West Boylston

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DistrictWest Boylston
Shared Contract District
Org Code3220000
Type of DistrictMunicipal K12
Union AffiliationMTA
Most Recent DocumentContract
Expiring Year2016
Expired Status
Superintendency Union
Regional HS Members
Vocational HS Members
CountyWorcester
ESE RegionCentral
Urban
Kind of Communityeconomically developed suburbs
Number of Schools2
Enrollment1013
Percent Low Income Students14
Grade StartPK or K
Grade End12
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AGREEMENT

BETWEEN THE

WEST BOYLSTON SCHOOL COMMITTEE

AND THE

WEST BOYLSTON TEACHERS' ASSOCIATION

JULY 1, 2013 THROUGH JUNE 30, 2016

PREAMBLE

Recognizing that our primary purpose is to provide education of the highest possible quality for the children of West Boylston, and that clear communication and coordination between employer and employee is essential to achievement of our purpose, we the undersigned parties to this contract declare that:

 •     Under the laws of Massachusetts, the West Boylston School Committee, elected by the citizens of West Boylston, has the final authority for establishing the educational, administrative and operating policies for the public school system of West Boylston.

 •     The Superintendent of Schools of West Boylston (hereinafter referred to as the "Superintendent") is designated the chief executive officer of the West Boylston School System by the School Committee and is empowered with the responsibility for management of the public schools as directed by the established policies of the West Boylston School Committee.

•     The faculty and staff of the public schools of West Boylston have responsibility for providing education of the highest possible quality.

 •     Fulfillment of these respective responsibilities can be facilitated and supported by ongoing dialog and free exchange of views and information among the Committee, the Superintendent, and the faculty and staff in the formulation and application of policies relating to wages, hours, and working conditions established in the School System: and so,

 •     To give effect to these declarations, the principles and procedures that follow are hereby adopted

ARTICLE I

SCHOOL COMMITTEE RIGHTS

 The Committee is a public body established under and with the powers provided by the Statutes of the Commonwealth of Massachusetts. As elected representatives of the citizens of West Boylston, charged with the responsibility for the quality of education in, and the efficient and economical operation of the West Boylston School System, it is acknowledged that the Committee has final and absolute authority for the determination and administration of education policy; the direction, employment and re-employment of staff and faculty members consistent with law; and the operation and management of the public schools of West Boylston.  

 Nothing in this Agreement shall be deemed to derogate from or impair the powers, rights, or duties conferred upon the Committee by the Statutes of the Commonwealth or the Rules and Regulations of any pertinent agency of the Commonwealth.  

As to every matter not expressly covered by this Agreement and except as expressly or directly modified by the specific provisions of this Agreement, the Committee retains exclusively to itself all rights and powers that it has or may hereafter be granted by law, and shall exercise the same without such exercise being made the subject of any procedure of grievance or arbitration which may now or, in the future, be so established.

ARTICLE II

RECOGNITION

 The Committee recognizes the Association for the purpose of collective bargaining as the representative of Teaching Association members and other teachers of the West Boylston School System, including program leaders, up to, but not including the principals, administrative or staff assistants, central office personnel, and the Superintendent of Schools. The unit shall also include the school nurse.  

Unless otherwise indicated, the employee(s) will be referred to as the "Teacher(s)" without regard to position titles.

ARTICLE III

NEGOTIATION PROCEDURE

A.    This Agreement becomes effective July 1, 2013, and terminates June 30, 2016 and embodies all provisions and matters agreed to by both parties.  

1.    Not later than December 15, 2015, the Committee  agrees to enter into negotiations with the Association over a successor agreement in accordance with the procedure set forth herein in a good faith effort to reach agreement concerning Teachers' wages, hours, working conditions, and other negotiable conditions of employment. Any agreement so negotiated will apply to all Teachers, and will be reduced to writing and signed by the Committee and the Association.  

 2.      If, at any time during the period of the contract, either the School Committee or the Teachers' Association feels it would be to the mutual advantage of both parties to discuss language in this contract or interests which ought to be included in this contract, either party may request, in writing, a meeting with the other party, stating the reasons for the request and suggesting a time, date, and place for said meeting. Such a request by the Teachers' Association shall be directed through the Superintendent of Schools to the Chairperson of the West Boylston School Committee. Likewise, such a request should be directed from the Chairperson of the School Committee through the Superintendent of Schools to the President of the West Boylston Teachers' Association. If the request for a meeting is refused by either party, the refusal shall be sent in writing within thirty (30) calendar days stating the reasons for the refusal.  

B.   If past working conditions are overlooked, it is agreed that both parties will meet within thirty (30) calendar days to review same. If impasse is reached, then past working conditions shall prevail until the date set for collective bargaining.

ARTICLE IV

GRIEVANCE PROCEDURE

A.   Definitions

1. A "grievance" is a claim by a Teacher or a group of Teachers based upon a factual and documented event or condition that clearly demonstrates that there has been a misinterpretation, inequitable application or violation of a specific provision or provisions of this Agreement.

2.    An "aggrieved person" is the person or persons making the claim.

3.  A "party of interest" is the person or persons making the claim and any person who might be required to take action or against whom action might be taken in order to resolve the claim.

B.   Purpose

The purpose of the following procedure is to secure for both parties at the lowest possible administrative level, equitable solutions to the problems, which may from time to time arise, affecting the relations between employers and employees. Both parties agree that these proceedings shall be kept informal and confidential as may be appropriate at any level of the procedure.  

C.   School Committee Concerns

From time to time, issues arise that should be vested in the professional correction of personnel in an ethical setting. The School Committee, recognizing professionalism, shall file a report of concerns to a Professional Relations Committee made up of three peer members of the professional concerned to investigate the concerns and meet informally with the Committee to determine a recommended course of action in the matter.  

 D.   Rights of Employees

1.    No reprisals of any kind shall be taken against the aggrieved by the Committee or by any management team member solely on the basis of participation in the grievance procedure that is encouraged by both parties as an amenable process to maintain high morale.  

2.    Representation: Representation at Informal, Levels I and II shall include only the aggrieved and an employee of his or her choice, meeting with the Administrator involved. But, should the grievance reach Level III, the aggrieved shall have the right to due process, to any representation of his or her choice, and the right to open or closed hearings as permitted by law.  

E.    Grievance Procedures

1. Since it is important that grievances be processed as rapidly as possible, time limits shall be established at each level to expedite the process. The time limits specified maybe extended in the best interests of resolving the issue provided there is an agreement by both parties.

2.    In the event a grievance exists at any level, or presents on or after the close of a school year, which if left unresolved until the beginning of the following school year could result in irreparable harm to a party of interest, the time limits set forth shall be reduced so that the grievance procedure may be exhausted prior to the beginning of the next school term or as soon thereafter as practical. The time limits set in the interests of resolving the issue will be scheduled by mutual agreement of both parties.  

3.    The aggrieved person or party of interest shall file a grievance within fifteen (15) school days after the person knew or should have known, of the act or condition on which the grievance is based, then the opportunity to file a grievance shall be considered waived and is not subject to further grievance or arbitration.  

 4.    Decisions at all levels of the grievance procedure shall be rendered in writing, setting forth the decision and the reasons and shall be transmitted only to all parties of interest.  

 F.

G. Grievance Procedure Steps

1.   INFORMAL:

The aggrieved person or party of interest with a grievance will first discuss it with his or her principal or immediate superior with the objective of resolving the matter.  

 2.   LEVEL I:

If the aggrieved person is not satisfied with the disposition he/she will present a written statement of his/her grievance to his/her principal or immediate superior within ten (10) school days of the informal discussion. The parties shall meet again to discuss the grievance if either party wishes to do so.  

In any event, the principal or immediate supervisor shall give a written decision to the aggrieved person or party of interest within ten (10) school days of receipt of the aggrieved person’s statement.  

3.   LEVEL II:

If the aggrieved person is not satisfied with the disposition of his grievance at Level I, or if no decision has been rendered within ten (10) school days after presentation of the grievance at Level I the aggrieved may file the grievance in writing to the Superintendent of Schools within five (5) school days of the decision at Level I or within fifteen (15) school days after the grievance was presented at Level I, which ever is sooner.  

Within ten (10) school days after the receipt of the written grievance by the Superintendent, the Superintendent shall render his decision in writing to the aggrieved within ten (10) school days after the meeting.  

4.   LEVEL III:  

If the aggrieved person is not satisfied with the disposition of his grievance at Level II, or if no decision has been rendered within ten (10) school days after presentation of the grievance at Level II, the aggrieved may file the grievance in writing to the School Committee within five (5) school days after receiving the decision at Level II or within fifteen (15) school days after the grievance at Level II which ever is sooner.  

After receiving the grievance, the School Committee shall meet with the aggrieved person for the purpose of resolving the grievance within twenty (20) school days, after receipt of the grievance by the School Committee Chairperson. The School Committee will render a written decision on the grievance within ten (10) school days of the hearing.  

5.   LEVEL IV:

If the aggrieved person is not satisfied with the disposition of the grievance at Level III, or if no decision has been rendered within ten (10) school days after the hearing by the School Committee or if the School Committee fails to meet with the aggrieved person within twenty (20) school days of receipt of the grievance by the School Committee  Chairperson,  the West Boylston Teachers' Association and only the Association may submit the grievance to arbitration.  

a)    In the event of a decision by the Teachers'  Association  to go to arbitration,  the School Committee will be notified in writing within five (5) school days of receiving the decision, fifteen (15) school days of the hearing if no decision is rendered or twenty-five (25) school days from the presentation of the grievance at Level III if no hearing has taken place.  

 b)    The Association will then submit the grievance to the American Arbitration Association or the Labor Relations Connection, within ten (10) school days of notifying the Committee of its decision to go to arbitration. The Committee and the Association will select their arbitrator pursuant to the processes for doing so under the rules and regulations of the agency with which the arbitration was timely filed.  

c)    If the demand for arbitration  is not filed within fifteen (15) school days of the School Committee's Level IV reply to the grievance, the grievance will be deemed withdrawn.

d)    The School Committee and the Association shall share the costs for the services of the arbitrator equally. Any other expenses incurred shall be paid by the party incurring same, unless the parties agree to share such expenses.  

e)    The arbitrator's decision shall not extend beyond the submitted grievance, nor alter, amend, or modify the provision of this contract. Nor shall the arbitrator render a decision that shall impinge upon any reserved rights and duties of the School Committee.  

 f)    Pending final resolution of any complaint, the aggrieved shall comply with the instructions of his immediate Supervisor, Principal, Superintendent and the School Committee.  

ARTICLE V

EMPLOYMENT

A.   In the West Boylston Public School System, requirements for employment and professional Teacher status shall be as established by law and the policies of the West Boylston School Committee. All positions within the School System shall have the recommendation of the appropriate Administrator(s), subject to appointment by the Superintendent.  

B.    Written notification of a decision to resign must be presented to the Superintendent at least thirty (30) calendar days before the date of leaving and no resignation shall be honored that will take effect the first thirty (30) days and the last thirty (30) days of the school year; however, the School Committee reserves the right to waive this requirement if it deems it in the best interest of the School System.  

C.    Upon initial employment under regular contract on a full-time or part-time basis, full credit will be given for previous teaching experience provided that such experience has been in the same subject matter area, or general grade level for which the Teacher is being hired. Otherwise, credit shall be given for previous teaching experience up to a maximum of five (5) years upon initial employment.  

D.   Before any Teacher begins employment, a complete physical must be performed at the expense of the School Committee if the Teacher chooses the school physician or at the Teacher’s expense if he/she chooses their personal physician.

E.    Final responsibility for establishing the starting salaries of all Teachers entering the School System rests with the Superintendent and the School Committee whose approval of the recommendation for the salary is mandatory.  

F.    A Teacher who desires a change in grade and/or subject assignment or who desire to transfer to another building shall file a written statement of such desire with the Superintendent not later than March.  

