West Springfield

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DistrictWest Springfield
Shared Contract District
Org Code3320000
Type of DistrictMunicipal K12
Union AffiliationMTA
Most Recent DocumentContract
Expiring Year2016
Expired Status
Superintendency Union
Regional HS Members
Vocational HS Members
CountyHampden
ESE RegionPioneer Valley
Urban
Kind of Communityurbanized centers
Number of Schools8
Enrollment3954
Percent Low Income Students43
Grade StartPK or K
Grade End12
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AGREEMENT

between

WEST SPRINGFIELD EDUCATION ASSOCIATION

UNIT A

and

WEST SPRINGFIELD SCHOOL COMMITTEE

August 28, 2013 - August 27, 2016

AGREEMENT

THIS AGREEMENT is entered into between the WEST SPRINGFIELD SCHOOL COMMITTEE, hereinafter referred to as the COMMITTEE, acting as representative for the TOWN OF WEST SPRINGFIELD, a municipal corporation located in Hampden County, and the WEST SPRINGFIELD EDUCATION ASSOCIATION, UNIT A, a voluntary Association formed of teachers employed by the West Springfield School System, hereinafter referred to as the ASSOCIATION.

WHEREAS, General Laws, Chapter 150E, provides for collective bargaining among public employees, and

WHEREAS, the Association has been designated by the professional employees of the West Springfield School System as their collective bargaining agent, and

WHEREAS, the Committee has voted to recognize the Association as the collective bargaining agent for such professional employees,

NOW, THEREFORE, the parties hereto mutually covenant and agree as follows:

ARTICLE 1

SCOPE

A.        For the purposes of collective bargaining with respect to wages, hours, other conditions of employment, the negotiation of Collective Bargaining Agreements, and any questions arising thereunder, the Committee recognizes the Association as the exclusive bargaining agent and representative of all professional employees (as such employees are defined in Chapter 150E of the General Laws of Massachusetts) of the Committee excepting, however, every such employee who, on the effective date of this Agreement, is or thereafter shall be designated by =the Com­mittee as a representative of it for the purpose of such bargaining. Professional employees shall include all classroom teachers, special teachers and department chairpersons. Substitutes and those teachers employed by the Town of West Springfield in summer School, Saturday classes and Evening School shall be excluded from the provisions of this Agreement except as may be expressly provided for here in.

B.        The Superintendent of Schools of West Springfield, hereinafter referred to as the Superintendent, is the Executive Officer of the Committee and, under its general direction, has the care and supervision of the public schools and the other powers and duties provided by law and the Education Reform Act of June 1993.

C.        Compensation and other conditions of employment. Subject to the provisions of this Agreement, the wages, hours and other conditions of employment applicable on the effective date of this Agreement shall continue to be so applicable.

D.        Joint Labor Management Committee (JLMC).

1.  The Joint Labor Management Committee comprised of three (3) Anchor Groups (Superintendent/Administration, School Committee and the WSEA) will continue communication during the years between negotiations, once in October and once in April. The agenda must be agreed between the Superintendent and the President(s) of the union ten (10) working days before the scheduled meeting date. Items can only be added to the agenda after that date if BOTH parties agree. Otherwise the item will be carried forward to the next meeting. 2.  Building Level meetings will include the WSEA, the principal and, if desired, members of the School Committee will meet monthly if either party requests a meeting.

ARTICLE 2

DUES DEDUCTION

The Committee hereby accepts the provisions of Section 17C of Chapter 180 of the General Laws of Massachusetts and, in accordance therewith, shall certify to the Treasurer of West Springfield all payroll deductions for the payment of dues to the Association duly authorized by employees covered by this Agreement. (Deductions for dues will be made in ten (10) equal payments commencing with the third paycheck of the school year.) The parties recognize that computer capabilities must be considered in determining the number of equal payments.

Fair Share Fee

All members of the bargaining unit who are not members of the Association shall be required to pay the fair share fee. The West Springfield Education Association recognizes the sole and exclusive remedy for non-payment of the fee shall be for the Association to proceed to court for the collection of the fee from a non-paying employee member of the unit. The School Committee is not, and should not be responsible for the implementation, collection, or enforcement of the fair share fee, except that it will supply any required documentation to establish that a person is a member of the bargaining unit subject to the fee.

The Association agrees that it will indemnify and hold the School Committee harmless for any action taken against an employee as a result of this agency service fee agreement, including but not limited to any legal expenses incurred.

In the event of conscientious objection to payment of the fair share fee, a member of the bargaining unit may pay the amount of the fee to a scholarship fund to be set up by the West Springfield Education Association for recent student graduates from West Springfield High School. It is understood that if a member of the Unit authorizes payroll deductions for such fee, it will be deducted in accordance with the first paragraph of this Article.

It is specifically understood and agreed that the Town of West Springfield, the West Springfield School Committee, its Officers and Agents, shall be saved harmless for such deductions as stated above. For the purposes of this Article, the term “harmless” is defined as any monies, once transmitted by the Town of West Springfield, the West Springfield School Committee and its Officers and Agents to the West Springfield Education Association MTA/NEA; the Town of West Springfield, the West Springfield School Committee and its Officers and Agents, are no longer responsible for same. The Association will indemnify, defend, and hold the School Committee harmless against any and all claims made and against any suite instituted against the School Committee on account of this dues deduction provision. Failure of the School Committee or its agents to cooperate with the Association shall relieve the Association of any obligation to indemnify, defend, and/or hold the Committee harmless.

ARTICLE 3

NEGOTIATION PROCEDURE

A.        This Agreement incorporates the entire understanding of the parties on all items which were or could have been the subject of negotiations. Its terms shall remain in full force and effect during the life of the Agreement unless changed by the mutual agreement of the parties. Before the Committee adopts a change in policy, which affects wages, hours or other conditions of employment which is not covered by this Agreement and which has not been proposed by the Association, the Committee will notify the Association by letter to the President. The Association will have the right to negotiate with the Committee provided it files a request with the Committee within five (5) days after receipt of said notice.

B.        Any agreement reached with the Committee will be reduced in writing, will be signed by the Committee and the Association, and will become an Addendum to this Agreement.

C.        The Committee agrees not to negotiate with any teachers’ organization other than that designated as the exclusive bargaining agent pursuant to Chapter 150E. The Committee further agrees not to negotiate with any teachers’ organization other than the Association in regard to changes in wages, hours or other conditions of employment to become effective during the term of this Agreement.

ARTICLE 4

TEACHER EMPLOYMENT

A.        All professional personnel are to be placed on their proper step of the salary schedule with respect to their years of experience and their degrees or their equivalency as determined by the Superintendent in accordance with Paragraph B.

B.        Experience shall be granted at a rate of one (1) year for each year of public school teaching and an additional year’s experience shall be granted for a fraction of a year consisting of five (5) or more months. One (1) year of experience may be granted for every three (3) years of business and/or industrial experience directly related to the subject area and/or grade level of the position.

C.        Any teacher who, after attaining Professional Teacher Status in the West Springfield School System, leaves the system in good faith and then is rehired by the Committee within five (5) years, may be granted all benefits previously earned in the West Springfield School System after serving one (1) year on the recommendation of the Superintendent.

D.        All teachers newly employed are to provide evidence of Massachusetts State Licensure in their area of instruction and “highly qualified” subject competency as specified by law and regulations.

E.         A month before the opening of each school year, teachers will be notified in writing of their positions on the salary schedule, their annual compensations and building assignments. Teachers will acknowledge receipt of this communication by signing and returning to the School Department a copy of this communication for placement in the individual personnel files.

ARTICLE 5

SALARIES

A.        See “Appendix B” for salary schedules.

B.        Should the School Committee not receive adequate State or local funding under the Education Reform Act with which to fund the financial portions of this Agreement in any of the fiscal years covered by this Agreement, the parties agree to meet and discuss the potential effect on the school system.

C.        All persons in the unit will be paid biweekly at the rate of twenty-two (22) biweekly installments. Payments shall commence the second Thursday after the commencement of the work year. Exceptions to this may be made by mutual agreement of the parties.

1.         No salary payments shall be made in advance.

2.         The school calendar shall include the pay dates.

3.         All persons employed in coaching positions shall be paid their compensation in two (2) equal installments for said participation in said sport. Payments shall be made at mid-season and two (2) weeks after completion of said coaching season.

D.        If any other municipal union reaches agreement with the Town for a COLA* increase during the 2011-2012 contract year that is greater than the increase listed for the 2011-2012 contract year, then the WSEA, Unit A shall receive the same COLA increase as the other union.

E.         If any other municipal union reaches agreement with the Town for a COLA* increase during the 2012-2013 contract year that is greater than the increase listed for the 2012-2013 contract year, then the WSEA, Unit A shall receive the same COLA increase as the other union.

*    (This does not apply to any COLA orders as a result of an arbitration award through the JLMC or any other arbitrator)

F.         A teacher upon obtaining an advanced degree or the necessary credit hours for advancement to the next salary level and upon submission of written documentation to the Superintendent of Schools will be placed on the salary schedule in accordance with his/her degree status on October 1 or March 1. The new salary level achieved shall be retroactive to the date stamped on the documentation by the Superintendent’s office at the time of submission. The teacher is entitled to receive a copy of the date-stamped documentation.

G.        A person receiving a degree with an excess of graduate credits may apply this excess toward the next level of training, provided the courses are approved by the Superintendent and in accordance with the formula contained in the following chart:

Excess Graduate Credits of all semester hours taken during this time

 0 - 6 years (including 6 but not over 6)                    100%

Over 6 to 8 and (including 8, but not over 8)              75%

Over 8 to 10 and (including 10 but not over 10)          50%

Over 10 to 12 (including 12, but not over 12)              25%

Over 12 -- No credit

The time period will be computed from the date when work has been completed for a Master's Degree but shall not exceed twelve (12) years from the date of application. This date will be confirmed by a letter from the accredited college or university. All courses taken by teachers during service in the West Springfield Public School System will be evaluated and given credit if approved by the Superintendent. Persons entering the West Springfield School System will have their courses evaluated and given credit if approved by the Superintendent. In figuring the percentage of credits to be allowed, one-half (½) and over will be carried to the next whole number.

