures of student learning, growth, and achievement, judgments based on observations and artifacts of professional practice, including unannounced observations of practice of any duration; and additional evidence relevant to one or more Standards of Effective Teaching Practice (603 CMR 35.03).

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

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

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

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

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

iii)      Directed Growth Plan shall mean a plan of one school year or less for educators with PTS who are in need of improvement, developed by the educator and the evaluator, 35.02. There shall be a summative evaluation at the end of the period determined by the plan and if the educator does not receive a proficient rating he or she shall be rated unsatisfactory and shall be placed on an improvement plan. 35.06(7)(b).

iv)       Improvement Plan shall mean a plan of at least thirty calendar days and no more than one school year for educators with PTS who are rated unsatisfactory, developed by the educator and evaluator and subject to the evaluator's final approval with goals specific to improving the educator's unsatisfactory performance. 35.02.

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

J.  Evaluator:     Any person designated by a superintendent who has responsibility for observation or evaluation and who has successfully completed a professional learning program (see 603 CMR 35.11(7)) and is responsible for judging professional practice. The superintendent is responsible for ensuring that all evaluators have training in the principles of supervision and evaluation. Each classroom teacher and caseload educator will have one evaluator responsible for determining performance ratings. The classroom teacher and caseload educator shall be apprised of his/her evaluator by an agreed upon deadline at the beginning of the academic year. Each classroom teacher and caseload educator who is assigned to more than one building will be evaluated by the appropriate licensed administrator where the individual is primarily assigned most of the time. The principal of each building in which the classroom teacher and caseload educator serves must review and sign the evaluation.

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

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

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

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

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

P. *GoaI: A specific, actionable, and measurable area of improvement as set forth in an Educator's plan. A goal may pertain to any or all of the following: Educator practice in relation to Performance Standards, Educator practice in relation to indicators, or specified improvement in student learning, growth and achievement. Goals may be developed by individual Educators, by the Evaluator, or by a team of Educators. Team Goals can be developed by grade level or subject area teams, departments, or other groups of Educators who have the same role.

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

R. Multiple Measures of Student Learning: Measures must include a combination of classroom, school and district assessments, student growth percentiles on state assessments, if state assessments are available, and student MEPA gain scores. This definition may be revised as required by regulations or agreement of the parties upon issuance of ESE guidance expected by July 2012.

S.   *Observation: A data gathering process specifically undertaken pursuant to this agreement that includes notes and judgments made during one or more classroom or worksite visit(s) of at least 5 minutes in duration by the Evaluator and may include examination of artifacts of practice. An observation shall occur in person. All observations will be done openly and with knowledge of the Educator. Classroom or worksite observations conducted pursuant to this article must result in feedback to the Educator using agreed-upon verbal or written protocols.

T. Parties: The Association and the Committee are the parties to this agreement.

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

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

Proficient: the Educator's performance fully and consistently meets the requirements of a standard or overall.

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

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

V.       *Performance Standards: Locally developed standards and indicators pursuant to M.G.L. c. 71, § 38 and consistent with, and supplemental to 603 CMR 35.00.

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

X.       Rating of Educator Impact on Student Learning: A rating of high, moderate or low based on trends and patterns on state assessments and district-determined measures. The parties will negotiate the process for using state and district-determined measures to arrive at an Educator's rating of impact on student learning, growth and achievement, using guidance and model contract language from ESE, expected by July 2012.

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

i.   Standard 1: Curriculum, Planning and Assessment

ii.   Standard 2: Teaching All Students

iii.   Standard 3: Family and Community Engagement

iv.   Standard 4: Professional Culture

v.   Attainment of Professional Practice Goal(s)

vi.   Attainment of Student Learning Goal(s)

Z. *Rubric: In rating educators on Performance Standards for the purpose of formative assessments, formative evaluations, or summative evaluations, a rubric must be used. A scoring tool used to judge the educator's practice at the four levels of performance. The rubric consists of:

i.     Standards and indicators of Effective Teaching Practice: Defined in 603 CMR 35.03. These standards and indicators are used in the rubrics incorporated into this evaluation system. Standards and indicators of Effective Administrative Leadership Practice: Defined in 603 CMR 35.04. These standards and indicators are used in the rubrics incorporated into this evaluation system.

ii.    Descriptors: In the educator rubric, they define the individual elements of each of the indicators under the standards.

ii.       Benchmarks: Benchmarks describe the acceptable demonstration of knowledge, skill or behavior necessary to achieve that performance rating. For each indicator, there are four benchmarks - one describing performance at each performance rating -Exemplary, Proficient, Needs Improvement and Unsatisfactory.

AA)       Self-Assessment: The evaluation cycle shall include self-assessment addressing Performance Standards established through collective bargaining. 603 CMR 35.603(2). The educator shall provide such information, in the form of self-assessment, in a timely manner to the evaluator at the point of goal setting and plan development 35.03(2)(b). Evaluators shall use evidence of educator performance and impact on student learning, growth and achievement in goal setting with the educator based on the educator's self-assessment and other sources that the evaluator shares with the educator 35.06(3)(a).

BB)         Summative Evaluation: An evaluation used to arrive at a rating on each standard, an overall rating, and as a basis to make personnel decisions. The summative evaluation includes the Evaluator's judgments of the Educator's performance against Performance Standards and the Educator's attainment of goals set forth in the Educator's Plan. The summative evaluation rating must be based on evidence from multiple categories of evidence. MCAS growth scores cannot be the sole basis for a summative evaluation rating 603 CMR 35.08(3).

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

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

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

3.          Evidence Used In Evaluation

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

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

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

ii.         Statewide growth measure(s) where available, including the MCAS Student Growth Percentile and the Massachusetts English Proficiency Assessment (MEPA); and / or

iii.        District-determined Measure(s) of student learning comparable across grade or subject district-wide.

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

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

B.         Observations and artifacts of practice including unannounced observations of practice.

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

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

1.   Evidence of fulfillment of professional responsibilities and growth such as self-assessments, peer collaboration, professional development linked to goals in the Educator plans, contributions to the school community and professional culture;

2.   Evidence of active outreach to and engagement with families;

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

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

iv.    Student feedback collected by the district, starting in the 2013-2014 school year, on or before July 1, 2013, DESE shall identify one or more instruments for collecting student feedback and shall publish protocols for administering the instrument(s), protecting student confidentiality, and analyzing student feedback.

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

4.      Rubric

The rubrics are a scoring tool used for the Educator's self-assessment, the formative assessment, the formative evaluation and the summative evaluation.   The district has adopted the Teacher Rubric and the Specialized Instructional Support Personnel Rubric and Indicators for School Counselors. (Appendix C)

5.      Evaluation Cycle: Training

a.    Prior to the implementation of the new evaluation process contained in this article, districts shall arrange training for all Educators, principals, and other evaluators that outlines the components of the new evaluation process and provides an explanation of the evaluation cycle. The district through the superintendent shall determine the type and quality of training based on guidance provided by ESE and input from the association.

b.   By November 15th of the first year of this agreement, all Educators shall complete a professional learning activity about self-assessment and goal-setting satisfactory to the superintendent or principal. Any Educator hired after the November 15th date, and who has not previously completed such an activity, shall complete such a professional learning activity about self-assessment and goal-setting within one month of the date of hire. The district through the superintendent shall determine the type and quality of the learning activity based on guidance provided by ESE and input from the association.

6.   Evaluation Cycle: Annual Orientation

a.   At the start of each school year, the superintendent, principal or designee shall conduct a meeting for Educators and Evaluators focused substantially on educator evaluation. The superintendent, principal or designee shall:

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

II.   Provide District and School goals and priorities.

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

IV.    The faculty meeting may be digitally recorded to facilitate orientation of Educators hired after the beginning of the school year provided that an announcement is made at the beginning of the meeting that it is being recorded and no one objects.