G.   Agency Fee

   

a)      Any member of this bargaining unit employed by the School Committee shall be subject to the imposition of an agency fee unless said member becomes a member of the West Boylston Teachers' Association/Massachusetts Teachers' Association/National Teachers' Association. The fee shall be equal to the cost of collective bargaining and contract administration except that in no case shall the fee exceed the dues amount in the current fiscal year.  

b)     Collection of agency service fees, including collection of delinquent fees, shall be solely the responsibility of the Association, and the School Committee shall not be required to take any action in regard to the employment of any delinquent employees. Employees who fail to pay the fee shall not be subject to dismissal, termination or any other disciplinary action but will be subject to civil liability for payment.  

c)     All members of the bargaining unit who do not become members of the W.B.T.A. must pay the prescribed Agency Service Fees (under G.L.C.150E and the regulations of the Massachusetts Labor Relations Commission thereunder) to the W.B.T.A. or the W.B.T.A. Scholarship Fund, prior to December 15 of any given year.

ARTICLE VI

Salaries

 A.          In consideration of an annual school year contract consisting of 183 days, between the Monday before Labor Day and June 30, as a basic contract of employment, the following salary scales are established for the inclusive dates cited.  

2013-2014 July 1, 2013 through June 30, 2014

 

 

 

 

 

Step

Bachelor

Masters

Masters+30

CAGS/Doctorate

1

$40,625

$43,673

$46,781

$49,849

2

$42,641

$45,822

$49,648

$52,049

3

$43,661

$46,921

$51,531

$53,293

4

$44,708

$48,270

$53,425

$54,577

5

$46,732

$50,300

$55,340

$57,059

6

$48,771

$52,526

$57,270

$59,561

7

$50,826

$54,733

$59,218

$62,080

8

$52,899

$57,038

$61,187

$64,621

9

$56,427

$59,440

$63,177

$67,181

10

$59,975

$61,951

$67,273

$71,534

11

$63,215

$64,566

$71,394

$75,921

12

$65,312

$70,213

$74,655

$78,902

This salary schedule reflects a 2 % increase over the 2012-2013 contract year.

All teachers who are on steps as of June 30, 2014 shall advance one (1) step on the 2014-2015 contract

2014-2015

Step

Bachelor

Masters

Masters+30

CAGS/Doctorate

1

$41,437

$44,547

$47,717

$50,846

2

$43,494

$46,739

$50,641

$53,090

3

$44,534

$47,859

$52,561

$54,359

4

$45,602

$49,235

$54,494

$55,668

5

$47,667

$51,306

$56,447

$58,200

6

$49,746

$53,576

$58,415

$60,752

7

$51,843

$55,827

$60,402

$63,322

8

$53,957

$58,179

$62,410

$65,914

9

$57,556

$60,628

$64,441

$68,525

10

$61,175

$63,190

$68,619

$72,965

11

$64,479

$65,857

$72,822

$77,439

12

$66,618

$71,618

$76,148

$80,480

July 1, 2014 through June 30, 2015

This salary schedule reflects a 2 % increase over the 2013-2014 contract year.

All teachers who are on steps as of June 30, 2015 shall advance one (1) step on the 2015-2016 contract.

2015-2016

July 1, 2015 through June 30, 2016

Step

Bachelor

Masters

Masters+30

CAGS/Doctorate

1

$42,266

$45,438

$48,671

$51,863

2

$44,364

$47,674

$51,654

$54,152

3

$45,425

$48,816

$53,612

$55,446

4

$46,514

$50,220

$55,584

$56,782

5

$48,620

$52,332

$57,576

$59,364

6

$50,741

$54,648

$59,584

$61,967

7

$52,879

$56,944

$61,610

$64,588

8

$55,036

$59,342

$63,659

$67,232

9

$58,707

$61,841

$65,729

$69,896

10

$62,398

$64,454

$69,991

$74,424

11

$65,769

$67,174

$74,278

$78,988

12

$67,950

$73,050

$77,671

$82,090

This salary schedule reflects a 2% increase over the 2014-2015 contract year.

All teachers who are on steps as of June 30, 2016 shall advance one (1) step on the 2016-2017 contract.  

 In order to move horizontally on these salary scales (e.g. from Bachelors to Maters), a Teacher must give the Superintendent written notification of anticipated eligibility to move horizontally no later than December 1st preceding the effective date of the anticipated move. The Superintendent shall provide Teachers with a general notice of this December 1st notification deadline by November 20th each year.

B . Teachers who have completed creditable teaching experience in the Town of West Boylston shall be paid a yearly longevity increment as follows:

13 – 19 years – For the 2013-2014 contract year, the payment shall be $1250. .   For the 2014-2015 and 2015 – 2016, the longevity payment shall be $1500.

20+ years - For the 2013-2014 contract year, the payment shall be $1750. .   For the 2014-2015 and 2015 – 2016, the longevity payment shall be $2,000.

 C.

1.    Each teacher shall fulfill certification requirements as required by the Massachusetts Department of Education regulations.

   2.    All courses that are submitted for eligibility to advance horizontally on the salary schedule must be approved in advance by the Superintendent of Schools. Official transcripts or a letter from the instructor verifying that a teacher has successfully completed such courses by obtaining a grade of at least a B or better must be submitted to the superintendent by August 15 for a lane change to be effective with the start of the contract year. For fall session courses, official transcripts or a letter from the instructor verifying a teacher has successfully completed such courses by obtaining a grade of at least a B or better must be submitted to the Superintendent by February 15th. Mid-year lane movements will be adjusted for the 14th check in a twenty-six (26) check pay year.

3.    Each teacher will be notified, in writing, of all West Boylston School System professional development points (PDPs) and corresponding training titles earned during a school year. The notification will be given, if possible, by the last day of each academic year.  

4.    Subject to the annual aggregate dollar limitation described in this section, the Committee shall reimburse teachers who successfully complete courses taken in accordance with Paragraph C.1 or C.2 above the actual cost of tuition, textbooks and lab fees associated with such courses during a three (3) year period, not to exceed $1,650. Tuition reimbursement shall be paid upon presentation of evidence of successful completion of the course. The total amount of the tuition reimbursement payments made during any fiscal year shall not exceed $14,000 in the aggregate and reimbursement payments up to this ceiling shall be made to teachers in the order in which evidence of successful course completion is presented to the Superintendent. The total aggregate amount shall be divided into three (3) pools that reflect the periods during which time courses may be taken. One half of the amount shall be utilized for summer courses, which shall be defined as courses that begin between June 1 and August 30. One fourth of the amount shall be utilized for fall courses, which shall be defined as courses that begin between September 1 and January 15. One fourth of the amount shall be utilized for spring courses, which shall be defined as courses that begin between January 16 and May 31. In the event that any money is unused, it shall be rolled over for use in the next period within a fiscal year. With the prior written approval of the Superintendent of Schools or his/her designee, a teacher may attend workshops or conferences, and receive up to a total of $250.00 reimbursement per contract year in lieu of courses taken for credit or audited that are reimbursed.  

 D. Any Teacher, having earned sixty (60) or more graduate credits above the level of the Master's degree, shall have the right to submit a written request to the School Committee through the Superintendent of Schools for special consideration for horizontal advancement to the CAGS/Doctorate scale. School Committee approval shall be based on, but not limited to, evaluations of official transcripts by the Superintendent of Schools, letters of recommendation or support from appropriate administrators of accredited institutions of higher learning, or other pertinent documentation to support such a request for "equivalency."

 E.    Additionally, the Superintendent shall have the right to grant additional increments for administrative or special duties or for work of an exceptional nature based on the recommendation of the Superintendent of Schools. An increment shall be considered to be a full step on the salary scale.

F.    Further, the Superintendent reserves the right to withhold increments from an individual Teacher during any contract year or years for just cause. An increment shall be considered to be a full step on the salary scale. ("Just Cause" shall not be interpreted as economic conditions.)

G.   All Teachers shall be paid their complete salary between the opening day of the school year of their contract year and the end of June of the same contract year.

H.   Retirement Benefits

1.    Sick Day Buy-Back:

Upon retirement,  Teachers  who have accumulated  twenty (20) years of service  in the West Boylston School System will receive $20 per day for unused sick days from day 101 to 150. Notice must be given one (1) year in advance (December 1 of the preceding year) for budgeting purposes. Section H.1 (Sick Day Buy-Back) shall be eliminated as of the 2015-2016 contract year.  

2.    Early Retirement Notification Benefit:

Full-time Teachers, age 55 or older, who have completed fifteen (15) years of service in the West Boylston Public Schools and are on the maximum step of the salary schedules contained in Section VI.A of this Agreement shall be entitled to a retirement payment of $10,000 as described in this section upon retirement if they comply with the provisions of this section.

To qualify for the retirement incentive payment, a Teacher must give written notification of retirement to the Superintendent no later than October 15 of the year prior to the effective date of the Teacher's retirement and the retirement must be effective as of the conclusion of a school year. The Committee shall make payment to the Teacher in one (1) installment in the September or January following the effective date of retirement at the election of Teacher.

 The retirement notification is binding unless there are extenuating circumstances approved by the Superintendent.

Section I, Athletic Stipend Positions

Section J, Student Activity Positions

Section K, Academic Stipend Positions

The  Parties  agree  to form  a committee   to look  at the  stipends  for these  positions  to determine if some positions should be added, deleted or their stipends changed in order to reflect the work spent on the activity or sport.    The parties agreed that the percentage increases in Paragraph 3 would be applied retroactively for the 2012-2013 contract year to the stipend schedules, in Sections I, J, K and be available for the work of this committee. The Parties agree the total amount of money (pool) available for these stipend positions will increase by two percent (2 ) overall in the 2013 -2014 contract year. The stipend salary schedule shall be increased by two percent (2 ) for the 2014-2015 contract year. The stipend salary schedule shall be increased by two percent (2 ) for the 2015-2016 contract year.

I. Athletic Stipend Positions: Salaries

1.   Salaries for athletic stipend positions shall be as follows.

 

Athletic Position

 

0-4 Years

 

 

5 - 8 Years

 

 

13-14

14-15

15-16

13-14

14-15

15-16

Varsity Football

4950

5049

5150

5160

5263

5368

Assistant Football

3555

3626

3699

3844

3921

3999

Varsity Girls' Soccer

3283

3349

3416

3497

3567

3638

JV Girls' Soccer

2158

2201

2245

2393

2441

2490

MS Girls' Soccer

1689

1723

1757

1933

1972

2011

Varsity Boys' Basketball

3940

4019

4099

4025

4106

4188

JV Boys' Basketball

2814

2870

2927

3037

3098

3160

MS Boys' Basketball

1689

1723

1756

1988

2028

2069

Varsity Girls' Basketball

3940

4019

4099

4025

4106

4188

JV Girls' Basketball

2816

2872

2929

3037

3098

3160

MS Girls' Basketball

1689

1723

1758

1933

1972

2011

Varsity Baseball

3283

3349

3416

3497

3567

3638

JV Baseball

2158

2201

2245

2393

2441

2490

Varsity Softball

3283

3349

3416

3497

3567

3638

JV Softball

2158

2201

2245

2393

2441

2490

Track

3283

3349

3416

3497

3567

3638

Assistant Track

2440

2489

2539

2667

2720

2775

Boys' Tennis

2496

2546

2597

2667

2720

2775

Girls' Tennis

2496

2546

2597

2667

2720

2775

Golf

1516

1546

1577

1869

1906

1945

Fall Cheerleading

2457

2506

2556

2657

2710

2764

Winter Cheerleading

2457

2506

2556

2657

2710

2764

Athletic Director

8293

8459

8628

9025

9206

9390

Athletic Trainer

3253

3318

3384

3453

3522

3593

 

Athletic Position

 

9 - 12 Years

 

 

13+ Years

 

 