H.       Training equivalents for degrees:

1.    Master's Equivalency: Thirty (30) hours approved graduate credit beyond Bachelor's Degree. Any employee currently on the Bachelor's Level in the salary schedule may remain on and move through that schedule or may move to the Bachelor’s + 15 schedule upon meeting the necessary conditions and may move through that schedule during their term of employment in the West Springfield Schools. Employees hired to commence service on or after September 1, 1988 shall not move on to a Bachelor’s + 15 but must move from the Bachelor’s schedule directly to the Master’s schedule.

Only employees hired to commence service prior to September 1, 1996 may move from the Bachelor's to the Master's schedule by means of obtaining a Master's Equivalency in accordance with the provisions of this Agreement. An employee may not move beyond the Master pay level unless that employee actually earns a Master's Degree. Only employees who have obtained a specific Master’s Degree may move across the salary schedule after that level.

I.        Any credit for completion of an in-service course by a teacher shall be applied to salary credit so that the teacher will be able to move horizontally across the salary schedule. In-service courses and the teachers scheduled to attend shall be approved by the Superintendent of Schools. Any undergraduate courses germane to district goals may be approved for salary advancement at the discretion of the Superintendent. The Superintendent is committed to having 3 offerings a year to reach as broad a group as possible. The following language will apply to all salary advancement credits:

One salary advancement credit will be issued for 15 hours of a specific workshop/course that is germane to the district goals. The district will provide salary advancement credits for these workshops/courses, but approval will be clearly specified, in advance, by the Superintendent. Additionally, a participant must be in attendance for all sessions in order to receive credit and a qualified instructor must teach the workshop/course. At the discretion of the Superintendent, opportunity may be made to make up missed sessions.

Two salary advancement credits will be issued for a workshop/course that includes 30 clock hours on one topic, but approval will be clearly specified, in advance, by the Superintendent. Additionally, a participant must be in attendance for all sessions in order to receive credit and a qualified instructor must teach the workshop/course. At the discretion of the Superintendent, opportunity may be made to make up missed sessions.

Graduate level college courses are accepted for salary advancement credit based on graduate credit earned. Graduate level workshops/courses must be in the discipline/area of certification and receive prior approval of the Superintendent.  Additionally, a participant must be in attendance for all sessions in order to receive credit and a qualified instructor must teach the workshop/ course. At the discretion of the Superintendent, opportunity may be made to make up missed sessions.

Teaching graduate level college courses Any professional status teacher who maintains satisfactory evaluations, and who teaches a three (3) credit graduate level course at an accredited institution for higher learning, shall be eligible to apply the respective three (3) semester hours of college work toward his/her salary advancement credit. This may be applied on a one-time basis per course and is not retroactive. Documentation from an accredited institution for higher learning will accompany a letter of application to the Superintendent of Schools and will require the Superintendent’s prior approval.

J.        Tuition Reimbursement – A Tuition Reimbursement Program for the purpose of providing payment for pre-approved college credit courses is hereby established as of the date of execution of this Agreement, exclusively for members of the bargaining unit.

In order to apply for tuition reimbursement, the college course has to be pre-approved by the Superintendent or his/her designee, relate directly to the subject the teacher is teaching and to District need/goal, or relate to classroom management, or if a counselor, relate directly to counseling content or techniques. Tuition reimbursement will not be given for courses that prepare the staff member for another certification or a non-related degree. No cruises will be offered tuition reimbursement.

A limit of three (3) semester hours per year will qualify for reimbursement. In order for a staff member to receive tuition reimbursement, he or she must submit the paid statement and course credit statement to the District’s Business Manager no later than July 1st of each year. Tuition reimbursement will be capped at six hundred dollars ($600) per year, per employee. Effective September 1, 2013, a pool of thirteen thousand dollars ($13,000) will be available. Effective September 1, 2014, a pool of fourteen thousand dollars ($14,000) will be available. Effective September 1, 2015, a pool of fifteen thousand dollars ($15,000) will be available. Reimbursement will be evenly divided among staff members, each year, based on the cost of a Massachusetts State College Course.

K.       Recruitment/Hiring of Certified Secondary Teachers

1.   The parties mutually recognize the difficulty in the recruitment and hiring of certified secondary teachers. Notwithstanding that fact, the School Committee agrees to post, advertise and seek certified candidates to fill positions at the West Springfield High School due to unfilled openings.  Should recruitment of a certified full-time teacher be unsuccessful, those classes will be taught by a teacher on staff who voluntarily agrees to teach during his/her non-teaching time. The department chair, where appropriate, will be included in the process.  The principal of the school will make final arrangements. Each teacher will be compensated at one-seventh (1/7) of his/her per diem rate for each period covered.

2.   Teachers who substitute for an absent teacher will be paid at the rate of twenty-eight dollars ($28) per class. It is expressly understood that the hourly rate for all other purposes shall continue to be defined in Article 36, Section L.

L.       Professional Development Presentations – If a staff member is approved by administration to provide professional development on one of the scheduled professional development days, said staff member will be compensated at the curriculum rate for preparation time in the amount of one-half (1/2) of the length of the presentation. For example, if a staff member provides a three (3) hour training, said staff member will receive compensation for one and one-half hours of preparation at the curriculum rate. If more than one staff member co-presents, the amount of preparation time shall be divided between the staff members.

ARTICLE 6

PROTECTION

A.        Teachers will immediately report in writing all cases of assault suffered by them in connection with their employment to the Principal of their school. Such report will be forwarded to the Superintendent.

B.        The Administration will comply with any reasonable requests from the teacher for information in its possession relating to the incident or the persons involved.

C.        So far as permitted by M.G.L. c. 258 §9, the School Committee shall provide indemnification whenever any teacher shall become eligible therefore.

ARTICLE 7

PERSONAL INJURY

A.        Whenever a teacher is absent from school as a result of personal injury caused by an assault in the course of his/her employment, he/she will be paid his/her full salary (less the amount of any workman's compensation award made for temporary disability due to said injury) for the period of such absence and no part of accumulated sick leave will be deducted.

B.        Whenever a teacher is absent from school as a result of personal injury caused by an accident occurring in the course of his/her employment, he/she will be paid his/her full salary (less the amount of any workman's compensation award made for temporary disability due to said injury) for the period of such absence and such time will be deducted from sick leave accordingly. Nothing in this section to the contrary withstanding, a teacher may elect to receive workman’s compensation only in lieu of salary as said election may be allowed by law, in which event the teacher's sick leave account shall not be diminished.

ARTICLE 8

INSURANCE & ANNUITY PLAN

A.1.    The Town shall pay sixty percent (60%) of the cost of the following types of insurance coverage, provided the employee is regularly scheduled to work at least twenty (20) hours per week: Individual or family coverage, whichever applies in the particular case, for P.P.O. or P.O.S. or similar coverage by whatever name (excluding HMO’s, which are governed by Subsection A.2 below). 2.  The Town shall pay seventy-five percent (75%) of the cost of the HMO insurance coverage offered by the Town of West Springfield, provided the employee is regularly scheduled to work at least twenty (20) hours per week.

3.   As a condition for the increase in salary (2012-2013), health insurance co-pays shall be changed to the following       :

Prescriptions                             -          $10/$25/$45

Specialist office visits               -          $20

Emergency room                    -            $100

Hospital in-patient                  -            $500

Ambulatory surgical                -           $250

a.   Until June 30, 2016, the Town will reimburse eligible teachers for the difference between the emergency room, hospital in-patient and ambulatory surgical co-pays in effect during the 2013 fiscal year and the emergency room, hospital in-patient and ambulatory surgical co-pays in effect during the 2012 fiscal year.

4.   The Town shall pay seventy-five percent (75%) of the cost of a two thousand dollar ($2,000) term life insurance plan of the type presently available to teachers, provided the employee is regularly scheduled to work at least twenty (20) hours per week

B.        The Committee, in its discretion, may provide other health insurance plans for teachers and/or retired teachers.

C.        Teachers will be eligible to participate in a “tax sheltered” annuity plan established pursuant to United States Public Law No. 87-370.

D.        The Committee will, upon receipt of a documented property damage claim because of vandalism and evidence of an insurance company payment, contribute a maximum of three hundred dollars ($300) to offset the deductible costs incurred by the teacher. Documentation must establish that the vandalism act occurred while the teacher was on the job and executing the assigned duties of his or her job.

ARTICLE 9

LONGEVITY

A. Longevity Benefit

1.      Effective the school year 2004-2005, a teacher with twenty (20) or more years of employment with the Committee may elect to increase his/her pay for three (3) consecutive years by the following amounts:

1) $3,000

2) $3,000

3) $4,000

2.      After receiving these payments, the teacher will not be eligible to reapply for this benefit at any time.

3.      A teacher must apply for these payments in writing on or before January 1 of the school year proceeding the school year in which he/she wishes to begin said benefit.

4.      If the teacher does not receive all of the above $10,000 prior to separation from employment, he/she shall be entitled to a lump sum payment at the time of separation from employment equal to the unpaid balance payable no later than July 1 immediately following the separation, except as provided below.

5.     Participation in the longevity benefit is irrevocable after receipt by the Committee of the teacher’s application for said benefits. No teacher will be entitled to receive any payments hereunder after date of termination for just cause.

ARTICLE 10

TEACHING HOURS AND TEACHING LOAD

A.        The normal length of the teachers' workday shall not exceed seven (7) hours and twenty (20) minutes. This time shall start at least ten (10) minutes prior to the students' start and shall include a regular period for lunch. All teachers shall be free to leave fifteen (15) minutes after the students' day provided they have completed their assigned duties and have not been requested to stay by the Principal or his designee who determines the needs of his building. This does not prohibit the teacher from being released with the students by special permission from the Principal or his designee.

B.        Professional personnel may be required to remain after the normal workday to supervise detention. These assignments shall be made on an equitable basis.

C.        Work Year

1.    The work year of teachers, except those teachers listed in Section C(2) below, will begin no earlier than the Monday prior to Labor Day and terminate no later than June 30, and will in no event be longer than five (5) days more than the number of days when pupils are required to be in attendance by state law. The “work year” will include days when pupils are in atten­dance, two (2) orientation days at the beginning of the school year, a conference day at some time after the first day and before the last day of the school year but not on a holiday or during a vacation week, and two (2) days scheduled by mutual consent of the parties.

Any increase in the now existing state minimum of school days will be reflected in a proportional increase in individual salaries.

2.   The work year of teachers new to the West Springfield School System or returning to the system from leaves of absences will consist of one hundred eighty-eight (188) school days. The additional three (3) days will be scheduled in the week preceding the start of the regular school year. The first of these days will be without additional pay, but teachers will be compensated at a per diem rate of pay for the second and/or third day if they are required to be present in school.