V.    At the annual orientation or on/or before September 30th each educator will be informed of his/her evaluator for that year. The role of the evaluators will be identified, not the specific individual.

7.   Evaluation Cycle: Self-Assessment

a.    Completing the Self-Assessment

I.    The evaluation cycle begins with the Educator completing and submitting to the Primary or Supervising Evaluator a self-assessment by October 1st or within four weeks of the start of their employment at the school.

II.    The self-assessment includes:

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

2.    An assessment of practice against each of the four Performance Standards of effective practice using the district's rubric.

3.    Proposed goals to pursue:

a.    At least one goal directly related to improving the Educator's own professional practice.

b.    At least one goal directed related to improving student learning.

b.    Proposing the goals

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

II.   For Educators in their first year of practice, the Evaluator or his/her designee will meet with each Educator by October 1st (or within four weeks of the Educator's first day of employment if the Educator begins employment after September 15th) to assist the Educator in completing the self-assessment and drafting the professional practice and student learning goals which must include induction and mentoring activities (and may be a team goal).

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

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

V.   For Educators with PTS and ratings of needs improvement or unsatisfactory, the professional practice goal(s) must address specific standards and indicators identified for improvement.

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

a.    Every Educator has an Educator Plan that includes, but is not limited to one goal for the improvement of student learning. The Plan also outlines actions the Educator must take to attain the goals established in the Plan and benchmarks to assess progress.

b.   To determine the goals to be included in the Educator Plan, the Evaluator reviews the goals the Educator has proposed in the Self-Assessment, using evidence of Educator performance and impact on student learning, growth and achievement based on the Educator's self-assessment and other sources that Evaluator shares with the Educator. The process for determining the Educator's impact on student learning, growth and achievement will be determined after ESE issues guidance on this matter. See #22, below. Evaluators and educators shall consider team goals. The evaluator retains final authority over goals to be included in an educator's plan.

c.    Educator Plan Development Meetings shall be conducted as follows:

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

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

III.   The Evaluator shall meet individually with Educators with PTS and ratings of needs improvement or unsatisfactory to develop professional practice goal(s) that must address specific standards and indicators identified for improvement.

IV.   For educators with Professional Teacher Status with ratings of Proficient and Exemplary, the professional practice goal may be team goals. In addition, these educators may include professional practice goals that address enhancing skills that enable the educator to share proficient practices with colleagues or develop leadership skills.

V.   Unless the evaluator indicates that educators in their second and third years of practice should continue to address induction and mentoring goals as outlined in 603 CMR 7.12 for teachers, the educator may propose team goals.

d.   The Evaluator completes the Educator Plan by November 1st. The Educator shall sign the Educator Plan within 5 school days of its receipt and may include a written response. The Educator's signature indicates that the Educator received the plan in a timely fashion. The signature does not indicate agreement or disagreement with its contents. The Evaluator retains final authority over the content of the Educator's Plan.

9.   Evaluation Cycle: Observation of Practice and Examination of Artifacts -Educators without PTS

a.    In the first year of practice or first year in a new position:

I.   The Educator shall have at least one announced observation during the school year.

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

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

I.   The Educator shall have at least one (1) announced observation during the school year.

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

10. Evaluation Cycle: Observation of Practice and Examination of Artifacts -Educators with PTS

a.    The Educator whose overall rating is proficient or exemplary must have at least one unannounced observation during the evaluation cycle.

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

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

11. Observations

The Evaluator's first observation of the Educator should take place by November 30th Observations required by the Educator Plan should be completed by June 1st.

The Evaluator is not required nor expected to review all the indicators in a rubric during an observation. However, every effort will be made to observe for a period of time sufficient to observe as many indicators as possible.

A)  Unannounced Observations

i.   Unannounced observations may be in the form of partial or full period classroom visitations, Instructional Rounds, Walkthroughs, Learning Walks, or any other means deemed useful by the Evaluator, Principal, Superintendent, or other administrator.

ii.    The Educator will be provided with at least brief written feedback from the Evaluator within five (5) school days of the observation.

iii.   Any observation or series of observations resulting in one or more standards judged to be unsatisfactory or needs improvement for the first time must be followed by at least one observation of at least 30 minutes in duration within 20 school days.

iv.   No other observations may take place until the day after the feedback has been provided. The teacher and administrator are encouraged to have conversations on feedback.

B)  Announced Observations

Announced observations shall be conducted according to the following:

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

2.     Within 5 school days of the scheduled observation, upon request of either the Evaluator or Educator, the Evaluator and Educator shall meet for a pre-observation conference. In lieu of a meeting, the Educator may inform the Evaluator in writing of the nature of the lesson, the student population served, and any other information that will assist the Evaluator to assess performance.

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

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

3.     Within 5 school days of the observation, the Evaluator and Educator shall meet for a post-observation conference. This timeframe may. be extended due to unavailability on the part of either the Evaluator or the Educator, but shall be rescheduled within 24 hours if possible.

4.   The Evaluator shall provide the Educator with written feedback within 5 school days of the post-observation conference. For any standard where the Educator's practice was found to be unsatisfactory or needs improvement, the feedback must:

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

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

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

c.           State that the Educator is responsible for addressing the need for improvement.

d.           The parties agree that individual teaching styles vary and not all of the indicators on the rubric may be observed during any one class or lesson.

C.            Walkthroughs, Learning Walks, Instructional Rounds and other like procedures by any other name (herein called "walkthroughs") are intended to gauge the overall climate, culture and instruction within a school, program or department, and entail walking into multiple classrooms, possibly for less than five (5) minutes each. Observations from walkthroughs summarize the aggregate climate, culture and instruction rather than commenting on individual teachers, and are used to talk about observed patterns and trends across classrooms. Walkthroughs of less than five minutes are not observations for the sake of this evaluation system and do not result in feedback to individual educators. A walkthrough can be announced or unannounced. There are no limits on the number of walkthroughs that can be conducted, provided that all educators in a school shall have a similar number of such visits.

12. Evaluation Cycle: Formative Assessment

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

b.   Formative Assessment may be ongoing throughout the evaluation cycle but typically takes places mid-cycle when a Formative Assessment report is completed. For an Educator on a two-year Self-Directed Growth Plan, the mid-cycle Formative Assessment report is replaced by the Formative Evaluation report at the end of year one. See section 13, below.

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

d.   No less than two weeks before the due date for the Formative Assessment report, which due date shall be collaboratively agreed upon by the Educator and Evaluator, the Educator shall provide to the Evaluator evidence of family outreach and engagement, fulfillment of professional responsibility and growth, and progress on attaining professional practice and student learning goals. The educator may provide to the evaluator additional evidence of the educator's performances against the four Performance Standards.

e.    The Evaluator and the Educator will meet either before and / or after completion of the Formative Assessment Report.

f    The Evaluator shall complete the Formative Assessment report and provide a copy to the Educator. All Formative Assessment reports must be signed by the Evaluator and delivered.

g.   The Educator may reply in writing to the Formative Assessment report within five school days of receiving the report. The Educator's reply shall be attached to the report.

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

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

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

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

a.    Educators on two year Self-Directed Growth Educator Plans receive a Formative Evaluation report no later than June 1 the first year of the two year cycle. The Educator's performance rating for that year shall be assumed to be the same as the previous summative rating unless evidence demonstrates a significant change in performance in which case the rating on the performance standards may change, and the Evaluator may place the Educator on a different Educator plan, appropriate to the new rating.

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

c.   No less than two weeks before the due date for the Formative Evaluation report, which due date shall be collaboratively agreed upon by the Educator and the Evaluator, the Educator shall provide to the Evaluator evidence of family outreach and engagement, fulfillment of professional responsibility and growth, and progress on attaining professional practice and student learning goals. The educator may also provide to the evaluator additional evidence of the educator's performance against the four Performance Standards.

d.    The Evaluator shall complete the Formative Evaluation report and provide a copy to the Educator. All Formative Evaluation reports must be signed by the Evaluator and delivered.