13-14

14-15

15-16

13-14

14-15

15-16

Varsity Football

5460

5569

5681

5760

5875

5993

Assistant Football

4128

4211

4295

4368

4455

4544

Varsity Girls' Soccer

3771

3846

3923

4088

4170

4253

JV Girls' Soccer

2667

2720

2775

2974

3033

3094

MS Girls' Soccer

2207

2251

2297

2508

2558

2609

Varsity Boys' Basketball

4416

4504

4594

4737

4832

4929

JV Boys' Basketball

3310

3376

3444

3623

3695

3769

MS Boys' Basketball

2207

2251

2296

2508

2558

2609

Varsity Girls' Basketball

4416

4504

4594

4767

4862

4960

JV Girls' Basketball

3310

3376

3444

3623

3695

3769

MS Girls' Basketball

2207

2251

2296

2508

2558

2609

Varsity Baseball

3771

3846

3923

4088

4170

4253

JV Baseball

2667

2720

2775

2974

3033

3094

Varsity Softball

3771

3846

3923

4088

4170

4253

JV Softball

2667

2720

2775

2974

3033

3094

Track

3771

3846

3923

4088

4170

4253

Assistant Track

2945

3004

3064

3252

3317

3383

Boys' Tennis

2945

3004

3064

3252

3317

3383

Girls' Tennis

2945

3004

3064

3252

3317

3383

Golf

2169

2212

2257

2369

2416

2465

Fall Cheerleading

2880

2938

2996

3256

3321

3388

Winter Cheerleading

2880

2938

2996

3256

3321

3388

Athletic Director

9391

9579

9771

9832

10029

10230

Athletic Trainer

3653

3726

3801

3969

4048

4129

J. Student Activity Stipends: Salaries

1. Stipends for extra-curricular activities stipends shall be as follows:

 1.  Salaries for extra-curricular activity stipend positions shall be as follow:

  

0 - 2 Years

 

 

3 - 5 Years

 

 

Student Activity Position

13-14

14-15

15-16

13-14

14-15

15-16

Student Council

3,545

3,616

3,688

3,645

3,718

3,792

Yearbook Coordinator

2,408

2,456

2,505

2,786

2,842

2,899

T.O.A.D.S. Coordinator

2,358

2,405

2,453

2,631

2,684

2,738

Drama Coordinator

1,921

1,959

1,999

2,153

2,196

2,240

HS Music Activities

1,628

1,661

1,694

1,891

1,929

1,968

Media Coordinator Elementary

1,628

1,662

1,695

1,891

1,929

1,968

Football Band

1,317

1,343

1,370

1,491

1,521

1,551

MS Music Activities

1,317

1,343

1,370

1,491

1,521

1,551

Producers Club Advisor

1,317

1,343

1,370

1,491

1,521

1,551

Senior Class Advisor

1,024

1,044

1,065

1,184

1,208

1,232

Science Fair

866

883

901

1,047

1,078

1,100

Mathaletes

1,077

1,099

1,121

1,259

1,284

1,310

National Honor Society

1,065

1,086

1,108

1,165

1,188

1,212

Junior Class Advisor

1,024

1,044

1,065

1,184

1,208

1,232

MS Science/Math Enrichment

866

883

901

1,046

1,067

1,088

MS Yearbook Assistant

452

461

470

626

639

652

Art Activities

813

829

846

950

969

988

Elementary Yearbook

858

875

893

938

957

976

HS Literary Magazine

800

816

832

957

976

996

MS Intramurals

1,312

1,338

1,365

1,484

1,514

1,544

DECA

1,232

1,257

1,282

1,332

1,359

1,386

Graduation Coordinator

350

357

364

375

383

391

Weight Room Supervisor

520

530

541

520

530

541

Wee Deliver

308

314

320

334

341

348

Elementary Store

308

314

320

334

341

348

Elementary Bank

308

314

320

334

341

348

WOW Coordinator

308

314

320

334

341

348

MS Student Council

333

340

347

383

391

399

MS Store Coordinator

308

314

320

358

365

373

Late Bus Monitor

2,337

2,384

2,432

2,337

2,384

2,432

Gay Straight Alliance

650

663

676

700

714

729

Elementary Art Club

650

663

676

700

714

729

WB In It To End It

650

663

676

700

714

729

Freshman Advisor

650

663

676

700

714

729

Sophomore Advisor

650

663

676

700

714

729

Biodiversity Club

1,232

1,257

1,282

1,332

1,359

1,386

  National Art Honor Society

813

829

846

950

969

988

 

 

6+ Years

 

 

Student Activity Position

13-14

14-15

15-16

Student Council

3,745

3,820

3,896

Yearbook Coordinator

3,189

3,253

3,318

T.O.A.D.S. Coordinator

3,089

3,152

3,215

Drama Coordinator

2,626

2,679

2,733

HS Music Activities

2,154

2,197

2,241

Media Coordinator Elementary

2,154

2,197

2,241

Football Band

1,628

1,661

1,694

MS Music Activities

1,628

1,661

1,694

Producers Club Advisor

1,628

1,661

1,694

Senior Class Advisor

1,263

1,288

1,314

Science Fair

1,228

1,253

1,278

Mathaletes

1,432

1,461

1,490

National Honor Society

1,322

1,348

1,375

Junior Class Advisor

1,263

1,288

1,314

MS Science/Math Enrichment

1,228

1,253

1,278

MS Yearbook Assistant

800

816

832

Art Activities

1,079

1,101

1,123

Elementary Yearbook

1,034

1,055

1,076

HS Literary Magazine

1,115

1,137

1,160

MS Intramurals

1,658

1,691

1,725

DECA

1,432

1,461

1,490

Graduation Coordinator

410

418

427

Weight Room Supervisor

520

530

541

Wee Deliver

381

389

397

Elementary Store

381

389

397

Elementary Bank

381

389

397

WOW Coordinator

381

389

397

MS Student Council

433

442

451

MS Store Coordinator

381

389

397

Late Bus Monitor

2,337

2,384

2,432

Gay Straight Alliance

800

816

832

Elementary Art Club

800

816

832

WB In It To End It

800

816

832

Freshman Advisor

800

816

832

Sophomore Advisor

800

816

832

Biodiversity Club

1,432

1,461

1,490

  National Art Honor Society

1,085

1,107

1,129

K. Academic Stipend Positions: Salaries

1. Salaries for academic stipend positions shall be as follows:  

K.  Academic Stipend Positions: Salaries:

1.  Salaries for academic stipend positions shall be as follow:

Academic Coordinator Position

 

13-14

 

14-15

 

15-16

Program Leader K – 1

1,825

1,862

1,899

Program Leader 2 – 3

1,825

1,862

1,899

Program Leader 4 – 5

1,825

1,862

1,899

MHS Language Arts/English

1,825

1,862

1,899

MHS Social Studies

1,825

1,862

1,899

MHS Mathematics

1,825

1,862

1,899

MHS Science

1,825

1,862

1,899

MS/HS Foreign Language

1,825

1,862

1,899

MS/HS Art

1,825

1,862

1,899

MS/HS Music

1,825

1,862

1,899

MS/HS Physical Education/Health

1,825

1,862

1,899

MS/HS Guidance

1,825

1,862

1,899

Team Leader Grade 6

1,825

1,862

1,899

Team Leader Grade 7

1,825

1,862

1,899

Team Leader Grade 8

1,825

1,862

1,899

SPED Preschool Program Coordinator

2,394

2,442

2,491

SPED MS Program Coordinator

2,394

2,442

2,491

SPED HS Program Coordinator

2,394

2,442

2,491

Website Assistant (2)

800

816

832

NEASC Steering Committee (2)

1,723

1,757

1,793

Teacher Mentor

1,230

1,255

1,280

Elem ELL Coordinator

800

816

832

M/H ELL Coordinator

800

816

832

Student Intervention Team Coordinator

800

816

832

Student Intervention Team Member

510

520

531

Non-Violent Restraint Trainer

615

627

640

  K. The duties of a Program Leader shall be in addition to the normal teaching duties assigned to a teacher.

L. The School Committee shall have and retain the right to fill only those positions deemed necessary under paragraphs I through K of the Article and which have been appointed by the Superintendent of Schools.  

M. Teachers responsible for supervising students on an overnight, District-sponsored, curricular-based event will be remunerated fifty dollars ($50.00) per overnight.

N. Those stipends will be disbursed in two payments within the academic year. Said payments will accompany the first paychecks in December and May.  

ARTICLE VII

TEACHING HOURS AND TEACHING LOAD

A.   The opening and closing of the school year and school day shall be determined by the School Committee.

B.   The workday of Teachers shall begin fifteen (15) minutes prior to the start of the first period class. Teachers may leave the school upon departure of busses, but not until students have been provided with assistance or remedial instruction and parental conferences have been held as previously scheduled and other duties defined in Section G-2 have been fulfilled.  

Meetings will not be scheduled for Fridays or days preceding holidays except for emergency purposes.

If the Committee institutes double school bus runs, the parties shall meet to discuss the impact of such bus scheduling.  

The Committee shall be permitted to implement after-school detention not to exceed forty-five (45) minutes beyond the closing of school. Teachers shall be assigned after-school detention duty on a rotating and equitable basis and the workday shall be extended to include such assigned detention duty. After-school detention duty shall not be assigned on Fridays or days prior to holidays or vacation periods.

C.    The first and third Mondays of the month shall be designated as “Meeting Day”. When Meeting Day falls on a holiday or a day on which school is not in session, the following Monday shall serve as the Meeting Day. Staff, departmental, grade level, curriculum-related meetings and any other meetings or conferences called by the Administration, Principals, Supervisors or Program Leaders shall be held on Meeting Day. Agendas will be provided to staff members on the school day prior to the meeting. The Administration may call meetings on other days in the event unanticipated circumstances make such a meeting necessary. Meetings and conferences may be held from the time of student release until one hour thereafter.

In addition, Teachers may be required to participate in four (4) evening meetings or parent/Teacher nights per year. Attendance at all meetings or conferences is mandatory.  

D.   Six (6) afternoons per school year, Teachers will be given released time for the purpose of curriculum development, evaluation and/or meetings and conferences.  

 E.    Teachers shall have an uninterrupted duty-free lunch period equal in time to that of the students in his or her school. Such lunch period shall be scheduled so as to provide coverage for the responsibility of children as needed or required by the particular circumstances of each individual school. Elementary teachers shall have a 30 minute uninterrupted duty-free lunch.  

F.    The Teacher's basic workload will include all assignments made by the administration during the normal school day.

 The following definitions apply:  

o    Block teaching period: a period of eighty-eight (88) minutes of instructional time

o    Half Block teaching period: a period of forty-four (44) minutes of instructional time

o    Preparation  period: a daily duty-free continuous period for the Teacher to prepare for any teaching related responsibilities, the length of time of which may vary by grade level.

o    Content  preparation:  any course or assignment  that requires  a separate  organization   and preparation of any curricula, activities, or instructional materials.

In the event that the administration decides to change the length of the teaching block, the administration shall notify the Association and upon request of the Association, will bargain about that change.

The basic load will be:

 1.a)       In high school schedules: no more than three (3) block teaching periods. A scheduled preparation period of the same length as a block teaching period will be included in each teacher’s schedule as described in Paragraph G.2 below. Teachers may be assigned one (1) meeting per week equal in length to one-half of a preparation block, for the purposes of attending a scheduled Sped meeting. No homeroom, cafeteria, corridor, or lavatory duties will be assigned.

b)       Teachers with an average class size of less than fifteen (15) may be assigned a duty for half of a preparation period three times weekly. Duties shall include supervision/ monitoring of the hall, library or VHS lab. Homeroom or bathroom duties shall not be assigned. Special education staff shall not be assigned duties. If a Teacher is schedule for a meeting during his/her assigned duty, the Teacher shall be released from that duty.

Teachers with an average class size of less than fifteen (15) students who also teach an AP course may be assigned only two (2) duties per week.

If at any time, a Teacher’s class average increases to fifteen (15) students or above, they will be dropped from the duty rotation immediately.

For purposes of this sub-section, a Teacher’s average class size shall be calculated by taking the total number of students divided by the number of blocks they teach in a given year.

c)         Middle School Teachers shall teach fifty-eight (58) minute instructional periods. In a seven (7) day rotating schedule of six periods a day, Middle School teachers shall teach five (5) periods on two of the days and four (4) periods on five of the seven days.

Middle school teachers will have an uninterrupted preparation period every day which is equal in length to that of an instructional period. Should a scheduled advisor/advisee period conflict with a regularly scheduled plan period, the teacher will be given a preparation period during another period in the same day.