3.   In the event the School Committee shall require professional personnel to work days in excess of those specified in C. 1. above, personnel shall be paid at a per diem rate of their annual salary.

D.        Recognizing the statutory responsibility of the Committee and the Superintendent for determination of the school calendar, and further recognizing the skills and concern of the staff in the matter, the Committee and the Association agree that the determination of the school calendar will be cooperatively arrived at through joint consultation between the Association and the administration, subject to the final approval of the Committee. The final approval of the school calendar by the School Committee shall be at its sole discretion and not subject to the grievance or arbitration provisions of this Agreement.

E.         1.  All regular scheduled meetings will be held on a specific day of the week designated by the Principal of each building unit after consulting with his faculty. This shall not prohibit additional meetings on other days of the week when necessary. 2.  Special meetings for the dissemination and review of curriculum and other educational material may be held as required with a limit of one (1) per week for any one (1) teacher and a maximum of eight (8) per school year according to the following time schedule:

(a)  The latest starting time of a meeting shall be fifteen (15) minutes after the pupil dismissal time in the school having the latest pupil dismissal time for the teachers involved.

(b)  The length of the meeting shall not exceed one (1) hour and fifteen (15) minutes.(c) Personnel shall be notified of a scheduled meeting at least one (1) week in advance.

F.         Effective September 1, 2014, bargaining unit members may be required to attend one (1) evening meeting each year for Parent’s Night (Open House) and one (1) evening meeting each year for Parent/Teacher Conferences. On the day of Parent/Teacher Conferences, there shall be an early release day for students and staff. The Parent/Teacher Conferences shall be held from 5:30 p.m. – 7:30 p.m. Attendance at all other evening meetings will be at the option of the individual teacher. The Association encourages active participation by each teacher in such evening meetings as part of the teacher's professional responsibility.

All high school guidance counselors shall be required to participate in the eighth-grade parents’ evening program, the “mini college fair”, and one additional evening program. Such nights will be scheduled by the Department Chair.

High school department heads will attend eighth grade parent night, and this meeting will fulfill the requirement for attending one (1) additional evening meeting.

High school guidance counselors will be required to work five (5) days beyond the school year.

High School guidance counselors will be required to work an additional ten (10) days beyond the required five (5) unless the funds budgeted for this purpose are reduced. Any reduction in these ten (10) days will be equally shared among the high school guidance counselors.

Middle school guidance counselors will be required to work five (5) days beyond the school year unless the funds budgeted for this purpose are reduced. Any reduction in these days will be equally shared among the middle school guidance counselors.

Guidance counselors will be compensated at their daily rate of pay for days required to be worked beyond the school year.

G.        Teachers will have duty free lunch periods of at least one-half (1/2) hour to commence no earlier than 10:30 a.m. and to end no later than 1:00 p.m.

H.       The Committee and the Association agree that it is important to provide opportunities for in-service training, faculty meetings, parental conferences and similar activities. In keeping with this intent, one-half (1/2) day institutes will be scheduled during the school year. In all schools, there will be official notification to all teachers at least thirty (30) days before the dates scheduled. In the elementary schools, at least three (3) of the half-day institutes will be used for parent conferences. These institutes will be in addition to Article 10, Section E(2), Curriculum Dissemination, and will be as required and needed by the administration and Superintendent following consultation with representatives of the professional staff. Exceptions may be made to the scheduling of half-day institutes by mutual consent of the parties.

ARTICLE 11

CLASS SIZE

A.        1.  The current target figures now in effect will be used as guidelines for class size. Should a study indicate that a reduction in size is desirable, such reduction will be made as staff and facilities permit.

2.   Classes of exceptional pupils will remain as small as possible.

3.   Class Sizes. To achieve our educational goals, the Committee has established the following class sizes as desirable and is determined to attain them whenever and wherever possible:

Kindergarten                                        23 pupils

Grades 1-3                                           23 pupils (every effort shall be made at Grade 1

                                                                 to keep class size as small as possible)

Grades 4-5                                           28 pupils

Grades 6-8                                           27 pupils

Grades 9-12                                         25 pupils

Technology Education/Engineering    18 pupils (excluding computer courses and

                                                                          Unified Arts)

4.   It is recognized that, at the secondary level, a total load of one hundred twenty-five (125) students in a major field is desirable. A major subject is a full time course requiring homework and earning five (5) credits.

B.        1.  Exception to the provisions of Section A. above may be made only if the Superintendent determines that it is necessary to do so in the best interest of the student, the educational process, the available facilities and/or the safety of the student. Any exceptions to the provisions of Section A. above will be explained by the administration, upon request, to the teacher or teachers involved and the Association as soon as the exceptions are apparent.

2.   The foregoing standards are subject to modification for educational purposes such as the avoidance of split-grade classes or half-classes, specialized, or experimental instruction (e.g., music, team-teaching, typing classes, physical education).

3.   In the event that a teacher determines in his/her professional judgment that his/her class size should be smaller than stated above in Section A.3., then the teacher shall deliver a written request to the Building Principal, who shall then notify the Superintendent with any recommendations regarding a change in the number of pupils for that particular class. The Superintendent will then follow the procedures of Section B.1.

ARTICLE 12

SPECIALISTS AND SPECIAL PROGRAMS

A.       Recognizing the statutory responsibility of the Committee and the Superintendent for determining the need for and utilization of specialists, directors, supervisors and coordinators, and further recognizing the skills and concerns of the staff in this matter, the Committee and the Association agree that the determination of need for the utilization of specialists, directors, supervisors and coordinators will be cooperatively arrived at through joint consultation with the Association, subject to the recommendation of the Superintendent and final approval of the Committee.

B.        Elementary teachers will be permitted to use those times when any specialist is conducting their classes as preparation time for class instruction. Teachers new to the system may be required to spend one-half (½) of such time in the classroom with the specialist until such time that the Principal deems that they are acquainted with the specialist's program. If a follow-up program is to be followed, the specialist will provide written instruction for the classroom teacher. Regular classroom teachers and specialists in grades K through 5 inclusive shall receive a minimum of one hundred ninety (190) minutes of preparation time for class instruction each week. Teachers and specialists will get thirty (30) consecutive minutes for preparation time whenever possible. “Whenever possible” does not include a requirement to increase staffing levels at that time. When developing the high school schedule, every effort will be given to provide high school teachers with preparation time on a daily basis equal to one (1) class period per day.

C.        The Committee and the Association recognize the need for a sound continual curriculum development program. In order that effective direction may be given and a constructive program be formulated, the Committee and the Association agree to the following:

1.   Creative ideas in the classroom will be encouraged by the administration and, after careful analysis and study (on a mutual basis) for any new reasonable idea, the administration will be willing to consider implementation of said idea or project. The Director of Curriculum would be responsible for recommending major proposals or changes to the Superintendent, who in turn may recommend proposals to the Committee for approval. It is understood that not all proposals may meet with success but, with proper research and thorough sound study, many projects will be carried out successfully.

2.   The Committee agrees to make available the necessary funds as recommended by the Superintendent for materials in order to insure the success of the work to be accomplished.

D.        Teachers will be selected for the curriculum program as follows:

1.   Sixty (60) days prior to the work project, a notice will be distributed to all buildings by the Superintendent. These notices will be posted on the bulletin board in the teachers lounge (or work room) in each school building. This notice will publicize the work project(s) for a certain number of weeks in the summer, weekend, vacation, or after school. Personnel interested may apply for this work to the Superintendent by the date indicated in the notice.

2.   From this list of applicants, the Superintendent (with the recommendation of the Principals, Director of Curriculum and department heads in the particular subject area) will recommend individuals to the Committee for approval. Selection of individuals for the program will be based on professional performance, knowledge, experience, initiative, dedication, studies in higher education programs and proven interest and work in the particular subject area. Announcement of those selected individuals will be made within fifteen (15) days of the closing date of the posting.

3.   The individuals will be evaluated. If performance of the selectees is not satisfactory, one (1) week termination notice will be given.

4.  Each year that it is decided to conduct summer projects, the process of personnel selection will start anew.

E.         All supervisors, directors, department heads and special teachers will have a published schedule which shall be given to the principals, indicating when they will be available in each building. This does not prohibit additional unscheduled visits.

F.         Specialists' assignments will be scheduled with a view towards minimizing travel time per day.

G.        Teachers, including specialists, will be provided a five (5) school-day written notice by the Administration prior to the cancellation of any specialist program, except in emergency situations.

ARTICLE 13

NON-TEACHING DUTIES

A.        The Committee and the Association acknowledge that a teacher's primary responsibility is to teach and that his/her energies should, to the extent possible, be utilized to this end.

B.        Assignment of teachers for non-teaching duties shall be on an equitable basis.

C.        All non-athletic extra-curricular activities will be supervised on a voluntary basis whenever possible. All compensated positions shall be posted by April 15 of the prior school year. If no volunteers are available for a given compensation position by May 15, the Association shall be requested to aid in obtaining a volunteer. This request for aid from the Association shall be made by May 22. If an acceptable volunteer is not available by June 12, the Superintendent shall appoint one. No teacher shall be required to involuntarily perform an extracurricular activity for a period to exceed one (1) school year. The convenience and wishes of the teacher shall be honored to the extent that these considerations do not conflict with the instructional requirements and the best interests of the school system and the pupils.

D.        Teachers will not be required to calculate attendance records.

E.         All non-athletic extra-curricular activities listed in Appendix A will be paid in accordance with Appendix A. Although the positions will be open each year, the person who held the position the previous year will be given first consideration upon satisfactory completion of the duties.

F.         Each professional person employed at the High School or Middle School may be required to supervise one (1) after school hours student activity per year, except athletic events, which takes place after the normal contractual workday. Rosters shall be kept at the High School and Middle School to insure equal distribution of these assignments within each school unit.

G.        It is agreed that commencement activities are essential to a total school program. A committee composed of three (3) members of the High School faculty, chosen by that faculty, and two High School administrators and a member of the Committee shall establish a properly supervised commencement program.

H.       Personnel applying for coaching positions, who have not been selected, will be notified as soon as possible prior to the opening of the season.