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

f.    The Educator may reply in writing to the Formative Evaluation report within five school days of receiving the report. The Educator's reply shall be attached to the report.

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

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

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

14. Evaluation Cycle: Summative Evaluation

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

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

c.    The evaluator shall determine the summative rating that the Educator receives using the overall rating determination rules. For an educator whose overall performance rating is exemplary or proficient and whose impact on student learning is low, the evaluator's supervisor shall discuss and review the rating with the evaluator and the supervisor shall confirm or revise the educator's rating.

d.   The summative evaluation rating for determining an educator's impact on student learning, growth, and achievement must be based on evidence from multiple categories of evidence. MCAS Growth scores shall not be the sole basis for a summative evaluation rating.

e.    To be rated proficient overall, the Educator shall, at a minimum, have been rated proficient on the Curriculum, Planning and Assessment and the Teaching All Students Standards of effective teaching practice.

f.    No less than four weeks before the due date for the Summative Evaluation report, which due date shall be established by the Evaluator with written notice provided to the Educator, the Educator will provide to the Evaluator evidence of family outreach and engagement, fulfillment of professional responsibility and growth, and progress. Additional evidence of the educator's performance against the four Performance Standards may be provided by the educator.

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

h.   The Evaluator shall deliver a signed copy of the Summative Evaluation report to the Educator ten school days prior to the close of school.

i.   The Evaluator shall meet with the Educator rated needs improvement or unsatisfactory to discuss the summative evaluation. The meeting shall occur prior to the last day of school.

j.   The Evaluator shall meet with the Educator rated proficient or exemplary to discuss the summative evaluation, if either the Educator or the Evaluator requests such a meeting. The meeting shall occur by the last day of school.

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

l.   The Educator shall sign the final Summative Evaluation report by the last day of school. The signature indicates that the Educator received the Summative Evaluation report in a timely fashion. The signature does not indicate agreement or disagreement with its contents.

m. The Educator shall have the right to respond in writing to the summative evaluation which shall become part of the final Summative Evaluation report by June 30th.

n.   A copy of the signed final Summative Evaluation report shall be filed in the Educator's personnel file.

15.    Educator Plans - General

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

b.   The Educator Plan shall include, but is not limited to:

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

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

III.   An outline of actions the Educator must take to attain the goals and benchmarks to assess progress. Actions must include specified professional development and learning activities that the Educator will participate in as a means of obtaining the goals, as well as other support that may be suggested by the Evaluator or provided by the school or district. Examples may include but are not limited to coursework, self-study, action research, curriculum development, study groups with peers, and implementing new programs.

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

16. Educator Plans: Developing Educator Plan

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

b.   The Educator shall be evaluated at least annually.

17. Educator Plans: Self-Directed Growth Plan

a.    A Two-year Self-Directed Growth Plan is for those Educators with PTS who have an overall rating of proficient or exemplary, and whose impact on student learning is moderate or high when available. A formative evaluation report is completed at the end of year 1 and a summative evaluation report at the end of year 2.

b.   A One-year Self-Directed Growth Plan is for those Educators with PTS who have an overall rating of proficient or exemplary, and after 2013-2014 whose impact on student learning is low. In this case, the Evaluator and Educator shall analyze the discrepancy between the summative evaluation rating and the rating for impact on student learning to seek to determine the cause(s) of the discrepancy.

18.    Educator Plans: Directed Growth Plan

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

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

c.    The Evaluator shall complete a summative evaluation for the Educator at the end of the period determined by the Plan, but at least annually, and in no case later than June 1st.

d.   For an Educator on a Directed Growth Plan whose overall performance rating is at least proficient, the Evaluator will place the Educator on a Self-Directed Growth Plan for the next Evaluation Cycle.

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

19.     Educator Plans: Improvement Plan

a.   An Improvement Plan is for those Educators with PTS whose overall rating is unsatisfactory.

b.   The parties agree that in order to provide students with the best instruction, it may be necessary from time to time to place an Educator whose practice has been rated as unsatisfactory on an Improvement Plan of no fewer than 30 calendar days and no more than one school year. In the case of an Educator receiving a rating of unsatisfactory near the close of one school year, the Improvement Plan may include activities that occur during the summer before the next school year begins.

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

d.   An Educator on an Improvement Plan shall be assigned an Evaluator. The Evaluator is responsible for providing the Educator with guidance and assistance in accessing the resources and professional development outlined in the Improvement Plan.

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

f.    The Improvement Plan process shall include:

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

II.    The Educator may request that a representative of the Association attend the meeting(s).

III.   If the Educator consents, the Association will be informed that an Educator has been placed on an Improvement Plan.

g.   The Improvement Plan shall:

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

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

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

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

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

VI.   Identify the individuals assigned to assist the Educator which must include minimally the Evaluator; and,

VII.   Include the signatures of the Educator and Evaluator.

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

i.    Decision on the Educator's status at the conclusion of the Improvement Plan.

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

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

2.   If the evaluator determines that the Educator is making substantial progress toward proficiency, the Evaluator shall place the Educator on a Directed Growth Plan.

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

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

Activity:

Completed By:

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

September 30

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

October 1

Educator submits self-assessment and proposed goals

 

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

October 15

Evaluator completes Educator Plans

November 1

Evaluator should complete first observation of each Educator

November 30

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

January 5*

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

 

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

February 1

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

February 15

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

May 1*

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

 

Evaluator completes Summative Evaluation Report

May 15

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

June 15

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

June 10

Educator signs Summative Evaluation Report and adds response, if any within 5 school days of receipt to not exceed 5 business days after close of school year.

 

A)       Educators with PTS on Two Year Plans

Activity:

Completed By:

Evaluator completes unannounced observation(s)

Any time during the 2-year evaluation cycle

Evaluator completes Formative Evaluation Report

June 15 of Year 1

Evaluator conducts Formative Evaluation Meeting, if any

June 15 of Year 1

Evaluator completes Summative Evaluation Report

June 1 of Year 2

Evaluator conducts Summative Evaluation Meeting, if any

June 15 of Year 2

Evaluator and Educator sign Summative Evaluation Report

June 15 of Year 2

B)       Educators on Plans of Less than One Year

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

21.      Career Advancement

A)       In order to attain Professional Teacher Status, the Educator should achieve ratings of proficient or exemplary on each Performance Standard and overall. A principal considering making an employment decision that would lead to PTS for any Educator who has not been rated proficient or exemplary on each performance standard and overall on the most recent evaluation shall confer with the superintendent by May 1. The principal's decision is subject to review and approval by the superintendent.

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

C)       Educators with PTS whose summative performance rating is exemplary and, after 2013-14 whose impact on student learning is rated moderate or high, shall be recognized and rewarded with leadership roles, promotions, additional compensation, public commendation or other acknowledgement as determined by the district through collective bargaining where applicable.

22.       Rating Impact on Student Learning Growth

ESE will provide model contract language and guidance on rating educator impact on student learning growth based on state and district-determined measures of student learning by July 15, 2012. Upon receiving this model contract language and guidance, the parties agree to bargain with respect to this matter provided that the educators will not be assessed using student data until the measures are identified and data is available for two (2) years.

23.       Using Student feedback in Educator Evaluation

ESE will provide model contract language, direction and guidance on using student feedback in Educator Evaluation by June 30, 2013. Upon receiving this model contract language, direction and guidance, the parties agree to bargain with respect to this matter.

24.       Using Staff feedback in Educator Evaluation

ESE will provide model contract language, direction and guidance on using staff feedback in Administrator Evaluation by June 30, 2013. Upon receiving this model contract language, direction and guidance, the parties agree to bargain with respect to this matter.