On five days of the rotating seven (7) day schedule, the teachers will have an additional non-instructional fifty-eight (58) minute period for professional activities such as collaborative planning, interdisciplinary planning, parent conferences, and teacher meetings. As per contract: “Teachers shall have an uninterrupted duty-free lunch period equal in time to that of the students in his or her School”. (Article VII; Section E)

Teachers who teach in both the Middle School and High School schedules shall teach either: (1) three middle school periods and one high school block period each semester, and have a daily uninterrupted eighty-eight (88) minute preparation block or (2) middle school periods and two (2) high school blocks with an uninterrupted  fifty-eight (58) minute preparation period one semester and two (2) middle school periods and done high school block with two (2) uninterrupted fifty-eight (58) minute preparation periods in the other semester.

Teachers who teach at both the middle school and the elementary school shall teach no more than a total of five (5) instructional periods (instructional periods are defined as fifty-eight (58) minute in the middle School and 45 minutes in the Elementary School )during the school day, and no more than thirty-five (35) instructional periods over a seven (7) day cycle. These teachers will not be given additional supervisory or duty assignments in consideration of needed travel, organizational and planning time. In addition, they will have a preparation period each day equivalent to the length of the instructional period at the middle school.

 2.a)       Teachers who teach in the elementary self-contained classrooms: a full classroom day, which includes a forty-five (45) minute duty-free preparation period during which the classroom will be under the supervision of another qualified professional:  for example, a specialist, etc. The preparation period described in this paragraph will satisfy the requirements of Paragraph G.2 below.

b)       In elementary classrooms that are not self-contained:  no more than six (6) teaching periods and no more than three (3) subjects. A scheduled preparation period of forty-five (45) minutes shall be included in each Teacher’s schedule every day as described in Paragraph G.2 below. For purposes of this section a subject shall be defined as a content area i.e., science, math, language arts, social studies, etc.) Full-time specialists shall have one preparation period of forty-five (45) minutes, a thirty (30) minute duty-free lunch, and fifteen (15) minute duty-free break.

c)     One uninterrupted thirty (30) minute common planning period will be scheduled for all elementary Teachers weekly.

 d)       In addition, teachers shall be provided a fifteen minute (15) duty-free break during the day.  

3.     The School Committee has the right to assign teaching periods above the normal workload in order to deal with unusual scheduling demands. However, the total number of teaching periods assigned to Teachers above the normal workload shall not exceed a total of seven (7) half-block periods per week in any building. Under no circumstances may a Teacher be assigned more than a total of thirty (30) half-block teaching periods per week or be deprived of his or her scheduled preparation period. The School Committee  will try to avoid assigning  extra teaching periods (above the normal workload) under the provisions of this paragraph, and will attempt to schedule the normal teaching day for each Teacher. No Teacher will be assigned extra teaching periods for two consecutive years.  

4.     Teachers may exceed the limitations of the provisions of paragraphs F.1, F.2, and F.3, if mutually agreeable to the School Committee, the Teachers' Association, and the Teacher involved in the variance.  

5.    Upon request by the Association, a list of Teacher assignments will be provided at the beginning of each semester.

6.    Any Teacher having five (5) or more content preparations per day will be considered for reduction of supervisory duties (as defined in G.1). For purposes of calculation, each AP class counts as an additional course preparation. The Association recognizes the responsibility and obligation of the building administration to provide supervision of students. This paragraph applies only to Teachers whose workload includes duties.  

 7.    The   actual   daily   working   hours   (starting/ending   time)   of  a  Teacher   may   be   modified   to accommodate educational program needs. No Teacher, however, shall be required to work in excess of the total time required of Teachers assigned to a regular daily building schedule.  

 8.    Teachers regularly assigned to both buildings on a daily basis will be given no duty assignments.

9.     The building administration shall make an affirmative effort to provide special education program leaders with three (3), forty-five (45) minute blocks per week for completion  of role-related responsibilities.  

 G.   Teachers  participation  in non-classroom  assignments  will be in accordance  with the following schedule:  

 1.      The Teacher's assignments may include homeroom  duty, cafeteria supervision, assembly supervision, corridor duty, recess and noon duty, late bus supervision, lavatory duty, and other necessary non-teaching duties during the school day, and such special assignments as may be created by the absence of Teachers or by other circumstances necessitating program changes. A playground/cafeteria monitor will be hired for elementary supervision purposes and will be assigned at the discretion of the Administration. Monitors will be provided at the secondary level to fulfill the requirements of section F.1, above. The administration will make a good faith effort to procure substitutes for monitors when necessary. Duties will be distributed equitably at the discretion of the administration.  

2.     In addition, it is further agreed that a Teacher's basic load will include all relevant activity necessary to produce good teaching and maintain professional status. These activities should include preparation of lessons; maintaining a current plan book complete with substitute file and seating  chart;  development  of tests;  evaluation  of pupil work; all required  reports; committee work (departmental, curriculum, etc.); faculty meetings, conferences; meetings and communication with parents; open house programs; and team/departmental meetings.   

H. At the discretion of the principal, middle/high school guidance counselors shall work between three (3) and five (5) days beyond the teachers’ contract year at the per diem rate to be included in their contract. These three (3) to five (5) days will take place between the close of school in June and the opening of school in August. These extra workdays will be mutually agreed upon between the counselors and the administration.

I.        Job Sharing

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

 2.    A job-sharing situation will be considered only if two (2) professional status  teachers jointly develop a plan for the job-sharing and approach the Superintendent with it together; individuals cannot request job-sharing. The plan shall include the following details:

a.    The position to be shared;  

b.    The manner in which the job is to be shared; e.g. the percentage of the job each is to work;

c.    Any other relevant information to the implementation of the proposal.  

3.    The application to job-share must be submitted to the building principal by February 15th of the preceding school year.

 4.    Decisions about job-share proposals will be made at the discretion of the Superintendent and principal by April 1. In approving job-sharing requests, the Superintendent will consider the merits of the request and the impact that the job-sharing will have on the school system. The decision whether or not to grant job-sharing requests shall not be grievable or arbitrable.

5.    In the event that one (1) professional employee involved in the job-sharing is unable to complete the school year, the other individual will make every effort to resume the position of full-time or propose a plan acceptable to the Superintendent and principal which would allow the continuation of the job-sharing arrangement.

 6.     A job-sharing arrangement may not exceed one (1) school year. Teachers may reapply the following year, however.

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

a. Both teachers will be present and on duty for the first and last day of the student school year.  

b.  Both teachers will be required to attend the district’s professional  development  activities including those held on full-day and half-day professional development days.

c. Both teachers will be present for parent-teacher conferences.  

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

e. The total cost of the job-sharing shall not exceed the cost of one (1) teacher in terms of benefits and health insurance.

8.    Each teacher’s salary shall be prorated. The salary step for each teacher shall be the same as (s)he would be entitled to if employed on a full-time basis. Sick leave and personal leave will be prorated and seniority shall accrue on a prorated basis in accordance with Article XI.

9.    The number of job-sharing positions shall be at the discretion of the Superintendent.

ARTICLE VIII

TEACHER-INITIATED PROJECTS

Under the direction of the Superintendent, a mini-grant program may be available for Teacher-initiated projects related to an area of benefit to the West Boylston School System.  

 Projects will be submitted in writing after May 1 for work to be done during the period of July 1 - June 30.   

Teachers will present in writing to their principal a brief but definitive outline of their project. Such an outline shall include the following: the title, a statement of the project, the rationale, the procedure (when, where and how) expected outcomes and funding request.  

 After the Teacher has reviewed the project with the building principal, the principal and Teacher will, in turn, present the proposed project to the Superintendent, for final approval and determination of funding. The amount  of funding  for each  project  will be determined  by the Superintendent   based  upon  the responsibilities involved in the project.  

Teachers will provide a written report of the results of their project upon its completion to the building principal and the Superintendent.  

 The acceptance or rejection of a proposed project and the determination of funding shall be made by the Superintendent and shall not be subject to grievance, arbitration or other review.

The amount budgeted each fiscal year to fund Teacher-initiated projects described above shall be determined by the School Committee in its sole discretion and shall not be subject to grievance, arbitration or other review.

Teachers participating in teacher-initiated projects with the prior approval of the Superintendent, or in District-initiated    after-school    activities    such    as   MCAS    tutoring,    curriculum    development    and administrative detention (aside from those listed in Article VII) will be compensated at the rate of twenty-five dollars ($25.00) an hour.  

ARTICLE IX

VACANCIES AND PROMOTIONS

 Whenever any vacancy occurs for professional positions within the West Boylston Public Schools during the contract year (July through June), said position shall be advertised by the Superintendent of Schools by staff bulletins distributed to each school for bulletin board posting as far in advance of the appointment as possible. During July and August, notices of vacancies shall be mailed to the Association President and to any Teacher who requests same in writing from the Superintendent of Schools for this service before June 15th. Whenever possible, Teachers will be notified when Teacher reassignments are pending.

ARTICLE X

TEACHER EVALUATIONS

  1)    From time to time, a task force may be formed by either party for the purpose of addressing evaluation procedures in compliance with State law. The task force will consist of the Superintendent of Schools and two administrators representing the School Committee and three (3) Teachers selected by the West Boylston Teachers' Association. When activated, the task force shall review School Committee policy AFC/GCN, and recommend any procedural changes a majority of the task force agrees upon. Recommendations of the task force shall be subject to ratification by both parties to this agreement. If the task force reaches impasse or one (1) or both parties fail to approve the recommendations of the task force, the parties shall be deemed to be at impasse.

2)    The evaluation instrument and procedure that conforms to the requirements of MA. 603 CMR sect. 35.00 are specified in Appendix A.

a. No Teacher shall be disciplined, reprimanded, reduced in rank or compensation or deprived of any professional advantage without due process.

ARTICLE XI

REDUCTIONS IN FORCE

   A.   In the event it becomes necessary to reduce the teaching staff, the Superintendent shall follow the proper procedure:

1)    Teachers with professional teacher status (PTS) shall not be laid off if there are positions for which they have a valid certification (license) held by Teachers without PTS.

2)    If it is necessary to reduce Teachers with PTS, the Teacher with the least seniority (as seniority is defined below) in the affected discipline area shall be the first to be laid off and additional layoffs shall proceed in reverse order of seniority.

3)    If there is a junior Teacher who is demonstrably superior in performance, the junior Teacher may be retained. However, the Superintendent may retain a junior Teacher only when such Teacher is demonstrably superior in performance and/or qualifications as determined by formal evaluations and professional development or by virtue of special skills relevant to the position to be filled.

4)    A professional status Teacher who is to be laid off in a particular discipline and is qualified to teach in another discipline will be placed in the second discipline for the purpose of determining if he/she or another Teacher from the discipline is to be laid off. In making a determination of “qualified” pursuant to this Article, the Superintendent shall consider:

a) Certification

b) major and minor fields of concentration

c)teaching experience in West Boylston in the discipline

d)teaching experience outside the system in this discipline

e)related experience in business and industry

f) professional development experience in the discipline within the past five years.

g)

5)    `Seniority is defined as the most recent period of continuous employment in the West  Boylston School District in years, months, and days. Effective July 1, 2006, part-time teachers   will   accumulate   seniority   according   to   the   percentage   of   their   full-time equivalent (FTE). Teachers will retain the seniority that they accumulated prior to July 1, 2006.

B.    Except in unusual circumstances, the Association and Teacher(s) so affected by a potential or actual reduction in force shall be notified of pending action prior to public hearing of the school budget of the contract year preceding the school year in which the reduction is to be effected, but in no event later than June 15th of the Teacher's current contract year.

C.    To the extent permitted by applicable state and federal laws, laid off Teachers may continue in the Town’s group health and life insurance program. The Teacher shall be responsible for paying the entire cost of the premium.  

 D.   A Teacher with professional teacher status who is laid off as a result of a reduction in teaching staff shall be eligible to be recalled to his or her position if that position is reinstated within the twelve (12) months immediately following the effective date of his or her lay off.  

 E.    Teachers shall be recalled subject to the conditions of this section in reverse order of the layoff. During the recall period, the laid off Teacher will have preference for any vacancy or new position for which he/she is eligible in accordance with the criteria established for seniority in paragraph A. above.  