ARTICLE 14

TEACHERS ASSIGNMENT AND TRANSFER

A.        Teachers whose assignment will be altered will be notified in writing of their programs for the coming school year. Such notification will include the schools to which the teachers will be assigned, the grades and/or subjects that they will teach, and any special or unusual classes the teacher will have. They will be notified as soon as practical and, under normal circumstances, not later than June 1, provided that, in the event of a change in circumstances or conditions during the months of May through August, such assignment may be changed as required to meet the situation.

B.        West Springfield High School Administration and Faculty are committed to providing high quality teaching and coursework to their students. Highly proficient teachers are necessary to attain this goal. The path to become highly proficient includes teachers who are certified in the subject matter, teachers who desire to teach the subject matter, and teachers who are expected to refine teaching practices by teaching the same courses over multiple years. Scheduling teachers’ courseloads will be a collaborative effort between department chairs and administration. Every attempt will be made to limit the variety of courses taught by any single teacher such that they can pursue excellence in teaching. Teachers who are expected to teach new subject matter will be notified in June for September. If there are further changes necessary over the summer months, teachers will be notified as soon as possible by first class mail.

C.        In order to assure that pupils are taught by teachers within their areas of competence, teachers will not be assigned, except temporarily and for good cause, outside the scope of their teaching certificates and the areas in which they are highly qualified. An exception may be granted to enable teachers to teach up to 20% outside of their area of certification, per state regulation.

D.        To the extent possible, changes in grade assignments and/or subject assignments and/or building assignments will be voluntary. Teachers who desire a change in grade and/or subject assignment or desire to transfer to another building shall file a written request of such desire with the Superintendent between September 1 and March 1 of each school year with reasons for the request.

E.         1.  Notice of an involuntary transfer or assignment will be given to a teacher as soon as practicable and, under ordinary circumstances, not later than June 1. A teacher who is dissatisfied with an involuntary transfer or assignment may initiate a grievance at Level 2.

2.   When a transfer or reassignment is deemed necessary the following criteria will be used:

(a)  Teacher's competence.                                (d) Grade.

(b)  Major or minor field of study.                    (e) Subject area.

(c)  Length of service.                                       (f) Highly qualified status.

3.   An involuntary transfer or reassignment will be made only after a meeting between the teacher, the principal and the Superintendent, at which time the teacher will be notified of the reasons thereof.

4.   A list of open positions in other schools will be made available on the District’s website to all teachers being involuntarily transferred.

F.         Before a teacher is assigned or transferred to a particular school, the Principal of the school in question will be advised by the Superintendent or his designee regarding such assignment or transfer.

G.        In arranging schedules for teachers who are assigned to more than one (1) school, an effort will be made to limit the amount of inter-school travel. Such teachers will be notified of any changes in their schedules in the manner set forth in the first paragraph of Article 12.

H.       Teacher assignments will be made without regard to one’s race, creed, color, religion, nationality, gender, age, marital status, gender identity, or sexual orientation.

I.        The teacher being transferred or reassigned will be provided with educational rationale for the transfer or reassignment in writing by the principal. The teacher can request a meeting with the Superintendent to further discuss the transfer or reassignment. The district will attempt to provide training (e.g., consultation, mentoring, coaching, workshops, etc.) on the curriculum and instruction that is relevant to the teacher’s new grade level or subject area.

The parties agree to abide by all applicable laws.

ARTICLE 15

VACANCIES AND NEW POSITIONS

A.        Whenever any vacancy in a professional position occurs during a school year (September to June), it will be adequately publicized by the Superintendent by means of a notice placed on the Association bulletin board in every school as far in advance as possible. The notice of vacancy will be accompanied by the qualifications for the position, its duties and the rate of com­pensation. The compensation set forth for a particular position will not be changed when such future vacancies occur unless by mutual agreement.

B.        If a position is to be filled with reduced qualifications because the original ones were not met, the position will again be posted with a change in requirements.

C.        The Committee agrees to give due weight to each professional's background and attainments, the length of time each has been in the school system and other relevant factors. In filling such vacancies, consideration will be given to qualified teachers already employed by the Committee and each teacher applicant not selected will, upon request, receive an explanation from the Superintendent or his designee. Appointments will be made not later than sixty (60) days after the notice is posted in the schools.

D.        Known vacancies and new positions for the following September will be posted by the preceding March 1 in the same manner as paragraph A. above and the appointment shall be made not later than May 15 following. September vacancies and new positions arising after March 1 will be posted as soon as possible and appointments made within sixty (60) days of notification. Written notification of vacancies occurring during July and August will be sent to the Association accompanied by the qualifications for the position, its duties and the rate of compensation.

E.         The name of the person who is appointed to fill any vacancy or new position will be posted in each faculty room in each building within six (6) school days of the appointment.

F.        Appointments will be made without regard to one’s race, creed, color, religion, nationality, gender, age, marital status, gender identity, or sexual orientation.

ARTICLE 16

SENIORITY, REDUCTION IN STAFF-RECALLS

In the event it becomes necessary to reduce the number of employees in the bargaining unit, the School Committee will consider ability, qualifications and length of service and, when the factors that constitute ability and qualifications are relatively equal, length of continuous service shall prevail. The laid off employee, or the employee whose position is eliminated, shall:

A.  Be transferred to an open position for which he/she is qualified; or

B.  Replace an employee with the lowest seniority within the system whose job he/she has the ability and qualifications to perform satisfactorily.

“Ability” means normal capacity for the job.

“Qualifications” means the teacher has on file with the Office of the Superintendent evidence that he/she possesses the necessary license or can obtain said license by the effective date of his/her layoff. If the layoff is to be effective at the end of the school year, the teacher must submit evidence to the Superintendent no later than June 30th that he/she has met all of the requirements for licensure as determined by the Superintendent. If the teacher provides such evidence by June 30th, then the Superintendent will request expedited review by the Department of Elementary and Secondary Education (DESE). If the Superintendent does not receive verification from the DESE that the teacher has obtained the applicable license by July 15th, then the teacher shall remain on layoff.

“Seniority” means a teacher’s continuous length of service in the West Springfield School System from the date of his/her most recent appointment letter to a position within the scope of the recognition clause in Article 1 (Note: The parties agree that the seniority list as of April 2, 2013 is accurate based upon the seniority calculations contained in prior collective bargaining agreements.). In cases of identical appointment letter dates, a drawing will be held..

A long-term substitute assignment is defined as an assignment where the individual is covering the position of a bargaining unit member for less than one (1) full school year. A long-term substitute assignment shall not count toward seniority. In the event a bargaining unit member subsequently indicates that he/she is not going to return, then the long-term substitute assignment shall be considered an interim assignment retroactive to the date the assignment commenced.

An interim assignment is defined as an assignment where the individual is not covering the position of a bargaining unit member who is expected to return, or the individual is covering the position of a bargaining unit member for one (1) full school year or more. An interim assignment in a position within the scope of the recognition clause in Article 1 shall count toward seniority so long as there is no break in service following the interim assignment.

For all authorized leaves taken after August 28, 2011, time spent on an authorized paid leave of absence shall count toward seniority, but time spent on an authorized unpaid leave of absence shall not count toward seniority. However, there will be no break in service when an individual is on an authorized unpaid leave of absence (i.e., the individual’s seniority will cease accruing as of the first day of the authorized leave of absence, and will resume accrual on the first workday after the termination of the unpaid leave so long as there is no break in service between the last day of the unpaid leave and the first workday after the termination of the unpaid leave).

Teachers who have been laid off shall be entitled to recall rights for a period of time equal to the continuous service on the effective date of their respective layoffs, but under no circumstances more than two (2) years. The factors of ability, qualifications and seniority which determine the order of layoff will determine the order of recall. Failure of a teacher to return to work to a full time position (or a part-time position with the same or greater number of hours if the teacher was working part-time prior to the layoff) within thirty (30) days after written recall notice by registered mail, return receipt requested, will be cause for removal of his/her name from the recall list. The recall date shall be established as the date of receipt of the registered mail by the Post Office.

A full-time position shall be defined as:

A.     Any professional position within the scope of this Agreement for which the employee is licensed as of the effective date of his/her layoff and which requires the employee to work a full day as defined in the Agreement and whereby the employee shall be employed for the remaining portion or balance of the school year in which he/she is recalled; or

B.     A position which requires ninety (90) or more consecutive full working days in the same position in any work year as defined in Article 10 of the Agreement.

Any authorized leave or time spent on recall will not affect the continuity for seniority purposes. Any professional position, which does not require the employee to work a full day, as defined in Article 10 of the Agreement, shall be deemed a part-time position. Part-time positions will be offered to teachers on recall by seniority. A teacher may refuse a part-time position in writing, which shall be received in the Office of the Superintendent of Schools in or within fifteen (15) days following the offer of the part-time position. The offer of the position shall be established as the date of receipt of registered mail by the Post Office. A teacher may refuse a part-time position and remain on recall, unless the teacher was working part-time prior to the layoff in which case the teacher may refuse a position with lesser hours and remain on recall. In the event a teacher accepts a part-time position which requires less hours than the teacher previously worked, this acceptance shall in no way diminish the teacher’s recall rights to a full-time position for which the teacher is otherwise qualified by the terms of this Agreement.

Salaries and benefits for part-time employees shall be on a pro rata basis, subject to negotiations between the parties. Part-time positions shall accrue full seniority. Group health and life insurance coverage shall be subject to the requirements of the Town’s plan.

All benefits to which a teacher was entitled at the time of layoff shall be restored in full upon re-employment within the recall period, except that any teacher recalled from layoff will be entitled to apply for leave under Article 23, Section H, only upon return to work from layoff.

Seniority shall be forfeited by discharge, resignation, failure to return to work from layoff upon recall and a layoff equal in length to the teacher’s seniority upon layoff when less than two (2) years and of two (2) years when it exceeds that period. Teachers who are to be affected by a reduction in staff must be notified in writing no later than May 15 of the school year preceding the year in which the reduction will take effect. Said notice shall include the specific reasons for the layoff. Laid off employees may continue group health and life insurance coverage during the recall period as provided by the Committee to members of the bargaining unit by reimbursing the Town Treasurer for premium cost, provided it is permissible under the conditions of the carrier. Failure to forward the premium payments to the Town Treasurer or refusal to return to employment upon recall will terminate this option. While members of the bargaining unit continue on layoff, the Committee agrees not to hire any new teachers unless:

A.    No teacher on layoff is licensed to fill a position or can obtain said license by the effective date of his/her layoff, and;

B.    All qualified teachers on layoff declined an offer to fill the vacancy.

A list specifying the seniority of each member of the bargaining unit shall be prepared by the Committee and forwarded to the President of the Association within thirty (30) days following the execution of this Agreement. An updated “Seniority List” shall be supplied by the Committee annually thereafter no later than October 15th.