25.       Transition from Existing Evaluation System

A)       The parties agree that to address the workload issues of Evaluators, during the first evaluation cycle under this Agreement in every school or department, educators who received a summative evaluation in the 2011-2012 school year will be placed on a two-year Self-Directed Growth Plan and educators who received a summative evaluation during the 2010-2011 school year will be placed on a one-year Self-Directed Growth Plan.

B.         The existing evaluation system will remain in effect until the provisions set forth in this Article are negotiated. The relevant timeframe for adopting and implementing new systems is set forth in 603 CMR 35.11(1).

C.         All educators with professional teacher status will be given a rating of proficient and placed on either a one-year or two year Self-Directed Growth plan to begin the new evaluation procedures as set forth in this agreement. This does not apply for educators with professional status who are currently on an improvement plan as determined by the previous evaluation procedures. A plan and rating for educators who are currently on an improvement plan will be determined by the superintendent. Educators with professional teacher status who are in a new role will be placed on a developing educator plan.

26.      General Provisions

A)        Only those who are licensed may serve as evaluators of Educators.

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

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

D)        The parties agree to establish a joint labor-management evaluation team which shall review the evaluation processes and procedures annually through the first three years of implementation and recommend adjustments to the parties as well as discuss other parts of this evaluation noted as needing further negotiations. Recommendations from this team shall be forwarded to the parties for negotiations and ratification.

E)        Violations of this article are subject to the grievance and arbitration procedures. Overall rating determination rules

i.         Overall rating of Unsatisfactory

a.    An overall rating of Unsatisfactory is automatically determined by a rating of Unsatisfactory for any of the four standards (this rule overrides any other rule).

b.   An educator cannot receive an overall rating of needs improvement for more than two summative evaluations. If an educator is considered to be needs improvement for two summative evaluations, the educator will be given an overall rating of unsatisfactory.

ii.        Overall rating of Needs Improvement

a.   An overall rating of Needs Improvement is determined by a rating of Needs Improvement for standard I or standard II unless Standard I or Standard II receives a rating of Unsatisfactory (See overall rating of Unsatisfactory).

b.   An overall rating of Needs Improvement is determined by a rating of Needs Improvement for both standard III and standard IV.

c.   An overall rating of Needs Improvement is determined by a rating of Needs Improvement for two consecutive formative or summative evaluations for standard III or standard IV.

iii.       Overall rating of Proficient

a.   An overall rating of Proficient is determined by a rating of Proficient in any three standards unless any other rule applies.

iv.       Overall rating of Exemplary

a. An overall rating of Exemplary is determined by a rating of Exemplary in any one of the four standards with a rating of proficient in all three remaining standards.

G.        Use of Rubrics

i.         A four point scale will be used for ratings on each standard and element. For example, four points signifies exemplary, three points signifies proficient, two points signifies needs improvement, and one point signifies unsatisfactory.

ii.        Rubrics and the four point rating scale will be used during the self-assessment, formative evaluation, and summative evaluation. The self-assessment, formative evaluation, and summative evaluation may contain narrative; however, they must include a rating for each of the elements based on the four point rating scale.

Massachusetts Department of

ELEMENTARY & SECONDARY

EDUCATION

Massachusetts Model System for Educator Evaluation

Part III: Guide to Rubrics and Model Rubrics

for Superintendent, Administrator, and Teacher

Appendix C. Teacher Rubric

January 2012

Massachusetts Department of Elementary and Secondary Education

75 Pleasant Street, Maiden, MA02148-4906

Phone 781-338-3000 TTY: N.E.T. Relay 800-439-2370

www.doe.mass.edu

Massachusetts Department of

ELEMENTARY & SECONDARY

EDUCATION

Guide to Teacher Rubric

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

Structure of the Teacher Rubric

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

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

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

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

Use of the Teacher Rubric

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

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

Massachusetts Department of

ELEMENTARY & SECONDARY

EDUCATION

Teacher Rubric At-A-Glance

Standard I:

Standard II:

Standard III:

Standard IV:

Curriculum, Planning, and Assessment

Teaching All Students

Family and Community Engagement

Professional Culture

A. Curriculum and Planning Indicator

A.  Instruction Indicator

A.  Engagement Indicator

A.  Reflection Indicator

1. Subject Matter Knowledge

1.  Quality of Effort and Work

1.  Parent/Family Engagement

1.   Reflective Practice

2. Child and Adolescent Development

2.  Student Engagement

 

2.  Goal Setting

3. Rigorous Standards-Based Unit Design

3.  Meeting Diverse Needs

 

 

4. Well-Structured Lessons

 

 

 

B. Assessment Indicator

B.  Learning Environment Indicator

B.  Collaboration Indicator

B.  Professional Growth Indicator

1. Variety of Assessment Methods

1.  Safe Learning Environment

1.  Learning Expectations

1.  Professional Learning and Growth

2. Adjustments to Practice

2.  Collaborative Learning Environment

2. Curriculum Support

 

 

3.  Student Motivation

 

 

C. Analysis Indicator

C.  Cultural Proficiency Indicator

C.  Communication Indicator

C. Collaboration Indicator

1. Analysis and Conclusions

1.  Respects Differences

1.  Two-Way Communication

1.  Professional Collaboration

2. Sharing Conclusions With Colleagues

2. Maintains Respectful Environment

2. Culturally Proficient Communication

 

3. Sharing Conclusions With Students

 

 

 

 

D.  Expectations Indicator

 

D.  Decision-Making Indicator

 

1.  Clear Expectations

 

1.  Decision-making

 

2.  High Expectations

 

 

 

3.  Access to Knowledge

 

E.  Shared Responsibility Indicator

 

 

 

1.  Shared Responsibility

 

 

 

F.  Professional Responsibilities Indicator

 

 

 

1.  Judgment

 

 

 

2.  Reliability and Responsibility

How to reference parts of the rubric:

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

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

Standards and Indicators of Effective Teaching Practice:

Teacher Rubric

Massachusetts Department of

ELEMENTARY & SECONDARY

EDUCATION

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

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

I-A. Elements

Unsatisfactory

Needs Improvement

Proficient

Exemplary

I -A-1. Subject Matter Knowledge

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

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

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

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

I -A-2. Child and Adolescent Development

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

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

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

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

I-A-3. Rigorous Standards-Based Unit Design

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

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

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

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

I -A-4. Well-Structured Lessons

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

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

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

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

 

 

 

 

 

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

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

I-B. Elements

Unsatisfactory

Needs Improvement

Proficient

Exemplary

I-B-1. Variety of Assessment Methods

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

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

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

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

I -B-2. Adjustment to Practice

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

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

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

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

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

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

I.C. Elements

Unsatisfactory

Needs Improvement

Proficient

Exemplary

I-C-1. Analysis and Conclusions

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

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

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

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

I -C-2. Sharing Conclusions With Colleagues

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

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

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

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

I -C-3. Sharing Conclusions With Students

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

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

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

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

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

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

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

II-A. Elements

Unsatisfactory

Needs Improvement

Proficient

Exemplary

II-A-1. Quality of Effort and Work

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

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

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

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

II-A-2. Student Engagement

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

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

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

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

II-A-3. Meeting Diverse Needs

Uses limited and/or inappropriate practices to accommodate differences.

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

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

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

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

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

Il-B. Elements

Unsatisfactory

Needs Improvement

Proficient

Exemplary

II-B-1. Safe Learning Environment

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

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

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

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

II-B-2. Collaborative Learning Environment

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

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

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

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

II-B-3. Student Motivation

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

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

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

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

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

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

II-C. Elements

Unsatisfactory

Needs Improvement

Proficient

Exemplary

II-C-1. Respects Differences

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

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

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

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

II-C-2. Maintains Respectful Environment

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

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

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

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

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

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

II-D. Elements

Unsatisfactory

Needs Improvement

Proficient

Exemplary

II-D-1. Clear Expectations

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

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

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

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

II-D-2. High Expectations

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

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

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

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

II-D-3. Access to Knowledge

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

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

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

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

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

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

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

III-A.. Elements

Unsatisfactory

Needs Improvement

Proficient

Exemplary

III-A-1. Parent/Family Engagement

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

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

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

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

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

III-B. Elements

Unsatisfactory

Needs Improvement

Proficient

Exemplary

III-B-1. Learning Expectations

Does not inform parents about learning or behavior expectations.