 F.    The Superintendent shall prepare a list specifying the seniority of each Teacher and copies will be forwarded to the President of the WBTA by October 15. If no challenge to the list is made by the Association within thirty (30) school days of receipt of the list, the list will stand as written. Final copies will be sent to each school.  

 G.    The decision to reduce Teachers shall not be subject to any grievance or arbitration proceedings currently, or, in the future established.  

H.   Nothing in this section shall limit the management rights of the Superintendent to terminate the employment of any Teacher under Massachusetts State Law.  

ARTICLE XII

ABSENCES AND LEAVES

 1.    Absences Charged Against Personal Illness

A. Personal Illness

1. A maximum of fifteen (15) days annually shall be granted with full pay. The unused annual sick leave days shall be cumulative to a maximum of one-hundred fifty (150) days. If the contract is terminated before completion of the school year, the sick leave shall be prorated at the rate of one and one-half (1½) days per month not counting July and August.

2.   A physician's certificate may be required after three (3) consecutive days of absence and pay for services shall be withheld until such certificate is presented.  

 B. Illness in the Immediate Family

Up to a maximum of fifteen (15) working days may be claimed under personal illness to care for members of the immediate family, defined as: husband or wife, son or daughter, father or mother, father-in-law or mother-in-law, brother or sister, or other relatives living in the immediate household.  

B.   Notification of Used and Accumulated Absences and Leaves

On or about the first day of the school year, teachers will receive a written year-end accounting (from the prior school year) regarding the number of sick leave days the teacher has used and accumulated and carried forward.

 2.    Sick Leave Bank

A.   There shall be established a sick leave bank subject to the following conditions.

 1)    This sick leave bank will become operable only if there are more than one hundred (100) days in the sick leave bank by October 1 of each year of this agreement. When there are unused sick leave bank days in a given year, such unused days shall be carried forward for purposes of determining the number of days in the sick leave bank in the subsequent year.    

2)    If the sick leave bank does become operable, it is to be administered by a committee of five (5) persons: two (2) representatives of the Committee, two (2) representatives of the Association and the school physician. All decisions of the sick leave bank committee must be made by a majority of the members (3). Only teachers with professional teacher status shall be eligible to apply to the bank.  

 3)    This sick leave bank shall require funding only by the voluntary contribution of one (1) day per Teacher on or before October 1. At the beginning of each school year, any eligible Teacher who has not contributed to the Sick Leave Bank will be able to do so. Each Teacher shall be deemed to have contributed a sick leave day to the sick bank unless he/she notifies the Superintendent in writing on or before October 1st that he does not wish to contribute to the sick leave bank.  

 4)    Eligibility for use.

a)    Exhaustion of the individual Teacher's sick leave accumulation.

b)    The Teacher applicant must have contributed sick leave days to the sick leave bank in the most recent year in which contributions were required in order for the sick leave bank to have more than fifty (50) days.

c)      Medical evidence of prolonged serious illness submitted by certification by a practicing physician.

d)    The Teacher applicant must have accumulated thirty-five (35) or more sick leave days prior to the beginning of any school year.

e)    No Teacher who is on a leave of absence for any reason shall be eligible for the sick leave bank.

f)    No more than fifty (50) sick leave days will be granted to any individual Teacher during any school year.

g)    No more than an aggregate total of one hundred (100) sick leave days in any one (1) year will be awarded from the sick leave bank by the sick leave bank committee.

h)   Any decision rendered by the sick leave bank committee shall not be made the subject of grievance or arbitration.  

 B.   Any Teacher, having exhausted his or her cumulative sick leave, including sick leave under the sick leave bank, may petition the School Committee through the Superintendent of Schools, for special consideration. Decisions of the School Committee on such requests for special consideration shall be final and binding and shall not be subject to any grievance or arbitration proceedings.  

 3.    Absences Not Charged Against Personal Illness

A. Bereavement Leave

1. When an immediate member of a Teacher's family dies, the employee may take a paid leave of absence not to exceed four (4) days. The immediate member of a family is defined as: husband, wife, son, daughter, father, mother, father-in-law, mother-in-law, brother, sister, maternal or paternal grandparents, maternal or paternal great-grandparents, niece, nephew, son or daughter-in-law, step child, grandchild, or other relative living in the immediate household. Funeral and bereavement leave days need not be consecutive work days if there is a ceremony or memorial service held at a later time for the immediate family member who died.

2. When the death of a brother-in-law, sister-in-law, uncle, aunt or grandparent-in-law occurs in the family of an employee, the employee shall be granted funeral leave for up to one (1) working day without loss of pay.

 3.   In his/her discretion, in extraordinary circumstances, the Superintendent may grant additional bereavement leave. Exercise of his/her discretion may not be the subject of a grievance.  

 B. Religious Holidays

A member of any religious group observing sacred holidays not provided for in the school calendar may take a paid leave of absence not to exceed a maximum of three (3) days per year.  

C. Professional Visitation/Conference Days

Teachers may be granted professional visitation and/or conference days with pay at the discretion of the Principal or Superintendent of Schools.  

D. Personal Business

1. Each Teacher shall receive two (2) days per year for the transaction of personal business that cannot be transacted outside of the workday as defined in Article VII.B. subject to the following conditions:

a. Personal leave may not be used for vacation or recreational purposes.

b.  such days cannot be taken on a school day immediately before or after any holiday or school vacation period.

c.  Teacher requesting personal business leave shall give twenty-four (24) hours notice of intention to take such leave to the Superintendent or his designee on a form to be provided by the School Committee.

d. No more than five (5) Teachers shall be able to take personal business leave on any given day, and in the event more than five (5) Teachers request leave on any given day, the first five (5) Teachers who give their written notice to the Superintendent shall be the ones to receive personal business leave.

e. No reason will be required for use of personal days under this section D.1.

2. Absences for personal business with pay in addition to the personal business days in paragraph D.1. above may be granted upon the recommendation  of the Principal and the approval of the Superintendent. Decisions of the Superintendent under this paragraph D.2. shall be final and binding and shall not be subject to grievance or arbitration proceedings.  

 E. Personal Leave without Pay

Absences for personal business without pay may be approved by the Principal and coordinated with the Superintendent of Schools.  

 4. . Maternity Leave

A.  

1. Pursuant to Massachusetts General Law, Chapter 149, Section 105D, every female employee who has completed the initial probationary period of three (3) consecutive months is entitled to up to eight (8) weeks of unpaid leave for the purpose of giving birth or for adopting a child. The teacher should notify the Superintendent of her intention to take a maternity leave and to return, at least two (2) months before the expected date of the leave and, in any case, not less than two (2) weeks prior to the leave.

2.  Accumulated sick leave and personal days may be applied to those days during the maternity leave period for which her attending physician certifies that she is disabled and unable to work.

3.  At the end of the maternity leave, teachers shall be returned to the same positions they held before the leave began, or to an equivalent position, subject to layoff or other position elimination as per Article XI (RIF).

4. During the period of maternity leave, the teacher’s health benefits shall be continued (provided the teacher pays her portion of the premium during her leave).

B. Nothing in Paragraph A, above, shall be construed to prevent the granting of a maternity leave shorter or longer than one (1) year when it is in the best interest of the West Boylston Public Schools to do so.  

 5. Military Leaves

Credit for military service should be granted when determining a Teacher's placement on the salary schedule. Military leave of absence is granted to Teachers under the provision of the Selective Service Act. Each Teacher granted a military leave of absence shall be eligible to return to a teaching position with seniority rights and with annual increments equivalent to the number of years spent in active military service providing the Superintendent  of Schools is notified in writing, within sixty (60) calendar days after such discharge or release from active service of the intention to return to a teaching position in the West Boylston Public Schools.  

6. Educational Leaves

Upon completion of five (5) consecutive years of service in the public schools, a Teacher may be granted a full year's leave of absence. An educational leave may be used for travel or education, but not for financial gain. A leave for educational purposes must have the recommendation of the Superintendent of Schools and the approval of the School Committee. Not more than five percent (5 ) of the teaching staff shall be granted such leaves within any school year. A Teacher must agree to teach in the public schools in the Town of West Boylston for at least a minimum of two (2) school years following such leave (as per M.G.L. Ch. 71 paragraph 41A). Compensation shall be agreed to by the Teacher involved and as approved by the Committee.

 7. Family and Medical Leave

A.   A teacher who has been employed for one (1) complete year shall be entitled to a leave of absence without pay for up to twelve (12) weeks within a twelve (12) month period of time for birth, adoption, foster care placement of a child or if a serious health condition affects the employee, employee’s spouse, child or parent in accordance with the Federal Family and Medical Leave Act (FMLA.)

 B.   During a leave under the FMLA, health benefits for the employee shall be continued.

C.    An employee must give thirty (30) days notice of intent to take an FMLA leave whenever possible.

 D.   FMLA leave is taken concurrent with, not in addition to, maternity leave as described in Article

 XII, Section 4A.

E.    At the end of an FMLA leave, teachers shall return to the same position they held before the leave began or to an equivalent position, subject to layoff or other position eliminated as per Article XI (RIF.)

8. Child Rearing Leave

 A.    A child rearing leave without pay of up to one (1) year shall be granted at the discretion of the Superintendent to any teacher, who has completed at least one (1) full year of service to the District. Requests for such leave must be made no less than three (3) months prior to the beginning of the leave.

B.   The teacher on a child-rearing leave shall notify the Superintendent in writing not later than March 1st concerning the desire to be reinstated the following year.

C.    A teacher returning to the system following an approved child rearing leave shall advance to the next step of the salary schedule in a subsequent school year, provided he/she has served in his/her teaching position for a total of ninety-two (92) days during the school year in which the leave commenced.

D.   All teachers returning from a child rearing leave of absence shall be restored to their previous or equivalent position.

 E.    During a child rearing leave, the teacher shall not accrue time towards professional status, sick leave, and seniority.

F.    While on child rearing leave, a teacher may continue his/her coverage in the Town’s Group  Health Plan, provided the teacher pays the entire cost of the health care benefit premium.

9.    Adoption

A. After having completed one (1) year of teaching for the West Boylston schools, a teacher who adopts a child will be eligible, upon making a written request to do so to the Superintendent, may take up to ten (10) work days off to take care of obligations directly related to the adoption process (e.g., travel, appointments with attorneys, social workers, court dates, etc.) and to have such days counted as paid sick days which shall be deducted from the employee’s sick leave balance. It is expressly understood that where the employee does not have ten (10) sick days in his/her sick leave balance, he or she shall only be able to utilize the lesser number of sick days he or she has in his or her account. It is further understood that nothing in this section shall be understood to limit the employee’s ability to access qualified, unpaid FMLA leave. Where such additional FMLA leave is taken, it is understood that any days taken under this section shall be considered as part of the FMLA leave and it may not be used to extend the total number of days he or she would be entitled to under the FMLA.

ARTICLE XIII

FACULTY BENEFITS

 I. Insurance Benefits

 A.   Employees will be covered by the Workman's Compensation Act at all times while working for the school department.

 B.    The Town will offer each employee group health plan coverage through a comprehensive medical plan (indemnity type insurance plan), a managed care Point of Service (POS) or a Preferred Provider Option (PPO). The Town will pay sixty-five percent (65 ) of all premiums for the comprehensive medical plan (indemnity plan), the POS, or the PPO coverage, and sixty-five percent (65 ) of the premium for those employees who elect to cover eligible dependent children or spouses. Employees, at their own option, may enroll in an alternative health plan offered by the Town. The Town shall, for those employees opting for health maintenance organization (HMO) coverage either for an individual employee or an employees' spouse or dependent children, agree to pay eighty percent (80 ) of the cost of premium for such HMO plan with the employee paying the remaining twenty percent (20 ).

C.    Notwithstanding paragraph B, effective for new employees beginning on or after the 2013-2014 school year, the Town shall, for those employees  opting for health maintenance  organization (HMO) coverage either for an individual employee or an employees’ spouse or dependent children, agree to pay seventy (70 ) of the cost of premium for such HMO plan with employees paying the remaining thirty (30 ).

ARTICLE XIV

SEXUAL HARASSMENT

 It is hereby agreed that the West Boylston School Committee and the West Boylston Teachers’ Association recognize their joint interest in both maintaining a work and learning environment free of sexual harassment and protecting employees from consequences resulting from unsubstantiated or unjustified allegations of improper conduct.