In accordance with the agreement reached by the parties on procedure to be followed in implementing a reduction in staff and/or effecting a recall of laid off members of the bargaining unit as provided by this Article, the following terms are binding on the parties:

A.  The first step is for the Superintendent or Assistant Superintendent for Business & Personnel to transfer according to seniority all employees whose positions are eliminated, including those whose schools are closed, into positions which are newly created due to reorganization or have been vacated by resignations, retirements, deaths or leaves of absence for a full year. All transfers pursuant to this section shall be accomplished by placing the employees by seniority into positions as close to their present grade levels, subject areas, and major and minor fields of study as possible.

B.  After all newly created or vacated positions have been filled according to Step 1 above, the remaining employees who have not been placed will be transferred by the Superintendent or the Assistant Superintendent for Business & Personnel in order of seniority into the positions of those with the lowest seniority within the system whose job they have the ability and qualifications to perform satisfactorily.

C.  In cases of ties in seniority, employees’ positions on the seniority list have been decided by lots drawn by the Superintendent or Assistant Superintendent for Business & Personnel except, however, that any new ties will be similarly decided by lots drawn by the Superintendent or Assistant Superintendent for Business & Personnel. Representatives of the West Springfield Education Association shall be allowed to observe all of the above proceedings.

ARTICLE 17

TEACHER EVALUATION

The parties have agreed upon the teacher evaluation forms (Article 17) attached under separate cover.

ARTICLE 18

PROFESSIONAL DEVELOPMENT & EDUCATIONAL IMPROVEMENT

A.        Upon the prior approval of the Superintendent following permission of the Principal or immediate supervisor, reasonable expenses including fees, meals, lodging and transportation incurred by professional employees who attend workshops, seminars and other professional improvement sessions will be paid.

B.        All teachers will be required to be trained in the use of computer technology (introductory, intermediate, advanced levels) as applicable. In the event that a teacher is required to take a course or participate in training, the Committee will provide it at no cost to the teacher or reimburse the teacher for any tuition/fees.

C.        Prior approval of the Principal and Superintendent must be obtained in order to secure compensation for the following:

1.         Two (2) days maximum to visit other school systems

2.         Time off to attend conferences and conventions.

3.         Two (2) days maximum to visit a classroom within the district for the purpose of “peer coaching”.  Teachers who exercise this opportunity must have participated in Peer Coaching training provided by the district.

D.          Mentor Program

1.  Description:

The Mentoring Program includes a one-day training for designated mentors; five after school meetings for teachers new to the district to receive induction to the instructional practices of the district; mentors and mentees will be provided with up to 12 hours of release time in order to meet and observe in each other’s classrooms; and a mentor coordinator who oversees accountability for the entire program.

2.   Process:

a)   Principals will submit a list of mentor nominees to the superintendent by the third week of August. The superintendent will confirm nominees or request alternative nominees. Mentors must have professional status.

b)   The mentor coordinator will send a confirmation letter to mentors and mentees prior to the start of school with details on the Mentoring Program and applicable dates. Only one mentee will be assigned to one mentor.

c)   The one-day training for mentors will take place in September after the first week of school and will be facilitated by the superintendent, mentor coordinator, or designee.

d)   The superintendent, mentor coordinator, or designee will facilitate the five after school workshops for mentees. The after school workshops will be offered to mentees who do not have professional status licensure. New teachers with professional status licensure will not be required to attend.

e)   Designated mentors and mentees will be provided with up to 12 hours of release time in order to meet and observe in each other’s classrooms. The mentor will complete at least one observation in the mentee’s classroom during the school year, and the mentor will provide informal feedback to the teacher. The entire content of the mentor/mentee observations and meetings will remain confidential and will not be shared with the mentee’s supervisor.

f)   The Mentor Coordinator is responsible for accountability of trainings, meetings, mentor-mentee assignments, observations, and organization of hours for release time for mentors and teachers new to the district to meet. The Mentor Coordinator will follow-up with mentors during the course of the school year.

g)   The mentor will be responsible to maintain records (on logs to be provided by the School Department) of all contact time between the mentor and his/her assigned mentee. The record will include meeting time, telephone contact time, classroom observation time and any time spent with supervisors (with the mentee’s approval) discussing the mentee. The log must be co-signed by the mentee. The log must be submitted to the Mentor Coordinator no later than June 1st. The log will also serve as the application for PDPs for the mentoring activity.

3.  Stipends & PDPs:

a)   A trained mentor will receive $400 for each new teacher he/she mentors

b)   One Professional Development Point (PDP) can be earned for each hour of mentoring. The Department of Elementary and Secondary Education will allow a maximum of 15 PDPs in a year and a maximum of 30 PDPs in a five-year period for this professional growth activity.

c)   The mentors will receive training during school time and will be released from their duties to attend the training. Substitute coverage will be provided if required.

4.   If an approved workshop, seminar, and/or other professional improvement session occurs on a work day, the teacher will receive his/her regular compensation without deduction from his/her leave time.

ARTICLE 19

PERSONNEL FILES

A.        Each teacher shall have one (1) official personnel file which shall be kept in the Superintendent's Office.

B.        A copy of each evaluation report shall be placed in the teacher's personnel file.

C.        Teachers will have the right to examine their individual files but will not have the right to review confidential references given at the time of employment or at the time of application for a change within the system.

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

E.         The teacher evaluation forms (Article 17) are attached under separate cover.

ARTICLE 20

WITHHOLDING OF INCREMENT AND SCHEDULED SALARY INCREASES

A.       1.  A teacher may advance to the next higher step in the salary schedule and may receive a wage increase provided that a satisfactory evaluation rating has been received from the Administrator in accordance with the evaluation procedure. The teacher will be evaluated directly by the Administrator. There will be a review of the evaluation by the Superintendent.

2.   If a teacher is subject to the withholding of a step increment and the withholding of a wage increase because of a failure to obtain a satisfactory evaluation, he/she shall be notified of such action immediately following the evaluation.

3.   If a teacher is scheduled for advancement to the next higher step in the salary schedule or if a wage increase has been agreed to and the teacher has not received a satisfactory evaluation rating so that the teacher has been advised that he/she will not receive advancement to the next step and the wage increase, then re-evaluation shall take place in accordance with Article 17.

4.   If a satisfactory evaluation rating is not received by a teacher following the above procedure, he/she may, if he/she desires, request in writing within three (3) days of receipt of such notification a hearing with the Superintendent and he/she may, if he/she desires, be accompanied by a representative of the Association at the meeting.

5.   The Superintendent will conduct the hearing within five (5) school days of the receipt of the request. The teacher is entitled to know the reasons for the wage or increment withholding.

6.   If the teacher is not satisfied with the results of the hearing with the Superintendent, he/she may request in writing within two (2) school days after the hearing before the Superintendent a final hearing with the School Committee. The School Committee will conduct the hearing in Executive Session at its next scheduled meeting. The teacher may, if he/she desires, be accompanied by a representative of the Association at the hearing.

ARTICLE 21

SICK LEAVE

A.        Teachers will earn fifteen (15) sick leave days each school year as of the first official day reporting for duty. Sick leave may be accumulated from year to year up to a total of two hundred thirty (230) days. Sick leave days are essentially a form of insurance protection for the employee and are a right to compensation that does not vest in an employee until he has a bona fide sickness, preventing him/her from reporting for and performing his/her duties. Use of sick leave for a medical appointment is acceptable.

B.        The School Committee will provide each teacher a current record of his/her accumulated sick leave on his/her paycheck..

C.        In the event a teacher is absent four (4) consecutive days, or before or after a holiday or vacation, or abuse of sick leave is suspected, the Superintendent may request a medical excuse. Such request will not be made arbitrarily or capriciously. In the event that the provisions of the Family and Medical Leave Act (FMLA) apply to a leave request, the employee will be provided with the appropriate forms pursuant to the FMLA (see also Article 23(K)).

D.        Family Illness

Up to a total of five (5) days of sick leave during the school year shall be allowed for illness in the “immediate family” where it becomes necessary for the teacher to assist in the care of those immediate family members who are ill. Immediate family shall include a teacher’s spouse, children, or parents, when such relatives reside in the teacher’s household.

E.         Sick Leave Bank

A Sick Leave Bank for the purpose of providing additional coverage after exhaustion of individual annual and/or accumulated sick leave only in the event of serious illness as evidenced by medical certification is hereby established as of the date of execution of this Agreement, exclusively for members of the bargaining unit.

Participation by members of the unit shall be mandatory and each teacher shall be assessed one (1) day of his/her annual and/or accumulated sick leave as the effective date of this Agreement. New members of the bargaining unit shall be assessed one (1) day of their annual and/or accumulated sick leave as of the date they enter the unit. Said days are to be "deposited" in the Bank. Unused days in the Bank shall carry over from year to year. Should the number of days in the Bank reach the level of fifty (50) days or less, then each teacher in the bargaining unit shall be assessed one (1) day of his/her annual and/or accumulated sick leave as of the first day of the next calendar month. In the event a teacher has no accumulated and/or annual sick leave at the time of said assessment, that teacher shall be assessed the amount of days owing to the Bank the following September 1.

Subject to the provisions of this article each teacher may, following a maximum of ten (10) days waiting period, be granted by the Bank Committee a maximum of thirty (30) school days per year from the Bank. If days are granted, they shall cover retroactively the waiting period. The Sick Leave Bank shall be administered by the Sick Leave Bank Committee made up three (3) appointees of the Association. The Sick Leave Bank Committee shall establish guidelines for the administration of this Bank. All decisions by the Sick Leave Bank Committee shall be final and binding and shall not be subject to grievance/arbitration. Any decision made under this provision shall solely be the responsibility of the Association who shall be responsible for defending against any complaints, charges or litigation in whatever forum it shall arise. The School Committee shall be held harmless from any decisions made by the Administrators of this Bank.

ARTICLE 22

TEMPORARY LEAVES OF ABSENCE

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

1.  (a)    Professional employees shall be entitled to three (3) days leave each year at full pay for personal or legal matters which require absence during school hours and may not be taken care of during non-school hours or vacations. Whenever possible, at least twenty-four (24) hours’ notice will be given to the Superintendent through the Principal indicating the date and if for “legal” or “personal” reasons. This leave shall be charged to sick leave.