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

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

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

III-B-2. Curriculum Support

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

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

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

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

Note; At the Exemplary level, an educator's level of expertise is such that he or she is able to model this element through training, teaching, coaching, assisting, and/or demonstrating. In this rubric, this level of expertise is denoted by "Is able to model."

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

III-C. Elements

Unsatisfactory

Needs Improvement

Proficient

Exemplary

III-C-1. Two-Way Communication

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

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

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

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

III-C-2. Culturally Proficient Communication

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

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

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

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

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

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

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

IV-A. Elements

Unsatisfactory

Needs Improvement

Proficient

Exemplary

IV-A-1. Reflective Practice

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

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

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

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

IV-A-2. Goal Setting

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

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

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

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

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

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

IV-B. Elements

Unsatisfactory

Needs Improvement

Proficient

Exemplary

IV-B-1. Professional Learning and Growth

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

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

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

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

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

IV-C. Elements

Unsatisfactory

Needs Improvement

Proficient

Exemplary

IV-C-1. Professional Collaboration

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

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

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

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

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

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

IV-D. Elements

Unsatisfactory

Needs Improvement

Proficient

Exemplary

IV-D-1. Decision-Making

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

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

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

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

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

IV-E. Elements

Unsatisfactory

Needs Improvement

Proficient

Exemplary

IV-E-1. Shared Responsibility

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

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

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

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

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

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

IV-F. Elements

Unsatisfactory

Needs Improvement

Proficient

Exemplary

IV-F-1. Judgment

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

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

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

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

IV-F-2. Reliability & Responsibility

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

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

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

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

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

Massachusetts Department of

ELEMENTARY & SECONDARY

EDUCATION

Massachusetts Model System for Educator Evaluation

Part III: Guide to Rubrics and Model Rubrics

for Superintendent, Administrator, and Teacher

Appendix D. Specialized Instructional Support Personnel Rubric

March 2012

Massachusetts Department of Elementary and Secondary Education

75 Pleasant Street, Maiden, MA 02148-4906

Phone 781-338-3000 TTY: N.E.T. Relay 800-439-2370

www.doe.mass.edu

Massachusetts Department of

ELEMENTARY & SECONDARY

EDUCATION

Guide to Specialized Instructional Support Personnel (SISP) Rubric

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

Structure of the Specialized Instructional Support Personnel (SISP) Rubric

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

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

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

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

Use of the Specialized instructional Support Personnel (SISP) Rubric

This rubric describes practice that is common across educators in professional support roles such as school counselors, school psychologists, school nurses, and others defined in the recognition clause of the appropriate collective bargaining agreement. It is intended to be used throughout the 5 step evaluation cycle for educators who provide direct services such as education, therapy, counseling, assessment, and diagnosis to a caseload of students, as well as educators who may provide indirect support to students through consultation to and collaboration with teachers, administrators, and other colleagues.

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

Massachusetts Department of

ELEMENTARY & SECONDARY

EDUCATION

Specialized Instructional Support Personnel (S1SP) Rubric At-A-Glance

Standard 1: Curriculum, Planning, and Assessment

Standard II: Teaching All Students

Standard III: Family and Community Engagement

Standard IV: Professional Culture

A. Curriculum and Planning Indicator

A. Instruction Indicator

A. Engagement Indicator

A. Reflection Indicator

1. Professional Knowledge

1. Quality of Effort and Work

1. Parent/Family Engagement

1. Reflective Practice

2. Child and Adolescent Development

2. Student Engagement

 

2. Goal Setting

3. Plan Development

3. Meeting Diverse Needs

 

 

4. Well-Structured Lessons

 

 

 

B. Assessment Indicator

B. Learning Environment Indicator

B. Collaboration Indicator

B. Professional Growth Indicator

1. Variety of Assessment Methods

1. Safe Learning Environment

1. Learning Expectations

1. Professional Learning and Growth

2. Adjustments to Practice

2. Collaborative Learning Environment

2. Student Support

 

 

3. Student Motivation

 

 

C. Analysis Indicator

C. Cultural Proficiency Indicator

C. Communication Indicator

C. Collaboration Indicator

1. Analysis and Conclusions

1. Respects Differences

1. Two-Way Communication

1. Professional Collaboration

2. Sharing Conclusions With Colleagues

2. Maintains Respectful Environment

2. Culturally Proficient Communication

2. Consultation

3. Sharing Conclusions With Students and

 

 

 

Families

 

 

 

 

D. Expectations Indicator

 

D. Decision-Making Indicator

 

1. Clear Expectations

 

1. Decision-making

 

2. High Expectations

 

 

 

3. Access to Knowledge

 

E. Shared Responsibility Indicator

 

 

 

1. Shared Responsibility

 

 

 

F. Professional Responsibilities Indicator

 

 

 

1. Judgment

 

 

 

2. Reliability and Responsibility

Note: The SISP rubric is designed to have close alignment with the teacher rubric to emphasize commonalities across educators. Please see Appendix E addressing "Role-Specific Indicators" for additional guidance and samples of how to strategically supplement this rubric to further differentiate by role.

How to reference parts of the rubric:

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

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

Standards and Indicators of Effective Teaching Practice:

Specialized Instructional Support Personnel Rubric

Massachusetts Department of

ELEMENTARY & SECONDARY

EDUCATION

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

Indicator I-A.    Curriculum and Planning: Has strong knowledge specific to subject matter and/or professional responsibility, has a good grasp of child development and how students learn, and designs effective and rigorous plans for support consisting of well-structured lessons with measurable outcomes.

I-A. Elements

Unsatisfactory

Needs Improvement

Proficient

Exemplary

I-A-1. Professional Knowledge

Demonstrates limited professional knowledge; relies heavily on outdated practices as opposed to current practices supported by research. Rarely engages students in academic, behavioral, and social/emotional learning experiences through the use of educational and/or clinical practices.

Demonstrates factual knowledge of the professional content and delivery and sometimes applies it to engage students in academic, behavioral, and social/emotional learning experiences through the use of educational and/or clinical practices.

Demonstrates sound knowledge and understanding of professional content and delivery by consistently engaging students in academic, behavioral, and social/emotional learning experiences through the use of educational and/or clinical practices that enable students to acquire knowledge and skills.

Demonstrates mastery of professional content and its delivery by engaging all students in academic, behavioral, and social/emotional learning experiences, through the use of educational and/or clinical practices, that enable students to synthesize knowledge and skills. Is able to model this element.

I-A-2. Child and Adolescent Development

Demonstrates little or no knowledge of child and adolescent development; typically develops one learning experience, and/or type of support or assistance for all students that does not adequately address intended outcomes.

Demonstrates general knowledge of child and adolescent development but does not apply this knowledge when providing differentiated learning experiences, support, and/or assistance that would enable all students—as opposed to just some— to move toward meeting intended outcomes.

Demonstrates knowledge of students' developmental levels and the different ways these students learn or behave by providing differentiated learning experiences, support, and/or assistance that enable all students to progress toward meeting intended outcomes.

Demonstrates expert knowledge of the developmental levels of individual students and students in the grade or subject more generally and uses this knowledge to differentiate and expand learning experiences, supports, and/or types of assistance, enabling all students to make significant progress toward meeting stated outcomes. Is able to model this element.

I-A-3 Plan Development1

Develops or contributes to the development of plans that are not timely and/or not tailored to the needs of individual students; or, plans do not include appropriate supports or measurable outcomes that would enable students to meet the goals and objectives of the plan.