It is recognized that the West Boylston School Committee is obligated to comply with statutes or regulations promulgated by legally empowered legislative or administrative agencies of governmental entities and that this obligation may not be waived or compromised in consideration of the content of this agreement.

It is further recognized that within the limit of the foregoing constraint, the parties may cooperatively define their joint interests relative to procedures, processes and consequences to be utilized in cases of allegation of sexual harassment.

It is agreed that the parties will accomplish this through dialogue and joint participation in development of School Committee policy GBCC/JFCGA-Sexual Harassment.

Further, it is agreed that any modifications to said policy shall be subject to ratification by both parties to this agreement. Should it be impossible to achieve agreement, or should one or both parties fail to approve the recommendations for modification, the parties shall be deemed to be at impasse.

WE, THE  AUTHORIZED   REPRESENTATIVES   WHOSE  SIGNATURES   ARE  LISTED  BELOW, AGREE TO THE TERMS AND CONDITIONS OF THIS CONTRACT SO STATED AND PUBLISHED.

FOR THE WEST BOYLSTON SCHOOL COMMITTEE

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FOR THE WEST BOYLSTON TEACHERS' ASSOCIATION  

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WITNESSED AND SIGNED THIS  ___________   DAY OF      ___________ _________ , 2010.

West Boylston Public Schools

Educator Evaluation System

Sections:  

(1)         Purpose of Educator Evaluation

(2)              Definitions 

(3)              Evidence Used in Evaluation 

(4)              Rubric 

(5)              Evaluation Cycle:  Training  

 6)         Evaluation Cycle:   Annual Orientation 

(7)         Evaluation Cycle:   Self Assessment   

(8)         Evaluation Cycle:   Goal Setting and Educator Plan Development 

(9)         Evaluation Cycle :  Observation of Practice and Examination of Artifacts – Educators without PTS 

(10)       Evaluation Cycle:  Observation of Practice and Examination of Artifacts – Educators with PTS  

(11)       Observations  

 (12)       Evaluation Cycle:  Formative Assessment

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

 (14)       Evaluation Cycle:  Summative Evaluation

(15)       Educator Plans :  General

(16)              Educator  Plans:  Developing  Educator  Plan

(17)              Educator Plans:  Self Directed Growth Plan

(18)              Educator Plans:  Directed Growth Plan

(19)       Educator Plans:  Improvement Plan

 (20)       Timelines

(21)       Career Advancement

(22)       Rating Impact on Student Learning Growth

(23)       Using Student feedback in Educator Evaluation

(24)       Using Staff feedback in Educator Evaluation

(25)       Transition from Existing Evaluation System

(26)     General Provisions

 1)           Purpose of Educator Evaluation

A)           This contract language is locally negotiated and based on M.G.L, c.71, § 38; M.G.L c.150E; the Educator Evaluation regulations, 603 CMR 35.00 et seq.; and the Model System for Educator Evaluation developed and which may be updated from time to time by the Department of Elementary and Secondary Education. See 603 CMR 35.02 (definition of model system).   In the event of a conflict between this collective bargaining agreement and the governing laws and regulations, the laws and regulations will prevail.

B)           The regulatory purposes of evaluation are:

*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);

i)             *To provide a record of facts and assessments for personnel decisions, 35.01(2)(b);

ii)            *To ensure that every school committee has a system to enhance the professionalism and accountability of teachers and administrators that will enable them to assist all students to perform at high levels, 35.01(3); and

iii)          *To assure effective teaching and administrative leadership, 35.01(3).

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

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

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

C)           Classroom teacher:  Educators who teach pre K 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 but not less than 10 minutes; 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 locally bargained and comparable across grade or subject level district wide. These measures may include, but shall not be limited to: portfolios approved commercial assessments and district developed pre and post unit and course assessments, and capstone projects.

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

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

i)             *Developing Educator Plan shall mean a plan developed by the Educator and the Evaluator for one school year or less for an Educator without Professional Teacher Status (PTS); or, at the discretion of an Evaluator, for an Educator with PTS in a new assignment.   New Assignment: An educator with PTS shall be considered in a new assignment when teaching under a different license.

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

iii)          *Directed Growth Plan shall mean a plan developed by the Educator and the Evaluator of one school year or less for Educators with PTS who are rated needs improvement.

iv)           *Improvement Plan shall mean a plan developed by the Evaluator of for a realistic time period sufficient to achieve the goals outlined in the Improvement Plan, but] at least 45 calendar school days and no more than one school year for Educators with PTS who are rated unsatisfactory with goals specific to improving the Educator’s unsatisfactory performance. In those cases where an Educator is rated unsatisfactory near the close of a school year, the plan may include activities during the summer preceding the next school year.

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

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

J)            *Evaluator: Any person designated by a superintendent who has primary or supervisory responsibility for observation and evaluation. The superintendent is responsible for ensuring that all Evaluators have training in the principles of supervision and evaluation. Each Educator will have one primary Evaluator at any one time responsible for determining performance ratings.

i)            Primary Evaluator shall be the person who determines the Educator’s performance ratings and evaluation.

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

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

iv)          Notification:  The Educator shall be notified in writing of his/her primary Evaluator and supervising Evaluator, if any, at the outset of each new evaluation cycle, by Sept. 15th. The Evaluator(s) may be changed upon notification in writing to the Educator.

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)           *Goal: A specific, actionable, and measurable area of improvement as set forth in an Educator’s plan. A goal may pertain to any or all of the following: Educator practice in relation to Performance Standards, Educator practice in relation to indicators, or specified improvement in student learning, growth and achievement. Goals may be developed by individual Educators, by the Evaluator, or by teams, departments, or groups of Educators who have the same role. The term Team shall mean Elementary Grade Level Teams, Specialist Teams, Middle School Teams, High School Teams, Vertical Teams, Content Area Teams, or other Teams not specifically defined in this list. The Team working together will be identified at the time of the goal setting process.

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)      New Assignment: An educator with PTS shall be considered in a new assignment when teaching under a  different license.   

 T)      *Observation:   A data gathering process that includes notes and judgments made during one or more  classroom or worksite visits(s) of any duration but not less than 10 minutes, by the Evaluator and may  include examination of artifacts of practice including student work.  An observation may occur in person  or through video.  Video observations will be done openly and with knowledge of the Educator.  The  parties agree to bargain the protocols of video observations should either party wish to adopt such  practice.  Classroom or worksite observations conducted pursuant to this article must result in feedback  to the Educator.  Normal supervisory responsibilities  of department,  building and district administrators  will also cause administrators  to drop in on classes and other activities in the worksite at various times  as deemed necessary by the administrator.   Carrying out these supervisory responsibilities,  when they  do not result in targeted and constructive  feedback to the Educator, are not observations as defined in  this Article.   

 U)      Parties: The Association and the School Committee are parties to this agreement.  

V)      *Performance Rating: Describes the Educator’s performance on each performance standard and overall.

There shall be four performance ratings:

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

·        *Proficient:   the  Educator’s  performance   fully  and  consistently   meets  the  requirements   of  a    standard or overall.  Proficient practice is understood  to be fully satisfactory.

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

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

W)     *Performance Standards: Locally developed standards and indicators pursuant to M.G.L. c. 71, § 38 and  consistent with, and supplemental  to 603 CMR 35.00. The parties may agree to limit standards and  indicators to those set forth in 603 CMR 35.03.   

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

Y)      *Rating of Educator Impact on Student Learning: A rating of high, moderate or low based on trends and patterns on state assessments and district determined measures.  The parties will negotiate the process  for using state and locally bargained 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.   

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

i)       Standard 1:  Curriculum, Planning and Assessment

ii)      Standard 2:  Teaching All Students

iii)          Standard 3: Family and Community Engagement

iv)           Standard 4: Professional Culture

v)            Attainment of Professional Practice Goal(s)

vi)           Attainment of Student Learning Goal(s)

AA)        *Rubric: A scoring tool that describes characteristics of practice or artifacts at different levels of performance.  The rubrics for Standards and Indicators of Effective Teaching Practice are used to rate Educators on Performance Standards, these rubrics consists of:

i)            Standards:  Describes broad categories of professional practice, including those required in 603 CMR 35.03

ii)            Indicators:   Describes aspects of each standard, including those required in 603 CMR 35.03

iii)           Elements:   Defines the individual components under each indicator

iv)           Descriptors:   Describes practice at four levels of performance for each element

BB)        *Summative Evaluation: An evaluation used to arrive at a rating on each standard, an overall rating, and as a basis to make personnel decisions.  The summative evaluation includes the Evaluator’s judgments of the Educator’s performance against Performance Standards and the Educator’s attainment of goals set forth in the Educator’s Plan.

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

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

EE)         *Trends in student learning: At least three years of data from the locally bargained 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)            *At least two district determined measures of student learning related to the Massachusetts Curriculum Frameworks or the Massachusetts Vocational Technical Education Frameworks or other relevant frameworks that are comparable across grades and/or subjects district wide. These measures may include:  portfolios, approved commercial assessments and district developed pre and post unit and course assessments, and capstone projects.  One such measure shall be the MCAS Student Growth Percentile (SGP) or Massachusetts English Proficiency Assessment gain scores, if applicable, in which case at least two years of data is required.

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

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

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

i)             *Unannounced observations of practice of any duration but not less than 10 minutes.

ii)              Announced observation(s) for non PTS Educators in their first year of practice in a school, Educators on Improvement Plans, and as determined by the Evaluator.

iii)          *Examination of Educator work products.

iv)           *Examination of student work samples.

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

i)             *Evidence compiled and presented by the Educator, including :

(a)          *Evidence of fulfillment of professional responsibilities and growth such as self assessments, peer collaboration, professional development linked to goals in the Educator plans, contributions to the school community and professional culture;

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

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

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

iv)           *Student and Staff Feedback: 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.

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

4)           *Rubric

The rubrics are a scoring tool used for the Educator’s self assessment, the formative assessment, the formative evaluation and the summative evaluation. The parties agree that the rubrics attached to this agreement shall be used.

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.

B)           By November 1 st 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 1 st date, and who has not previously completed such an activity, shall complete such a professional learning activity about self assessment and goal setting within three months of the date of hire. The district through the superintendent shall determine the type and quality of the learning activity based on guidance provided by ESE.

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

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

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

iii)     The faculty meeting may be digitally recorded to facilitate orientation of Educators hired after  the beginning of the school year.   

 iv)     The participants will evaluate the effectiveness  of this process, after the last training module, as  a means of providing the joint labor management committee with actionable feedback.   

 6)      *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:

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

 (b)     *An assessment of practice against each of the four Performance Standards of effective  practice using the district’s rubric.   

 (c)     Proposed goals to pursue:

 (1st)   *At least one goal directly related to improving the Educator’s own professional practice.   

 (2nd)  *At least one goal directed related to improving student learning.       

B)           Proposing the goals

i)             *Educators must consider goals for grade level, subject area, department teams, or other groups of Educators who share responsibility for student learning and results, except as provided in (ii) below. Educators may meet with teams to consider establishing team goals. Evaluators may participate in such meetings. Prior to the goal setting process, school and/or district leaders will provide educators with assessment data analysis and copies of the school and/or district goals.

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

iii)           Unless the Evaluator indicates that an Educator in his/her second or third years of practice should continue to address induction and mentoring goals pursuant to 603 CMR 7.12, the Educator may address shared grade level or subject area team goals.

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

v)             For Educators with PTS and ratings of needs improvement or unsatisfactory, the professional practice goal(s) must address specific standards and indicators identified for improvement. In addition, the goals may address shared grade level or subject area team goals.

7)           *Evaluation Cycle: Goal Setting and Development of the Educator Plan

A)           *Every Educator has an Educator Plan that includes, but is not limited to, one goal related to the improvement of practice; one goal for the improvement of student learning.  The Plan also outlines actions the Educator must take to attain the goals established in the Plan and benchmarks to assess progress.  Goals may be developed by individual Educators, by the Evaluator, or by teams, departments, or groups of Educators who have the similar roles and/or responsibilities.   See Sections 15 19 for more on Educator Plans.