(b)   Personal days cannot be used to extend vacations or holidays. Exceptions may be approved by the Superintendent, at his/her discretion, for extenuating and documented circumstances. Such requests must be filed directly with the Superintendent.

2.   Three (3) religious observance days - not to be taken out of personal days or sick days.

3.   Time necessary for appearance in any legal proceedings connected with the teacher's employment or with the school system or if the teacher is subpoenaed as a witness, excluding Association business.

4.   Any employee having at least six (6) months of continuous service with the Town and being required to perform temporary active duty of any unit of the United States Reserves or the State National Guard shall be entitled to full compensation for not more than one (1) normal work week. He/she will receive the difference between his/her regular pay and the pay he/she receives from the State or Federal Government.

5.   If a teacher's attendance at summer school is required (travel time to said summer school shall not be considered as required time), he/she shall be released at least one (1) week prior to the closing date of school without loss of pay. The teacher's pay for said days shall be reduced by the amount of compensation he/she receives by reason of such attendance. This shall not apply should the school year be extended beyond the scheduled school calendar nor shall it ever exceed a consideration of more than five (5) days.

6.   (a)    Up to five (5) days at one (1) time will be allowed in the event of the death of a teacher’s spouse, child, son-in-law, daughter-in-law, parent, grandchild, father-in-law, mother-in-law, sibling or other member of the immediate household. This leave shall be in addition to any sick leave.

(b)   Up to three (3) days at any one (1) time in the event of death of teacher's grandfather, grandmother, brother-in-law, sister-in-law, uncle, aunt, niece or nephew unless such person is a member of the immediate household. The above stated leave shall be charged to sick leave.

(c)    Up to five (5) days at any one time in the event of family emergency leave. The time to be made up must be mutually agreed to by the teacher and the building principal. Such time must be made up within three (3) years of the leave. Exceptions to consecutive days may be made by the Superintendent.

(d)   Additional time may be granted at the discretion of the Superintendent. Such time shall be charged to sick leave.

B.        Professional employees will be entitled to leaves of absence to attend WSEA, MTA and NEA conferences subject to the Principal's and Superintendent's approval. An agenda of the meeting will be submitted with the request. Such leave will be charged against personal leave or sick leave at the choice of the individual.

C.        No teacher will be required to arrange for his/her own substitute.

ARTICLE 23

EXTENDED LEAVES OF ABSENCE

A.        The Committee agrees that up to three (3) teachers designated by the Association may, upon request, be granted a leave of absence for up to two (2) years without pay for the purpose of engaging in Association (State and National) activities.

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

C.        Military leave will be granted to any teacher who is inducted, recalled or enlists in any branch of the Armed Forces of the United States according to the provisions of M.G.L. c. 33, section 59. Upon return from any such leave, a teacher will be placed on the salary schedule at the level he/she would have achieved had he/she remained actively employed in the system during the period of his/her absence up to a maximum of four (4) years.

D.        1.  Medically certified disabilities caused or contributed to by pregnancy, miscarriage, abortion, childbirth and recovery therefrom shall be treated as temporary disabilities for all job related purposes.

2.   Accumulated sick leave shall be available for use during periods of such temporary disability upon certification by the attending physician.

3.   Disability leave beyond any accumulated sick leave shall be available without compensation for such reasonable period of time as a female employee is certified by her physician to be disabled from performing the duties of her job because of pregnancy or conditions attendant thereto.

4.   Policies involving commencement and duration of leave, the availability of extensions, protection under health or temporary disability plans and payment of sick leave shall be applied to disability due to pregnancy or childbirth on the same terms and conditions as they are applied to other temporary disabilities.

5.   Pregnancy or childbirth shall not be the basis for termination of employment or compulsory resignation.

6.   Extended, unpaid maternity leave as necessary will be granted upon request in writing to the Superintendent of Schools and shall commence following any disability leave provided in Section D. The start and termination of such maternity leave shall be arranged at the mutual convenience of the teacher and the Superintendent of Schools; however, maternity leaves shall terminate either on the first day of the teacher’s work year or at the end of the second marking period (unless with express, written, prior approval of the Superintendent of Schools) in order to provide for a minimum of inconvenience to the pupils and the school system. Prior to the employee's return from maternity leave, appropriate evidence of physical fitness to resume teaching duties shall be rendered to the Superintendent of Schools.

7.   A teacher on maternity leave must notify the Superintendent in writing by February 1 of the year in which her leave expires of her intentions either to return at the expiration of said leave or her intention to retire from the school system.

8.   If the adoption agency certifies that an adopting parent must stay home with the child being adopted, the Teacher will be paid up to six weeks (30 school days), such time to be deducted from accumulated sick leave. When both adopting parents are employed in the West Springfield Schools and are members of Unit A, they will have the option of splitting the six weeks (30 schools days).

9.   The school system agrees to comply with the provisions of the Massachusetts Maternity Leave Act.

E.         At the discretion of the building principal or the Superintendent as the case may be, a leave of absence of up to one (1) year without pay or increment may be granted to care for a sick member of the teacher's immediate family.

F.         The building principal or Superintendent as the case may be, may grant a leave of absence without pay to a teacher to serve in a public office.

G.        Any teacher whose personal illness extends beyond the period compensated will be granted a leave of absence without pay for such time as is necessary for complete recovery from such ill­ness up to a one (1) year period.

A second year's leave of absence may be granted at the sole discretion of the building principal or Superintendent as the case may be.

Any teacher whose leave of absence under this Section is expected to extend beyond three (3) months shall, when applying for such leave, advise the building principal or Superintendent as the case may be, of the date on which such extended leave will terminate.

Any teacher applying for such leave shall submit in writing to the Superintendent of Schools, prior to the expiration of earned sick leave, a written request together with medical certification of the need for and length of such leave.

H.       Other leaves of absence without pay may be granted by the building principal or Superintendent.

I.        All benefits to which a teacher was entitled at the time his/her leave of absence commenced, including unused accumulated sick leave, will be restored to him/her upon his/her return and he/she will be assigned to the same position he/she held at the time said leave commenced or to a substantially equivalent position if available.

J.        Regular and prompt communications by all parties on leave is the obligation of the leave recipient in terms of planning for return or non-return. Failure to notify the Superintendent in writing thirty (30) days prior to the anticipated return will constitute a resignation of the position.

K.       Family Medical Leave Act

This act entitles eligible employees to take up to twelve (12) weeks (or twenty-six (26) weeks if leave to care for a covered servicemember with a serious injury or illness is also used) of unpaid leave for medical reasons such as: the employee’s own illness, the birth or adoption of a child or the placement of a child for foster care, and for the care of a child, spouse or parent who has a serious health condition. Refer to the School Department employee handbook for details, conditions and application procedures. This may be obtained at: http://staffinfo.wsps.org.

ARTICLE 24

SABBATICAL LEAVE

Upon recommendation by the Superintendent, sabbatical leaves will be granted for study to a member of the teaching staff by the Committee, subject to the following conditions:

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

B.        Requests for sabbatical leave must be received by the Superintendent in writing in such form as may be requested by the Superintendent. The suggested date for application is prior to December 31. Applications received after December 31 may be considered by the Superintendent. Under special circumstances a sabbatical leave can be extended beyond the limits of this Agreement.

C.        The teacher had completed at least seven (7) consecutive full school years of service in the West Springfield School System.

D.        Teachers on sabbatical leave will be paid at fifty percent (50%) of their regular salary rate.

E.         The teacher will agree to return to employment in the West Springfield School System for one (1) full year in the event of a semester's leave or two (2) full years in the event of a full year's leave.

ARTICLE 25

JURY DUTY

Any teacher covered by this Agreement who is called to serve on jury duty will continue to receive his/her salary while serving on jury duty. After three (3) days of jury duty, a serving teacher will be paid by the School Committee the difference between the fifty dollars ($50) jury duty pay and their daily rate.

ARTICLE 26

SUBSTITUTE TEACHERS

A.        It shall be the policy of the Committee to employ substitutes to replace regular staff members who are absent. Regular staff members will not be asked to substitute except in cases of emer­gency.

B.        Recognizing the statutory responsibility of the Committee and the Superintendent for determining the duties of substitute teachers and further recognizing the skills and concern of the staff in these matters the Committee and the Association agree that the determination of the duties of substitute teachers will be cooperatively arrived at through joint consultation between the Association and the Administration, subject to the final approval of the Committee.

C.       Student teachers will not be used as substitutes except in cases of emergency.

ARTICLE 27

POSITIONS IN SUMMER SCHOOL, EVENING SCHOOL,

SATURDAY CLASS AND UNDER FEDERAL PROJECTS

A.        All openings for summer school, evening school, Saturday classes and other programs requiring the employment of professional employees covered by this Agreement and for positions under Federal programs will be adequately publicized by the Superintendent in each school building as soon as possible and teachers who have applied for such positions will be notified of the action taken regarding their applications as early as possible. Under normal circumstances, summer school openings will be publicized by May 15 and evening school openings by September 15, December 1 and March 1. Teachers will be notified of the action as soon as possible.

B.        Positions in this Article will, to the extent possible, be filled first by regularly appointed teachers in the West Springfield School System where those teachers possess qualifications equal to those candidates outside the school system. These qualifications will include a teacher’s area of competence, major and/or minor field of study, quality of teaching performance, attendance record; length of service in the school system and, in regard to summer or evening school positions, previous West Springfield summer or evening school teaching experience.

C.        The positions of Summer School Director and Evening School Director will be posted annually and will include job responsibilities and requirements.

ARTICLE 28

PARAPROFESSIONALS

Recognizing the statutory responsibility of the Committee and the Superintendent for the utilizing of paraprofessionals, and further recognizing the skills and concern of the staff in this matter, the Com­mittee and the Association agree that the utilizing of paraprofessionals will be cooperatively agreed at through joint consultation with the Association, subject to the recommendation of the Superintendent and final approval of the Committee.

ARTICLE 29

RELEASE OF TEACHERS FROM EXTRA PAID ASSIGNMENTS

A.        The Association recognizes that the Committee may not renew contracts for extra paid assignments.

B.        1.  If a teacher is to be released prior to completion of a term of an extra paid assignment or not re-appointed, the teacher shall be notified in writing and be given reasons for such release as soon as that decision is reached and prior to posting of said position.