Develops or contributes to the timely development of plans that respond to some but not all relevant individual student needs, and/or plans that lack sufficient measurable outcomes or supports that enable students to meet all goals and objectives of the plan.

Develops or contributes to the timely development of well-structured plans with measurable outcomes that respond to all relevant individual student needs, and include supports that enable students to meet the goals or objectives of the plan.

Develops or contributes to the timely development of comprehensive, well-structured plans with measurable outcomes that respond to all relevant individual student needs, are coordinated with other plans relevant to those students, and include supports that enable students to meet all goals or objectives of the plan. Is able to model this element.

I-A-4. Well-Structured Lessons

Develops lessons (which may include individual and group activities or sessions) with inappropriate student engagement strategies, pacing, sequence, activities, materials, resources, and/or grouping.

Develops lessons (which may include individual and group activities or sessions) with only some elements of appropriate student engagement strategies, pacing, sequence, activities, materials, resources, and grouping.

Develops well-structured lessons (which may include individual and group activities or sessions) with challenging, measurable objectives and appropriate student engagement strategies, pacing, sequence, activities, materials, resources, technologies, and grouping.

Develops well-structured and highly engaging lessons (which may include individual and group activities and sessions) with challenging, measurable objectives and appropriate student engagement strategies, pacing, sequence, activities, materials, resources, technologies, and grouping to attend to every student's needs. Is able to model this element.

________________________________________________________________________________________________________________________________________

1 "Plan" is used throughout this document to refer to a variety of plans, including but not limited to: lesson plans, unit plans, Individualized Education Programs (IEPs), Individualized Health Care Plans (IHCPs), Career Plans, and 504 Plans. The type of plan that an educator is responsible for depends on the educator being evaluated; both the educator and evaluator should understand and agree upon the definition relevant to the educator's role.

___________________________________________________________________________________________

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

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

I-B. Elements

Unsatisfactory

Needs Improvement

Proficient

Exemplary

I-B-1. Variety of Assessment Methods

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

May design and administer assessments and/or collect some data to measure student learning, growth, or development, but uses a limited range of methods.

Designs and administers assessments and/or collects data to measure student learning, growth, and/or development through a variety of methods, including informal and formal assessments and common interim assessments where applicable.

Uses an integrated, comprehensive assessment system, including informal and formal assessment methods and common interim assessments where applicable, to measure student learning, growth, and development. Is able to model this element.

I-B-2. Adjustment to Practice

Makes few adjustments to practice by identifying and/or implementing appropriate differentiated interventions, supports, and programs based on formal and informal assessments.

May organize and analyze some assessment results but only occasionally adjusts practice and identifies and/or implements appropriate differentiated interventions, supports, and programs for students.

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

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

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

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

I-C. Elements

Unsatisfactory

Needs Improvement

Proficient

Exemplary

I-C-1. Analysis and Conclusions

Does not analyze data and/or draw conclusions from data beyond completing minimal requirements.

Draws conclusions from a limited analysis of data to inform student learning, growth, and development.

Individually and with colleagues, draws appropriate conclusions about programs, plans, and practices from a thorough analysis of a wide range of data to improve student learning, growth, and development.

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

I-C-2. Sharing Conclusions With Colleagues

Rarely shares with colleagues conclusions about student progress and/or rarely seeks feedback from them about practices that will support improved student learning and/or development.

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

Regularly shares with appropriate colleagues (e.g., classroom teachers, administrators, and professional support personnel) conclusions about student progress and seeks feedback from them about practices that will support improved student learning and/or development.

Establishes and implements a schedule and plan for regularly sharing with all appropriate colleagues (e.g., classroom teachers, administrators, and professional support personnel) conclusions and insights about student progress. Seeks and applies feedback from them about practices that will support improved student learning and/or development. Is able to model this element.

I-C-3. Sharing Conclusions With Students and Families

Provides little or no feedback on student growth or progress except through minimally required reporting or provides inappropriate feedback that does not support students to grow and improve.

Provides some feedback about student growth or progress beyond required reports but rarely shares strategies for students to grow and improve.

Based on assessment results and/or other data, provides descriptive feedback and engages students and families in constructive conversation that focuses on student growth and improvement.

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

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

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

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

II-A. Elements

Unsatisfactory

Needs Improvement

Proficient

Exemplary

II-A-1. Quality of Effort and Work

Establishes no or low expectations for student work and behavior and/or offers few supports to help students know what is expected of them.

May state high expectations for student work and behavior, but provides few exemplars and rubrics, or limited guided practice, and/or few other supports to help students know what is expected of them.

Consistently defines high expectations for student work and behavior, and the perseverance and effort required to produce it; often provides exemplars, rubrics, or guided practice, and/or models appropriate behaviors.

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

II-A-2. Student Engagement

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

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

Consistently uses instructional and clinical practices that are likely to motivate and engage most students during the lesson, activity, or session.

Consistently uses instructional and clinical practices that typically motivate and engage most students during the lesson, activity, or session, and during independent work. Is able to model this element.

II-A-3. Meeting Diverse Needs

Uses limited and/or inappropriate practices and/or supports to accommodate differences.

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

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

Uses a varied repertoire of practices and/or supports to create structured opportunities for each student to meet or exceed expectations for growth and development. Is able to model this element.

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

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

II-B. Elements

Unsatisfactory

Needs Improvement

Proficient

Exemplary

II-B-1. Safe Learning Environment

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

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

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

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

II -B-2. Collaborative Learning Environment

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

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

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

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

II -B-2. Student Motivation

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

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

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

Consistently supports students to identify their strengths, interests, and needs; ask for support; take risks; challenge themselves; set learning goals; and monitor their own progress. Is able to model this element.

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

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

II-C. Elements

Unsatisfactory

Needs Improvement

Proficient

Exemplary

II -C-1. Respects Differences

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

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

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

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

II -C-2. Maintains Respectful Environment

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

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

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

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

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

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

II-D. Elements

Unsatisfactory

Needs Improvement

Proficient

Exemplary

II-D-1. Clear Expectations

Does not make specific standards for student work, effort, interactions, and behavior clear to students.

May communicate specific standards for student work, effort, interactions, and behavior, but inconsistently or ineffectively enforces them.

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

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

II-D-2. High Expectations

Gives up on some students or communicates that some cannot accomplish challenging goals..

May tell students that a goal is challenging and that they need to work hard but does not model ways students can accomplish the goal through effective effort..

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

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

II-D-3. Access to Knowledge

Rarely adapts instruction, services, plans, communication, and/or assessments to make curriculum/supports accessible to all students for whom the educator has responsibility.

Occasionally adapts instruction, services, plans, communication, and/or assessments to make curriculum/supports accessible to all students for whom the educator has responsibility.

Consistently adapts instruction, services, plans, communication, and/or assessments to make curriculum/ supports accessible to all students for whom the educator has responsibility, including English learners and students with disabilities.

Individually and with colleagues, consistently adapts instruction, services, plans, communication, and/or assessments to make curriculum/supports accessible to all students for whom the educator has responsibility, including English learners and students with disabilities. Is able to model this element.

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

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

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

III-A. Elements

Unsatisfactory

Needs Improvement

Proficient

Exemplary

III-A-1. Parent/Family Engagement

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

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

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

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

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

I-B. Elements

Unsatisfactory

Needs Improvement

Proficient

Exemplary

III-B-1. Learning Expectations

Does not inform parents about learning, behavior, and/or wellness expectations.

Sends home only a list of rules/expectations and an outline of the student learning, behavior, or wellness plan for the year.

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

Successfully conveys to most parents clear, user-friendly student learning, behavior, and wellness expectations. Is able to model this element.

III-B-2. Student Support

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

Sends home occasional suggestions on how parents can support learning and development at home or at school.

Regularly communicates with parents to create, share, and/or identify strategies for supporting learning and development at school and home.