B)           To determine the goals to be included in the Educator Plan, the Evaluator reviews the goals the Educator has proposed in the Self Assessment, using evidence of Educator performance and impact on student learning, growth and achievement based on the Educator’s self assessment and other sources that Evaluator shares with the Educator. The parties agree to bargain over the impact of this regulatory requirement (see Section 22) after guidance has been issued by ESE.

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 15 th 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 by October 15 th , to develop professional practice goal(s) that must address specific standards and indicators identified for improvement.   In addition, the goals may address shared grade level or subject matter goals.

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

8)            *Evaluation Cycle: Observation of Practice and Examination of Artifacts –  Educators without PTS

A)           In the first year of practice or first year assigned to a school:

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

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

9)           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, during the duration of the plan followed by written feedback within 5 calendar days of the observation.

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 three announced and ten unannounced observations. For Improvement Plans of six months or fewer, there must be no fewer than two announced and five unannounced observations, followed by written feedback within 5 calendar days of the observation. The Educator may request that at least one of the unannounced observations be conducted by an alternate evaluator.

  10)     *Observations

The Evaluator’s  first observation  of the Educator  should take place by November  15.  Observations  required by the Educator Plan should be completed  by May 15th.  The Evaluator may conduct additional observations  after  this date.

The Evaluator is not required nor expected to review all the indicators in a rubric during an observation.

 A)           *Unannounced Observations

i)       Unannounced observations  may be in the form of partial or full period classroom visitations but not less than 10 minutes; Instructional Rounds, Walkthroughs,  Learning Walks1, or any other     means deemed useful by the Evaluator, principal, superintendent  or other administrator  and  agreed to by the Association.   Evaluators will notify the Educator that they are doing an observation when entering the room.  

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1        While the Massachusetts  model contract  language  refer to three types of unannounced  observations  – instructional  rounds, learning  walks, and walk-throughs [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.]  – in reality,  none of these protocols  is actually appropriate  for an unannounced  observation  for the purpose of gathering  evidence  to inform  a formative  or summative  evaluation.    All three rely on the observer(s) looking for evidence of a predetermined behavior or objective. Each of these protocols is important for the purpose of improving teaching and learning at the grade, department or school level by identifying trends. Walk-throughs may be appropriate for educators on Directed Growth or Improvement Plans when the improvement goals require specific teaching and learning behaviors to be evident. The definitions below are from a variety of web-based sources. A fuller document about these will be forthcoming. Classroom Walkthrough [Source: Downey, Steffy, English, Frase   Poston. (2004). The three-minute classroom walk-through: Changing school supervisory practice one teacher a a time. Thousand Oaks: Corwin.]Clinical supervision, or the practice of classroom observation and feedback has been one of the most often used tool in evaluating teacher performance, however the extent in which it assists teachers to improve their delivery of instruction is questionable. As a result, the classroom walkthrough, not designed for evaluation, but for the purpose of professional development, has gained increasing popularity. Learning within a school is fostered when a group can identify a problem, and create a plan to collectively solve it. The walkthrough model, derived from Hewlett-Packard’s supervisory practice of Management By Wandering Around, has been portrayed as an effective and efficient system to collect data regarding instructional practices and provide feedback. The classroom walkthrough model consists of a series of frequent classroom visits where the observer(s) are present to look for predetermined evidence of specific practices. The observations last anywhere from two to forty-five minutes, and are intended to support the faculty in the delivery of instruction and curriculum. The aim of the classroom walkthrough is to provide direct and specific feedback to teachers based on the snapshot observed. The feedback can then be given to an individual, or the observer may provide a report of patterns noted during the walkthroughs. According to the Learning Forward (formerly the National Staff Development Council), walkthroughs, sometimes referred to as "learning walks," provide the opportunity to:                          Reinforce attention to instructional practices                    Gather data about instructional practice and student learning                            Stimulate collegial conversation about teaching and learning Learn from other participants                              Deepen understandings and improve practices through continuous feedback Learning Walks [National Colleage for School Leadership. (2005) Getting started with networked learning walks. Available online at knoxnetwork.wikispaces.com/file/view/Getting+ Started+with+Learning+ Walks.pdf] Learning Walks are a very structured method of gathering evidence of progress against a clearly defined issue, and planning ways forward. They are traditionally used to gather evidence about the quality of learning and teaching. What sets the Learning Walk apart is its collaborative nature. Learning Walks are carried out by a team of people who together define or refine the issue, design the best way to gather evidence, constantly refine the tools used and collectively use the evidence gathered to identify areas for development. The team members are carefully chosen to reflect the needs of the project and can consist of representatives of all the stakeholders involved. Evidence is usually gathered from short, focused lesson observations, interviews and a shared understanding of policies, procedures and practices underpinning the area of inquiry. Instructional Rounds [Source: City, Elmore, Fiarmen   Teitel. (2010). Instructional rounds in education: A network approach to improving teaching and learning. Cambridge: Harvard University Press.]The basic premise of Instructional Rounds is that people best learn about the meaning of high quality instruction by observing teachers, students, and the work students are asked to do, followed by meaningful conversation and The process is thoughtfully designed to avoid talk of “good” or “poor” teachers. Considerable time is spent observing the students. The focus is always about “what is going on in a classroom that is causing the students to be highly engaged in challenging work?” and “How is it different from classrooms where learning is not happening?”Groups of 3-5 people observe 4 classrooms for about 30 minutes each. Generally, the staff of the building being visited has identified a specific issue that they want the observers to focus on. After the observations the observers comb their notes for important observations and write them on sticky-notes. These notes are later shared in their group and patterns are discerned from the observational data. The groups share their findings with the entire visiting team. The team formulates reflective questions for the building staff that recognize what they have accomplished, but also push them to think about how to move to the next level.

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ii)      *The Educator will be provided with at least brief written feedback from the Evaluator within 3  days of the observation.   The written feedback  shall be delivered  to the Educator  in person, by  email, placed in the Educator’s mailbox or mailed to the Educator’s home.   

 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  announced observation of at least 30 minutes in duration within 30 school days.   

 B)      Announced Observations

i)        All non PTS Educators in their first year in the school, PTS Educators on Improvement Plans and other educators at the discretion of the evaluator shall have at least one Announced Observation, of at least 30 minutes in length.     

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

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

(1st)   The Educator shall provide the Evaluator a draft of the lesson, student conference,  IEP plan or activity.  If the actual plan is different, the Educator will  provide the Evaluator with a copy prior to the observation.

(2nd)  The Educator will be notified as soon as possible if the Evaluator will not be able  to attend the scheduled observation. The observation will be rescheduled with  the Educator as soon as reasonably practical.

(c)     Within 3 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 48  hours if possible.

(d)     *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:

(1st)    Describe the basis for the Evaluator’s judgment.

(2nd)   Describe actions the Educator should take to improve his/her performance.

(3rd)   Identify support and/or resources the Educator may use in his/her  improvement.

(4th)   State that the Educator is responsible for addressing the need for  improvement.

  11)     *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 established by the Evaluator with written notice to the Educator, the Educator shall provide to the  Evaluator evidence of family outreach and engagement, fulfillment of professional responsibility  and  growth, and progress on attaining professional practice and student learning goals. The educator may  provide to the evaluator additional evidence of the educator’s performances against the four  Performance Standards.   

E)      Upon the request of either the Evaluator or the Educator, the Evaluator and the Educator will meet  either before or after completion of the Formative Assessment Report.   

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 face to face, by email or  to the Educator’s school mailbox.   

G)      The Educator may reply in writing to the Formative Assessment report within 5 school days of receiving 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.

12)         *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 near the end of the first year of the two year cycle. The Educator’s performance rating for that year shall be assumed to be the same as the previous summative rating unless evidence demonstrates a significant change in performance in which case the rating on the performance standards may change, and the Evaluator may place the Educator on a different Educator plan, appropriate to the new rating.

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

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

D)      The Evaluator shall complete the Formative Evaluation report and provide a copy to the Educator. All Formative Evaluation reports must be signed by the Evaluator and delivered face to face, by email or to the Educator’s school mailbox.   

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

F)      The Educator may reply in writing to the Formative Evaluation report within 5 school days of receiving  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.   

13)     *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 professional judgment of the primary evaluator shall determine the overall summative rating that the Educator receives.

D)      *For an educator whose overall performance  rating is exemplary or proficient and whose impact on student learning is low, the evaluator’s supervisor shall discuss and review the rating with the evaluator  and the supervisor shall confirm or revise the educator’s rating. In cases where the superintendent  serves as the primary evaluator, the superintendent’s  decision on the rating shall not be subject to  review.   

E)      *The summative evaluation rating must be based on evidence from multiple categories of evidence.  MCAS Growth scores shall not be the sole basis for a summative evaluation rating.

F)      *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.   

G)      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 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.   

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

I)       The Evaluator shall deliver a signed copy of the Summative Evaluation report to the Educator face-to-face, by email or to the Educator’s school mailbox no later than June 1 .

J)      The Evaluator shall meet with the Educator rated needs improvement  or unsatisfactory  to discuss the  summative evaluation. The meeting shall occur by June 15 or the last day of school, whichever is earlier.   

K)      The Evaluator may meet with the Educator rated proficient or exemplary to discuss the summative evaluation, if either the Educator or the Evaluator requests such a meeting. The meeting shall occur by June 10th.   

L)      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.   

M)     The Educator shall sign the final Summative Evaluation report by June 15 , or the last day of school,  whichever is earlier. 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.   

N)      The Educator shall have the right to respond in writing to the summative evaluation which shall become  part of the final Summative Evaluation report.   

O)      A copy of the signed final Summative Evaluation report shall be filed in the Educator’s personnel file.

    14)     *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.

15)         *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. (See Definition in 2.G.i)

B)           *The Educator shall be evaluated at least annually.

16)         *Educator Plans: Self-Directed Growth Plan

A)           *A Two year Self Directed Growth Plan is for those Educators with PTS who have an overall rating of proficient or exemplary, and after 2013 2014 whose impact on student learning is moderate or high. 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.

17)         *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 15 or the last day of school, whichever is earlier..

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.

18)         *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 for a realistic time period sufficient to achieve the goals outlined in the Improvement Plan, but no fewer than 30 school 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 a Supervising Evaluator (see definitions). The Supervising Evaluator is responsible for providing the Educator with guidance and assistance in accessing the resources and professional development outlined in the Improvement Plan. The primary evaluator may be the Supervising Evaluator.

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 five 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)              Upon the educator’s request a representative of the Association shall attend the meeting.

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  Supervising Evaluator; and,

vii)     Include the signatures of the Educator and Supervising 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 15 or the last day of school,  whichever is earlier.   One of three decisions must be made at the conclusion of the  Improvement  Plan:

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

(b)      In those cases where the Educator was placed on an Improvement  Plan as a result of  his/her summative rating at the end of his/her Directed Growth Plan, if the Evaluator  determines that the Educator is making substantial progress toward proficiency, the  Evaluator shall place the Educator on a Directed Growth Plan.

(c)  *In those cases where the Educator was placed on an Improvement  Plan as a result of  his/her Summative rating at the end of his/her Directed Growth Plan, if the Evaluator  determines that the Educator is not making substantial progress toward proficiency, the

Evaluator shall recommend to the superintendent  that the Educator be dismissed.

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

20.     Timelines:

  Activity:

  Completed By:

  Superintendent,  principal or designee meets with evaluators and educators to

September 15

 

 

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

October 1

 

 

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

October 15

Evaluator completes Educator Plans

November 1

Evaluator should complete first observation of each Educator

November 15

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

January 5*

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)

April 20*

 

 

Evaluator completes Summative Evaluation Report

June 1

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

  June 15 or the  last day of school, whichever is earlier.

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

  June 15 or the last day of school, whichever is earlier.

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

  June 15 or the last day of school, whichever is earlier.

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 or  the  last day of school,  whichever  is earlier.

Evaluator conducts Formative Evaluation Meeting, if any

  June 15 or  the  last day of school,  whichever  is earlier.