2.  On the secondary level, the chairmanship of all academic departments shall be on a one (1) year basis and shall be posted each year.

C.        Within five (5) school days of receipt of said notification, the teacher may, if he/she desires, request a hearing with the Superintendent and may, if he/she desires, be accompanied by a representative of the Association at the hearing.

D.        The Superintendent will conduct the hearing within ten (10) school days of the receipt of the request. The teacher is entitled to know the reasons for the release.

E.         If the teacher is not satisfied with the above hearing, he/she may request within five (5) school days a hearing with the Committee. The Committee will conduct the hearing within ten (10) school days of the receipt of the request. The teacher may, if he/she desires, be accompanied by a representative of the Association at the hearing.

F.         At any step of this procedure, the teacher may submit a letter of resignation from the assignment.

G.        Sections C., D. and E. above will be carried out in complete privacy and under no circumstances will a public announcement be made until the above procedure has been completed or terminated.

ARTICLE 30

TEACHER FACILITIES

A.        It is agreed that all new school construction should include the following facilities and that, where practical without substantial expenditure, they should be provided in existing school structures, namely:

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

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

3.   An appropriately furnished room to be reserved for exclusive use of teachers as a faculty lounge.

4.   A system whereby teachers can effectively communicate with the Principal's Office from their classroom.

5.   A well-lighted and clean male restroom and a well-lighted and clean female restroom in a centrally located position in each building.

6.   Appropriate and adequate facilities for specialists to do their job. These rooms should be well lit, ventilated and available when specialists are in the building.

7.   Teachers will be given a secure space for the purpose of storing personal belongings.

B.        An adequate portion of the parking lot at each school will be reserved for teacher parking and this area will be plowed free of snow as soon as practicable.

C.        The school committee will provide a teaching and learning environment which is safe and healthy for staff and students. If a teacher or the Association has a health or safety concern, then the teacher or the Association should utilize the Tools for Schools protocol for reporting an identification of indoor air quality or environmental concerns in the schools.

ARTICLE 31

TEXTBOOKS AND TEACHING MATERIALS

A.       The Committee shall seek to allocate sufficient funds for textbooks and/or teaching material for each pupil to insure quality education.

B.       Recognizing the statutory responsibility of the Principal and Superintendent for the adoption and use of texts and workbooks and further recognizing the skills and concern of the staff in this matter, they and the Association agree that the adoption and use of texts and workbooks will be cooperatively arrived at through joint consultation with the Association.

ARTICLE 32

PROFESSIONAL BEHAVIOR

The Committee and the Association recognize that abuses of sick leave or other leaves, chronic tardiness or absence, willful deficiencies in professional performance or other violations by a teacher reflect adversely upon the profession and create undesirable conditions in the school building. The Committee and the Association further recognize the Code of Ethics of the Education Profession as defining acceptable criteria of professional behavior. A copy of the Code of Ethics of the Education Profession is attached to and made a part of this Agreement.

ARTICLE 33

DISCIPLINE

A.        Any serious complaints regarding a teacher made to any member of the administration by any parent, student or other person will be promptly called to the attention of the teacher.

If any disciplinary action is taken, said complaints must be submitted in writing, unless otherwise provided by law (e.g., sexual harassment complaints, etc.).The Superintendent of Schools will not discipline or reprimand any employee in the presence of students except in an extreme emergency.

B.        The Association recognizes the authority and responsibility of the Principal for disciplining or reprimanding a teacher for delinquency of professional performance. No reprimand will be given to a teacher while in the presence of any other person excepting members of the school administration. If a teacher is to be disciplined or reprimanded by a member of the administra­tion above the level of the Principal, however, he/she will be entitled to have a representative of the Association present.

C.        No teacher will be disciplined, reprimanded, reduced in rank or compensation or deprived of any professional advantage without just cause. Notwithstanding the above, the provisions of M.G.L. c. 42 govern teachers within their first ninety (90) calendar days of employment and/or without professional teacher status.

D.        None of the aforementioned procedure precludes conferences with administrators.

E.         The parties agree that, during the Agreement, provisions will be made for the creation of a committee consisting of one (1) School Committee Member, the Superintendent, two (2) Principals and three (3) Unit A members for the purpose of reviewing codes of discipline and making recommendations to the School Committee for possible adoption.

ARTICLE 34

GRIEVANCE PROCEDURE

The purpose of the procedures set forth below is to produce prompt and equitable solutions to those problems which from time to time may arise and affect the conditions of employment of the employees covered by this Contract. Such a problem shall be defined as a grievance under this Contract and must be presented promptly but no later than fifteen (15) calendar days after it arises or the employee first has knowledge of the event initiating the problem, and be processed in accordance with the following steps, time limits and conditions set forth. Should the Association or employee fail to do so, the grievance will be deemed waived. All grievances will be presented and answered in writing, on a form to be mutually developed by the Parties. Nothing in this procedure will preclude the Parties from resolving problems informally before a grievance is presented formally (in writing) at Level One.

Level One:

The employee or the Association shall present the written grievance to the employee's immediate supervisor within the time limits set forth above. The supervisor shall meet with the employee and Association and the supervisor shall give a written answer within seven (7) calendar days.

Level Two:

If the grievance is not settled at Level One within seven (7) calendar days of the written presentation to the immediate supervisor, the Association shall within seven (7) calendar days after receipt of the immediate supervisor's answer, present the grievance to the Superintendent of Schools. The Superintendent shall give a written answer within seven (7) calendar days of the Level Two meeting.

Level Three:

If the grievance is not settled at Level Two, the Association may appeal it, by giving written notice of such appeal, within seven (7) calendar days after such receipt of the written answer of the Superintendent, to the School Committee, who shall discuss it with the Association representative at a meeting to be scheduled within twenty (20) calendar days of receipt of the appeal by the School Committee. The School Committee shall give a written answer within seven (7) calendar days next following the Level Three meeting.

Level Four:

If the grievance is not settled at Level Three, the Association may submit it to final and binding arbitration by giving the School Committee written notice, within twenty (20) calendar days of the Association's receipt of the School Committee's Level Three written answer, of its desire to arbitrate the problem. A demand shall be simultaneously filed with the American Arbitration Association, whose rules and procedures shall govern the selection of an arbitrator.

Level Five:

The arbitration proceeding will be conducted under the rules of the American Arbitration Association. The arbitrator shall not have the authority to add to, subtract from, modify, change or alter any of the provisions of this Agreement. The award shall be final and binding on the School Committee, the Association and the Grievant. The arbitrator’s fees and expenses shall be borne equally by the parties. If the School Committee claims the Association has violated any provision of the Agreement, it may present such claim to the Association in writing and if the Parties fail to settle it within ten (10) calendar days, the School Committee may submit the problem to arbitration under the provision of this Article.

General Provisions

1.   The Committee acknowledges the right of the Association to participate in the processing of a grievance at any level.

2.   All documents, communications, and records dealing with the processing of a grievance will be filed separately from the personnel files of the participants in the Superintendent’s office.

3.   The resolution of all problems settled informally will be consistent with the terms of this Agreement.

4.  Grievance hearings usually will be held after the normal school dismissal time. If Level Five grievance hearings are scheduled between the Committee and the Association during the school day, the President or his/her designee, the grievant (one [1] grievant for a class grievance) and any witnesses agreed to by the parties will be relieved from all regular duties without loss of pay or other benefits as necessary in order to permit their participation.

ARTICLE 35

USE OF SCHOOL FACILITIES

A.        After the close of school on school days, the Association shall have the right to use designated areas in school buildings for meetings of teachers provided there is no interference with any scheduled school activities. The use of such designated areas shall be arranged with the Princi­pal in advance. All requests for building use shall conform to Committee Rules and Regulations provided, however, that there shall be no cost to the Association for such meetings as long as there is no overtime custodial cost to the Committee involved.

B.        The Association may place one (1) bulletin board in each school building for the purpose of displaying notices, circulars and other Association materials. Copies of all such notices and materials will be given to the building Principal but his advance approval will not be required.

C.        No teacher will be prevented from wearing membership pins or other identification of membership in the Association or any other teacher organization.

ARTICLE 36

GENERAL

A.        There will be no reprisals of any kind against any teacher by reason of his/her membership in the Association or participation in its activities.

B.        Teachers will be entitled to full rights of citizenship and no religious or political activities of any teacher or the lack thereof will be grounds of any discipline or discrimination with respect to the professional employment of such teacher.

C.        Each of the parties acknowledges the rights, responsibilities and dignity of the other party and agrees to discharge its responsibilities affected by this Agreement and the desire for harmonious relations.

D.        If any provision of this Agreement or any application of the Agreement to any employee or group of employees shall be found contrary to law, such provision or application shall not be deemed valid and subsisting, except to the extent permitted by law, but all other provisions or applications will continue in full force and effect.

E.         The Committee and the Association both recognize that an efficient communication is an effective one and leads to a smoother dialogue between the parties involved. In order to achieve this goal, the Committee and the Association agree that all written communications will be acknowledged in writing and received by originator within a period of ten (10) school days.

F.         The Committee will, upon request, provide the Association with information, which will assist the Association in developing intelligent, accurate, informed and constructive programs on behalf of the teachers and their students if same can be supplied at a reasonable cost.

G.        The President of the Association will be provided with copies of the minutes of official Committee meetings, other than Executive Sessions, and all other available printed materials that are distributed to Committee members at official meetings as soon as possible after such meetings. A copy of the official agenda of Committee meetings and any attached documents will be given to the President prior to said meeting, when available.

H.       Current position specifications for all positions in the school system will be available in each Principal’s Office.

I.        Payment for travel will be at the rate set by Town Ordinance.

J.        Three (3) copies of this Agreement shall be signed by representatives of the parties. One (1) copy shall be retained by the School Committee, one (1) by the WSEA, Unit A, and one (1) copy shall be filed in accordance with Massachusetts General Laws, Chapter 150E.

K.       Employees hired for less than a full school year will receive all benefits set forth in this Agreement on a pro rata basis based on the number of days of employment.

L.       Effective upon ratification of this agreement, the hourly rate for curriculum work shall be $26.00. Effective September 1, 2014, the hourly rate for curriculum work shall be $28.00. Effective September 1, 2015, the hourly rate for curriculum work shall be $30.00.