Regularly communicates with parents to share and/or identify strategies for supporting learning and development at school and home, successfully encourages most families to use at least one of these strategies, and seeks out evidence of their impact. Is able to model this element.

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

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

III-C. Elements

Unsatisfactory

Needs Improvement

Proficient

Exemplary

III -C-1. Two-Way Communication

Rarely communicates with families except through required reports; rarely solicits or responds promptly to communications from families.

Relies primarily on sharing general information and announcements with families through one-way media and usually responds promptly to communications from families.

Regularly uses two-way communication with families about student learning, behavior, and wellness; responds promptly and carefully to communications from families.

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

III -C-2. Culturally Proficient Communication

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

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

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

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

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

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

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

IV-A. Elements

Unsatisfactory

Needs Improvement

Proficient

Exemplary

IV-A-1. Reflective Practice

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

May reflect on the effectiveness of instruction, supports, and interactions with students but not with colleagues and/or rarely uses insights gained to improve practice.

Regularly reflects on the effectiveness of instruction, supports, and interactions with students, both individually and with colleagues, and uses insights gained to improve practice and student outcomes.

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

IV-A-2. Goal Setting

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

Proposes one goal that is vague or easy to achieve and/or bases goals on a limited self-assessment and analysis of student data.

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

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

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

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

IV-B. Elements

Unsatisfactory

Needs Improvement

Proficient

Exemplary

IV-B-1. Professional Learning and Growth

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

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

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

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

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

IV-C. Elements

Unsatisfactory

Needs Improvement

Proficient

Exemplary

IV-C-1. Professional Collaboration

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

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

Consistently and effectively collaborates with colleagues through shared planning and/or informal conversation in such work as: analyzing student performance and development and planning appropriate interventions at the classroom or school level.

Facilitates effective collaboration among colleagues through shared planning and/or informal conversation in such work as analyzing student performance and development and planning appropriate, comprehensive interventions at the classroom and school level. Is able to model this element.

IV-C-2. Consultation

Regularly provides inappropriate advice; does not provide advice and expertise to general education teachers or other colleagues unless prompted to do so; and/or fails to offer advice when appropriate.

Provides advice and expertise to support general education teachers and other colleagues to create appropriate and effective academic, behavioral, and social/emotional learning experiences for only some students for whom responsibility is shared, or sometimes provides advice that is inappropriate or poorly customized.

Regularly provides appropriate advice and expertise that is customized to support general education teachers and other colleagues to create appropriate and effective academic, behavioral, and social/emotional learning experiences for students for whom responsibility is shared.

Utilizes a variety of means to regularly provide advice and expertise that is customized to support general education teachers and other colleagues to successfully create appropriate and effective academic, behavioral, and social/emotional learning experiences for students. Is able to model this element.

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

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

IV-D. Elements

Unsatisfactory

Needs Improvement

Proficient

Exemplary

IV-D-1. Decision-Making

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

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

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

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

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

IV-E. Elements

Unsatisfactory

Needs Improvement

Proficient

Exemplary

IV-E-1. Shared Responsibility

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

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

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

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

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

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

IV-F. Elements

Unsatisfactory

Needs Improvement

Proficient

Exemplary

IV-F-1. Judgment

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

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

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

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

IV-F-2. Reliability & Responsibility

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

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

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

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

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

5. Summative Evaluation Report

Name:___________________________       Evaluator: Self-Evaluation_______________________

Date: Sep 17, 2013 9:38 AM EDT

Shared: NO

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

_____________________________________________________________________________________

_____________________________________________________________________________________

Assessing

[ ] Progress toward attaining goals

[ ] Performance on Standards

Progress Toward Student Learning Goals

Student Learning Goals - Progress Rating

[ ] Exceeded

[ ] Met

[ ] Significant Progress

[ ] Some progress

[ ] Did not meet

Student Learning Goals - Rationale, evidence, and feedback

_____________________________________________________________________________________

_____________________________________________________________________________________

Progress Toward Professional Practice Goals

Professional Practice Goals - Progress Rating

[ ] Exceeded

[ ] Met

[ ] Significant Progress

[ ] Some progress

[ ] Did not meet

Professional Practice Goals - Rationale, evidence, and feedback

_____________________________________________________________________________________

_____________________________________________________________________________________

Performance on Each Standard

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

I: Curriculum, Planning, & Assessment

Exemplary                                    Proficient                             Needs Improvement                          Unsatisfactory

I: Curriculum, Planning, and Assessment (Summative)

I: Curriculum, Planning, & Assessment

Rationale, evidence, and feedback for improvement

_____________________________________________________________________________________

_____________________________________________________________________________________

II: Teaching All Students

Exemplary                                    Proficient                             Needs Improvement                          Unsatisfactory

II: Teaching All Students (Summative)

II: Teaching All Students

Rationale, evidence, and feedback for improvement

_____________________________________________________________________________________

_____________________________________________________________________________________

III: Family/Community Engagement

Exemplary                                    Proficient                             Needs Improvement                          Unsatisfactory

III: Family and Community Engagement (Summative)

III: Family/Community Engagement

Rationale, evidence, and feedback for improvement

_____________________________________________________________________________________

_____________________________________________________________________________________

IV: Professional Culture

Exemplary                                    Proficient                             Needs Improvement                          Unsatisfactory              

IV: Professional Culture (Summative)

IV: Professional Culture

Rationale, evidence, and feedback for improvement

_____________________________________________________________________________________

_____________________________________________________________________________________

Overall Performance Rating

Exemplary                                    Proficient                             Needs Improvement                          Unsatisfactory

Overall Performance (Summative)

Overall Performance Rating

Rationale, evidence, and feedback for improvement

_____________________________________________________________________________________

_____________________________________________________________________________________

Plan Moving Forward

[ ] Self-Directed Growth Plan

[ ] Directed Growth Plan

[ ] Improvement Plan

[ ] Developing Educator Plan

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

Signature of Evaluator

- no signature -

Signature of Educator

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

- no signature -

4B. Formative Evaluation Report

Name:  ________________________               Evaluator: Self-Evaluation_________________________

Date: Sep 17, 2013 9:38 AM EDT

Shared: NO

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

_____________________________________________________________________________________

_____________________________________________________________________________________

Assessing

[ ] Progress toward attaining goals

[ ] Performance on Standards

Progress Toward Student Learning Goals

Student Learning Goals - Progress Rating

[ ] Exceeded

[ ] Met

[ ] Significant Progress

[ ] Some progress

[ ] Did not meet

Student Learning Goals - Rationale, evidence, and feedback

_____________________________________________________________________________________

_____________________________________________________________________________________

Progress Toward Professional Practice Goals

Professional Practice Goals - Progress Rating

[ ] Exceeded

[ ] Met

[ ] Significant Progress

[ ] Some progress

[ ] Did not meet

Professional Practice Goals - Rationale, evidence, and feedback

_____________________________________________________________________________________

_____________________________________________________________________________________

Performance on Each Standard

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

I: Curriculum, Planning, & Assessment

Exemplary                                    Proficient                             Needs Improvement                          Unsatisfactory

I Curriculum, Planning, and Assessment (Formative)

I: Curriculum, Planning, & Assessment

Rationale, evidence, and feedback for improvement

_____________________________________________________________________________________

_____________________________________________________________________________________

II: Teaching All Students

Exemplary                                    Proficient                             Needs Improvement                          Unsatisfactory

II: Teaching All Students (Formative)

II: Teaching All Students

Rationale, evidence, and feedback for improvement

____________________________________________________________________________________

____________________________________________________________________________________

III: Family/Community Engagement

Exemplary                                    Proficient                             Needs Improvement                          Unsatisfactory              

III: Family and Community Engagement (Formative)

III: Family/Community Engagement

Rationale, evidence, and feedback for improvement

_____________________________________________________________________________________

_____________________________________________________________________________________

IV: Professional Culture

Exemplary                                    Proficient                             Needs Improvement                          Unsatisfactory