Evaluator completes Summative Evaluation Report

June 1 of Year 2

Evaluator conducts Summative Evaluation Meeting, if any

  June 15 or  the  last day of school,  whichever  is earlier of Year 2

Evaluator and Educator sign Summative Evaluation Report

  June 15 or  the  last day of school,  whichever  is earlier 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, may be recognized and rewarded with leadership roles, promotions, additional compensation, public commendation or other acknowledgement as determined by the district through collective bargaining.

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.

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 Administrator 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 all new hires and about 50  of Educators in the district will be evaluated under the new procedures at the outset of this Agreement, and 50  or fewer will be evaluated under the former evaluation procedures for the first year of implementation of the new procedures in this Agreement.

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

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

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

26.         General Provisions

A)            Only Educators who are licensed may serve as primary 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)            Should there be a serious disagreement between the Educator and the Evaluator regarding an overall summative performance rating of unsatisfactory, the Educator may meet with the Evaluator’s supervisor to discuss the disagreement. Should the Educator request such a meeting, the Evaluator’s supervisor must meet with the Educator.  The Evaluator may attend any such meeting at the discretion of the superintendent.

D)            The parties agree to establish a joint labor management evaluation team which shall review the evaluation processes and procedures monthly through the first year of implementation and then at least annually for the next three years and recommend adjustments to the parties.

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

APPENDIX A

West Boylston Public Schools

Educator Evaluation

Forms and Evaluation Rubrics

Self-Assessment Form

Educator—Name/Title: _____________________________________________________________

Primary Evaluator—Name/Title: _____________________________________________________

Supervising Evaluator, if any—Name/Title/Role in evaluation:

___________________________________________________________________________________

School(s):  __________________________________________________________________________

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.

603 CMR 35.06 (2)(a)1

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

Team, if applicable:

___________________________________________________________________________________

List Team Members below:

 ______________________________________                _____________________________________

______________________________________                _____________________________________

______________________________________                _____________________________________

Educator—Name/Title:_______________________________________________________________

 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.

603 CMR 35.06 (2)(a)2

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

Team, if applicable:

___________________________________________________________________________________

List Team Members below:

______________________________________                _____________________________________

______________________________________                _____________________________________

______________________________________                _____________________________________

Signature of Educator__________________________________                        Date_______________

Signature of Evaluator*_________________________________                       Date ______________

* 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.

Goal Setting Form

Educator—Name/Title:_______________________________________________________________

Primary Evaluator—Name/Title:  _______________________________________________________

Supervising Evaluator, if any—Name/Title/Role in evaluation:

___________________________________________________________________________________

School(s):

___________________________________________________________________________________

Check all that apply1:            [  ]  Proposed Goals      [  ]    Final Goals             Date: ________________

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 S.M.A.R.T. Goal                                          Professional Practice S.M.A.R.T. Goal

Check whether goal is individual or team; write                      Check whether goal is individual or team;

team name if applicable.                                                           write team name if applicable.

[  ]     Individual                                                                               [  ]    Individual

[  ]     Team:                                                                                     [  ]    Team:

_________________________________________        _______________________________________

_________________________________________        _______________________________________

_________________________________________        _______________________________________

_________________________________________        _______________________________________

_________________________________________        _______________________________________

_________________________________________        _______________________________________

_________________________________________        _______________________________________

_________________________________________        _______________________________________

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

_______________________________________________________________________________

1If proposed goals change during Plan Development, edits may be recorded directly on original sheet or revised goal may be recorded on a new sheet. If proposed goals are approved as written, a separate sheet is not required.

_______________________________________________________________________________

Educator Plan Form

Educator—Name/Title:   __________________________________________________________

Primary Evaluator—Name/Title:_____________________________________________________

Supervising Evaluator, if any—Name/Title/Role in evaluation: _______________________________________________________________________________

School(s):_______________________________________________________________________

Educator Plan:  [  ]   Developing Educator Plan             [  ]   Improvement Plan*

Plan Duration:                [   ]   Two-Year     [  ]      One-Year                Less than a year____________

Start Date: _________________________              End Date:   ____________________

 [  ]   Goal Setting Form with final goals is attached to the Educator Plan.

Some activities may apply to the pursuit of multiple goals or types of goals (student learning or professional practice). Attach additional pages as necessary.

Student Learning Goal(s): Planned Activities

Describe actions the educator will take to attain the student learning goal(s). Activities may apply to individual and/or team. Attach additional pages as needed.

Action                                          Supports/Resources from School/District 1            Timeline or Frequency

______________________        _________________________________              __________________

______________________        _________________________________              __________________

______________________        _________________________________              __________________

______________________        _________________________________              __________________

______________________        _________________________________              __________________

______________________        _________________________________              __________________

*Additional detail may be attached if needed.

Educator—Name/Title:   __________________________________________________________

  Professional Practice Goal(s): Planned Activities

Describe actions the educator will take to attain the professional practice goal(s). Activities may apply to individual and/or team. Attach additional pages as needed.

Action                                          Supports/Resources from School/District 1            Timeline or Frequency

______________________        _________________________________              __________________

______________________        _________________________________              __________________

______________________        _________________________________              __________________

______________________        _________________________________              __________________

______________________        _________________________________              __________________

______________________        _________________________________              __________________

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).)

Signature of Evaluator _______________________________________       Date: ______________

Signature of Educator* _______________________________________      Date: ______________

* 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))

______________________________________________________________________________

1 Must identify means for educator to receive feedback for improvement per 603 CMR 35.06(3)(d).

______________________________________________________________________________

Educator Collection of Evidence Form

Educator—Name/Title: _____________________________________________________________

Primary Evaluator—Name/Title: ______________________________________________________

Supervising Evaluator, if any—Name/Title/Role in evaluation:

___________________________________________________________________________________

School(s):

___________________________________________________________________________________

Evidence pertains to (check all that apply) 1:

 [  ]    Fulfillment of professional responsibilities and growth

 [  ]    Evidence of outreach to and ongoing engagement with families

 [  ]    Progress toward attaining student learning goal(s)

 [  ]    Progress toward attaining professional practice goal(s)

 [  ]   Other:

Summary of Evidence

Summarize the evidence compiled to be presented to evaluator with a brief analysis.

Attach additional pages as needed.

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

Signature of Educator   _________________________                 Date _______________

Signature of Evaluator  _________________________                   Date_______________

 [  ]   Attachment(s) included __________________________

___________________________________________________________________________________

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

___________________________________________________________________________________

Formative Assessment Report Form

Educator—Name/Title:

Primary Evaluator—Name/Title:

Supervising Evaluator, if any—Name/Title/Role in evaluation:

___________________________________________________________________________________

School(s):  __________________________________________________________________________

Assessing1:

 [  ]   Progress toward attaining goals                    [  ]   Performance on Standards                     [  ]   Both

Progress Toward Student Learning Goal(s)

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

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

Progress Toward Professional Practice Goal(s)

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

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

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

___________________________________________________________________________________

Educator—Name/Title:   _______________________________________________________________

Performance on Each Standard

Describe performance and feedback for improvement. Attach additional pages as needed.

I: Curriculum, Planning,   Assessment

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

II: Teaching All Students

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

III: Family   Community Engagement

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

IV: Professional Culture

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

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   ______________________________      Date Completed: _________________

Signature of Educator*   ______________________________     Date Received:     _________________

* 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 Response Form.

Formative Evaluation Report Form

* For educators on two-year Self-Directed Growth Plans at the end of Year One of the cycle

Educator—Name/Title:   __________________________________________________________

Primary Evaluator—Name/Title: ___________________________________________________

Supervising Evaluator, if any—Name/Title/Role in evaluation:

School(s):

Assessing1:

 [  ]   Progress toward attaining goals                   [  ]   Performance on Standards                    [  ]   Both

Progress Toward Student Learning Goal(s)

Attach additional pages as needed.

 [  ]   Did not meet      [  ]  Some progress       [  ]  Significant Progress     [  ]  Met         [  ]  Exceeded

Rationale, evidence, and feedback for improvement:

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

Progress Toward Professional Practice Goal(s) Attach additional pages as needed.

 [  ]   Did not meet      [  ]  Some progress       [  ]  Significant Progress     [  ]  Met         [  ]  Exceeded

Rationale, evidence, and feedback for improvement:

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

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

___________________________________________________________________________________

Educator—Name/Title:   _______________________________________________________________

 [  ]    Evaluator is assigning same ratings as prior Summative Evaluation; no comments needed

 [  ]    Evaluator is assigning ratings that differ from prior Summative Evaluation; comments are required

_____________________________________________________________________________________

Rating on Each Standard

______________________________________________________________________________________

I: Curriculum, Planning & Assessment

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

Rationale, evidence, and feedback for improvement:

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

II:  Teaching All Students

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

Rationale, evidence, and feedback for improvement:

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

III:  Family   Community Engagement

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

Rationale, evidence, and feedback for improvement:

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

IV:  Professional Culture

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

Rationale, evidence, and feedback for improvement:

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

Educator—Name/Title: __________________________________________________________________

 [  ]    Evaluator is assigning same ratings as prior Summative Evaluation; no comments needed

 [  ]    Evaluator is assigning ratings that differ from prior Summative Evaluation; comments required

____________________________________________________________________________________

Overall Performance Rating

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

Rationale, evidence, and feedback for improvement:

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

Plan Moving Forward

 [  ]    Self-Directed                   [  ]   Directed               [  ]   Improvement        [  ]   Developing Educator  

          Growth Plan                            Growth Plan                Plan                              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   ______________________________    Date Completed: _________________

Signature of Educator*   ______________________________   Date Received:     _________________

* 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 Response Form.

Evaluation Tracking Sheet

Educator—Name/Title:   _______________________________________________________________

Primary Evaluator—Name/Title: _________________________________________________________

Supervising Evaluator, if any—Name/Title/Role in evaluation:

____________________________________________________________________________________

School(s):

Educator Plan:       [  ]   Developing Educator Plan              [  ]   Improvement  Plan

Plan Duration:                 [  ]  Two-Year        [  ]      One-Year              Less than a year_____________

Evaluation Step

Date(s)

Educator  Initials

Evaluator(s) Initials

Self-Assessment received by evaluator

__ __ __ __

__ __ __ __ __ __

__ __ __ __ __ __

Educator Plan development completed

__ __ __ __

__ __ __ __ __ __

__ __ __ __ __ __

 [  ]   Formative Assessment conference, if any 1

__ __ __ __

__ __ __ __ __ __

__ __ __ __ __ __

 [  ]   Formative Evaluation conference, if any 2

__ __ __ __

__ __ __ __ __ __

__ __ __ __ __ __

 [  ]   Formative Assessment Report completed

__ __ __ __

__ __ __ __ __ __

__ __ __ __ __ __

 [  ]   Formative Evaluation Report completed 3

__ __ __ __

__ __ __ __ __ __

__ __ __ __ __ __

Educator response, if any, received by evaluator 4

__ __ __ __

__ __ __ __ __ __

__ __ __ __ __ __

Summative Evaluation conference, if any

__ __ __ __

__ __ __ __ __ __

__ __ __ __ __ __

Summative Evaluation Report completed

__ __ __ __

__ __ __ __ __ __

__ __ __ __ __ __

Educator response, if any, received by evaluator

__ __ __ __

__ __ __ __ __ __

__ __ __ __ __ __

_____________________________________________________________________

1 As per the Massachusetts Model System for Educator Evaluation Contract Language, evaluation conferences are required for ratings of Needs Improvement and Unsatisfactory, but conferences may be requested by either the educator or evaluator for any Educator Plan. The conference may occur before or after the Report is completed; the sequence in the above table does not denote required chronological order.

2 Formative Evaluation only occurs at the end of the first year of a two-year Self-Directed Growth Plan.

3 The educator’s formative evaluation rating at the end of the first year of the two-year cycle shall be the same as the previous summative rating unless evidence demonstrates a significant change in performance. In such a case, the rating on the formative evaluation may change. Assigning ratings is optional during Formative Assessment.

4 An educator may provide written comments to the evaluator at any time using the Educator Response Form, but 603 CMR 35.06 ensures that educators have an opportunity to respond to the Formative Assessment, Formative Evaluation, and Summative Evaluation in writing.

_____________________________________________________________________