IV: Professional Culture (Formative)

TV: Professional Culture

Rationale, evidence, and feedback for improvement

_____________________________________________________________________________________

_____________________________________________________________________________________

Overall Performance Rating

Exemplary                                    Proficient                             Needs Improvement                          Unsatisfactory 

Overall Performance (Formative)

Overall Performance Rating

Rationale, evidence, and feedback for improvement

_____________________________________________________________________________________

_____________________________________________________________________________________

Plan Moving Forward

[ ] Self-Directed Growth Plan

[ ] Directed Growth Plan

[ ] Improvement Plan

[ ] Developing Educator Plan

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

Signature of Evaluator

- no signature -

Signature of Educator

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

- no signature -

4A. Formative Assessment Report

Name:  ________________________               Evaluator: Self-Evaluation__________________________

Date: Sep 17, 2013 9:37 AM EDT

Shared: NO

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

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

_____________________________________________________________________________________

_____________________________________________________________________________________

Assessing

[ ] Progress toward attaining goals

[ ] Performance on Standards

Progress Toward Student Learning Goal(s)

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

_____________________________________________________________________________________

_____________________________________________________________________________________

Progress Toward Professional Practice Goal(s)

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

_____________________________________________________________________________________

_____________________________________________________________________________________

Performance on Each Standard

I: Curriculum, Planning, & Assessment

Describe performance and feedback for improvement.

_____________________________________________________________________________________

_____________________________________________________________________________________

II: Teaching All Students

Describe performance and feedback for improvement.

_____________________________________________________________________________________

_____________________________________________________________________________________

III: Family & Community Engagement

Describe performance and feedback for improvement.

_____________________________________________________________________________________

_____________________________________________________________________________________

IV: Professional Culture

Describe performance and feedback for improvement.

_____________________________________________________________________________________

_____________________________________________________________________________________

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

Signature of Evaluator

- no signature -

Signature of Educator

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

- no signature -

3A. Evaluator Record of Evidence

Name:  ________________________               Evaluator: Self-Evaluation_________________________

Date: Sep 17, 2013 9:37 AM EDT

Shared: NO

Source of Evidence

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

_____________________________________________________________________________________

____________________________________________________________________________________

Standard / Indicator

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

_____________________________________________________________________________________

_____________________________________________________________________________________

Analysis of Evidence

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

_____________________________________________________________________________________

_____________________________________________________________________________________

Feedback Provided

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

_____________________________________________________________________________________

_____________________________________________________________________________________

6. Educator Response

Name:  ________________________               Evaluator: Self-Evaluation_________________________

Date: Sep 17, 2013 9:36 AM EDT

Shared: NO

Primary Evaluator (Name/Title)

_____________________________________________________________________________________

_____________________________________________________________________________________

Supervising Evaluator (Name/Title/Role)

_____________________________________________________________________________________

_____________________________________________________________________________________

Response to

[ ]  Educator Plan, including goals and activities

[ ]  Evaluator collection and/or analysis of evidence

[ ]  Formative Assessment or Evaluation Report

[ ]  Summative Evaluation Report

Response to (Other)

_____________________________________________________________________________________

_____________________________________________________________________________________

Educator Response

_____________________________________________________________________________________

_____________________________________________________________________________________

Attachments (if any)

List attached or upload documents that support this response form.

_____________________________________________________________________________________

_____________________________________________________________________________________

Signature of Educator

- no signature -

Signature of Evaluator

- no signature -

3B. Educator Collection of Evidence

Name:  ________________________               Evaluator: Self-Evaluation________________________

Date: Sep 17, 2013 9:35 AM EDT

Shared: NO

Primary Evaluator (Name/Title)

_____________________________________________________________________________________

_____________________________________________________________________________________

Supervising Evaluator (Name/Title/Role)

_____________________________________________________________________________________

_____________________________________________________________________________________

Evidence pertains to

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

[ ]  Fulfillment of professional responsibilities and growth

[ ]  Evidence of outreach to and ongoing engagement with families

[ ]  Progress toward attaining student learning goal (s)

[ ]  Progress toward attaining professional practice goal(s)

Evidence pertains to (Other)

_____________________________________________________________________________________

_____________________________________________________________________________________

Summary of Evidence

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

_____________________________________________________________________________________

_____________________________________________________________________________________

Attachments (if any)

List attached or upload documents that support this evidence form.

_____________________________________________________________________________________

_____________________________________________________________________________________

Signature of Educator

- no signature -

Signature of Evaluator

- no signature -

2B. Educator Plan Form (Educator Initiated)

Name: __________________________        Evaluator: Self-Evaluation__________________________

Date: Sep 17, 2013 9:34 AM EDT

Shared: NO

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

Primary Evaluator (Name/Title)

_____________________________________________________________________________________

_____________________________________________________________________________________

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

_____________________________________________________________________________________

_____________________________________________________________________________________

Educator Plan

*Additional details may be noted below if needed.

[  ] Self-Directed Growth Plan

[  ] Directed Growth Plan

[  ] Developing Educator Plan

[  ] Improvement Plan*

Plan Duration

[ ] 2-Year

[ ] One-Year

[ ] Less than a year

Start Date End Date

_____________________________________________________________________________________

_____________________________________________________________________________________

Final Goal Status

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

[ ] Goal Setting Forms with final goals are completed

Student Learning Goals - Planned Activities

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

_____________________________________________________________________________________

_____________________________________________________________________________________

Professional Practice Goals - Planned Activities

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

_____________________________________________________________________________________

_____________________________________________________________________________________

Signature of Educator

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

- no signature -

Signature of Evaluator

- no signature -

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

2A. Goal Setting Form

Name: __________________________             Evaluator: Self-Evaluation__________________________

Date: Sep 17, 2013 9:34 AM EDT

Shared: NO

Primary Evaluator (Name/Title)

_____________________________________________________________________________________

_____________________________________________________________________________________

Supervising Evaluator (Name/Title/Role)

_____________________________________________________________________________________

_____________________________________________________________________________________

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

Student Learning SMART Goal

Student Learning Goal Type

Check whether goal is individual or team;

write team name if applicable.

[ ] Individual

[ ] Team

Student Learning Team Name (if applicable)

_____________________________________________________________________________________

_____________________________________________________________________________________

Student Learning Goal

_____________________________________________________________________________________

_____________________________________________________________________________________

Professional Practice SMART Goal

Professional Practice Goal Type

Check whether goal is individual or team;

write team name if applicable.

[ ] Individual

[ ] Team

Professional Practice Team Name (if applicable) Professional Practice Goal

_____________________________________________________________________________________

_____________________________________________________________________________________

Final Goal (Approval)

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

_____________________________________________________________________________________

_____________________________________________________________________________________

SMART: S=Specific and Strategic; M=Measurable; A=Action Oriented;

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

1. Self-Assessment

Name: __________________________          Evaluator: Self-Evaluation_________________________

Date: Sep 17, 2013 9:33 AM EDT

Shared: NO

Primary Evaluator (Name/Title)

_____________________________________________________________________________________

_____________________________________________________________________________________

Supervising Evaluator (Name/Title/Role)

_____________________________________________________________________________________

_____________________________________________________________________________________

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

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

_____________________________________________________________________________________

_____________________________________________________________________________________

Team (if applicable)

_____________________________________________________________________________________

_____________________________________________________________________________________

List Team Members (if applicable)

_____________________________________________________________________________________

_____________________________________________________________________________________

Part 2: Assessment of Practice Against Performance Standards

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

_____________________________________________________________________________________

_____________________________________________________________________________________

Team (if applicable)

_____________________________________________________________________________________

_____________________________________________________________________________________

List Team Members (if applicable)

_____________________________________________________________________________________

_____________________________________________________________________________________

Signature of Educator

- no signature -

Signature of Evaluator

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

- no signature -