M.      The Association President/Co-Presidents will be notified of the names of newly hired bargaining unit members and bargaining unit members who have retired, resigned, or are terminated. The Association President/Co-Presidents will be provided with a bargaining unit member’s address if such information is necessary for the Association to enforce the provisions of this Agreement (e.g., fair share fee). In such event, the Association President/Co-Presidents will make a written request via email to the Superintendent for said information, and the Superintendent will respond via email within five (5) work days.

ARTICLE 37

JOB SHARING

Two (2) teachers with professional teacher status and both of whom are teaching in the same school may initiate a proposal for “job sharing” on a one (1) school year basis only by submitting said proposal in writing to the building principal, on or before January 31 on the school year preceding the start of the school year in which job sharing is to occur. The Association will receive a copy of all such proposals. As used herein, “job sharing” shall apply only to the sharing of all the duties of one (1) full-time existing vacant position or one (1) full-time position which is then occupied by one (1) of the two (2) teachers involved in the proposal, such that the cost of the job sharing does not exceed the cost of one (1) full-time teacher. Such a proposal must include the following:

1.      A tentative work schedule for each job-sharing teacher for instructional time, non-instructional duties, and preparation time;

2.      A description of how necessary parental communication will be maintained; and

3.      A description of how communication between the job-sharing teachers will occur. Both job-sharing teachers shall be required to:

a.      Attend, without compensation in excess of that prorated to each job sharing teacher’s part-time status, all teacher work days, professional development days, faculty meetings, assigned committee meetings, open houses, back-to-school nights, parents’ night, department meetings, and other such meetings as are assigned or expected of full-time faculty members which are regularly scheduled or for which 24 hours’ notice is given; and

b.      Plan, publish and maintain a schedule of office hours for student help that is approved by the principal, which schedule must provide opportunities for students to receive help both before and after school and may, with the approval of the principal, involve providing help to students of the other job-sharing teacher, and accept the schedule of classes assigned by the principal.

All compensation, benefits, hours of work, and other working conditions, including teaching load and preparation time, granted by this Agreement shall be prorated to each job sharing teacher’s percentage of full-time employment, as currently calculated for less-than-full-time employees, except that there shall be an overlap of fifteen (15) minutes between the tours of duty scheduled each workday for an orderly transfer and information sharing and except further that only one (1) of the two (2) job sharing teachers will be eligible, as currently determined for less-than-full-time employees, for district supported health insurance benefits. It is recognized that, in the Town of West Springfield and according to state law, a teacher must work at least twenty (20) hours per week to qualify for district supported health insurance benefits.

Seniority during the period of job sharing will be computed as currently determined for part-time teachers under the provision of this Agreement.

The principal will review the proposal, with an immediate supervisor if appropriate, and discuss any concerns with the job-sharing teachers. The proposal, including any changes agreed upon as a result of said discussions, will be forwarded to the Superintendent together with the written recommendation of the principal no later than March 15 of the school year preceding the start of the school year in which job sharing is to occur with a copy thereof being forwarded to the Association. The Superintendent will forward a decision on the proposal to the job sharing teachers and the Association no later than April 15.

The Superintendent may approve or deny the proposal, and may at any time revoke or change any previously approved proposal, provided only that in the event the Superintendent denies or later revokes or changes the proposal the teachers who made the proposal along with the Association, will be entitled to reasons in writing. The decision of the Superintendent as to approval or denial of the proposal and any revocation or change thereof, will be final and binding and not grieveable or arbitrable by any teacher in the bargaining unit or by the Association. If approved by the Superintendent, the specifics of the job sharing assignment and any subsequent changes thereto, will be reduced to writing, incorporating the provisions herein, for acceptance by, and signatures of, the two (2) job sharing teachers involved and the Association and delivered to the Superintendent no later than April 29 for the initial proposal and no later than ten (10) days prior to the implementation of any subsequent changes.

In the event that one of the job-sharing teachers is absent, the normal practice for covering teacher absences will be followed.

Job sharing teachers may be required to plan and/or teach together for the entire day up to the first five (5) teaching days of the school year. The job sharing teachers and their principal shall meet to discuss this issue in an attempt to arrive at a mutual agreement as to the amount of days. In the event they cannot so mutually agree, the final decision shall be up to the principal, which decision shall be final and binding and not grieveable or arbitrable by the job sharing teachers or the Association. These days shall be included within the compensation received for the proportionate time worked (i.e., if a 60% teacher, these days are included within the 60% compensation).

The job proposed to be shared will not be required to be posted for bidding as provided for in this Agreement unless it is a vacant position. Any such vacant position, which is filled through job sharing, shall be reposted for the following school year.

Upon approval of a job sharing proposal, neither of the two (2) job sharing teachers will thereafter displace or intrude upon the position of a less senior teacher to attain full-time status. This would not preclude a job sharing teacher from applying for full-time vacancies which arise to which no teacher on a recall list is entitled to be recalled. In the event that the job sharing arrangement is revoked or otherwise eliminated, the two (2) job sharing teachers will determine which one of them will fill the position which was formerly shared if it still exists. In the absence of agreement, seniority shall prevail. The job sharing teacher not filling the formerly shared position, or both job sharing teachers if the formerly shared position is not in existence, will be given preference for any full-time vacancies, if qualified. If there are no full-time vacancies available then he/she/they will be placed on a leave of absence without pay for the remainder of the school year and then the placement of the job-sharing teachers will be in accordance with Article 23.

In the event a resignation or leave of absence by one (1) of the job-sharing teachers becomes necessary, the remaining job sharing teacher will be given the option to assume the full-time position. In the event of the failure of the remaining job sharing teacher to assume the full-time position, the Committee will attempt to fill the vacancy subject to the terms of the job-sharing arrangement. In the event the Committee is unable to fill the vacancy subject to the terms of the job sharing arrangement, the remaining job sharing teacher will be placed on a leave of absence without pay for the remainder of the school year and then the placement of the job sharing teachers will be in accordance with this Agreement and the full-time position will be filled by the Committee.

Upon expiration of the job sharing arrangement, the placement of the job-sharing teachers will be in accordance with this Agreement.

The Committee and the Association shall have the right to modify the provisions of this Agreement, such as the providing of preparation time to enable implementation of a job-sharing proposal.

ARTICLE 38

MANAGEMENT RIGHTS CLAUSE

Except as specifically abridged, delegated, granted or modified by this Contract, or any supplement thereto, or by Chapter 150E of the General Laws of Massachusetts, all of the rights, powers, and authority held by the School Committee or their agents as designated by law, prior to the effective date of said Contract, and all rights and powers vested by law are retained by the School Committee and exercise of said rights, powers, and/or authority, shall not be subject to the grievance procedure and/or arbitration.

The Parties agree that the operation of the School Department of the Town of West Springfield the supervision of the employees and of their work, are the rights of the Committee or their agents as designated by law alone. Accordingly, subject to the provisions of this Agreement, the making of reasonable rules to assure orderly and effective work; to determine the quantity and types of equipment to be used; to introduce new methods and facilities; the making of work schedules; the determination of what and where duties will be performed, and of employee competency; the hiring, transfer, promotion, demotion, lay-off, recall, discipline or discharge of employees for just cause, without discrimination, are exclusive rights of the Committee or their agents. Consistent with Chapter 150E of the General Laws; the right to discuss terms and conditions of employment with employees and to inform them concerning employment matters remain exclusive rights of the Committee and its agents.

Subject to the provisions of this Contract, the wages, hours, and other conditions of employment applicable on the effective date of this Contract shall continue to be so applicable in accordance with the principles of past practices application. Past practice shall be defined according to the treatise, How Arbitration Works, 5th edition, dated February 1997, by Elkouri and Elkouri, specifically Chapter 12. Nothing contained herein shall affect the rights and obligations of the parties under Chapter 150E.

ARTICLE 39

DURATION

This Agreement will become effective August 28, 2013 and remain in full force and effect until August 27, 2016.

ARTICLE 40

PRINTING OF AGREEMENT

The parties agree that they shall share equally the cost of printing seven hundred (700) copies of the Collective Bargaining Agreement.

ARTICLE 41

MISCELLANEOUS DEPARTMENT CHAIRS

High School/Middle School: Differential pay will be computed at the prevailing salary ratio of each department chair (10 or more FTE teachers = 6%; 5 to 9 FTE teachers = 5%; 4 or fewer FTE teachers = 4%) plus $100.

The school committee and the WSEA recognize that there are tasks that can only be accomplished during regular school hours. Middle School department chairs shall, in lieu of team time, receive one (1) period per week to perform the responsibilities of department chair. High school department chairs shall receive a total of thirty-eight (38) class periods per school year to carry out the responsibilities of department chair; such time to be distributed over the course of the entire year. In addition, high school department chairpersons’ duty time will be used to perform the responsibilities of a department chair.

The department chairs will be expected to:

•    Support and advise department members

•    Conduct department meetings and record agenda/notes

•    Ensure that department curriculum is implemented and maintained

•    Support school improvement plans

•    Attend department chair meetings

•    Contribute toward development of a department budget and facilitate ordering of instructional materials

•    Develop benchmark and/or other common assessments of respective curricula with department members

•    Collect and analyze data from said assessments

•    Facilitate faculty assignments and scheduling (HS)

•    Facilitate use of 21st century skills into the curriculum and its delivery in order to improve student outcomes

•    Support professional development within the department

SECONDARY LEVEL TEAM FACILITATORS

A stipend of $2,500 per year shall be paid to each team leader up to a maximum of 13 teams (10 @ MS & 3 @ HS). Team Leaders shall not serve 2 consecutive 2 year terms.

Team Members shall select a person to be designated as team leader. The selection must be approved by the Principal. A Team Facilitator shall serve one 2-year term to facilitate rotation of responsibility within the team. The Team Facilitator must have a minimum of two (2) years experience in the West Springfield School system.

No teacher shall hold both department chair and team facilitator positions in a given year.

CO-CURRICULAR STIPENDS-EXTRA PAID ASSIGNMENTS

High School and Middle School

Annual activity reports shall be submitted by sponsors to the High School or the Middle School Principal or their respective designee. All individual activity reports will be subject to specific adjustments according to criteria of number of students, dates of meetings and weekend/extra responsibilities. The High School Activity Coordinator shall meet each May with the principal of the High School to review all activities and extra responsibilities, using annual reports as a database.

FORMATION OF NEW CLUBS/CO-CURRICULAR ACTIVITIES

A.  1.     New clubs/co-curricular activities for the middle school and high school may be approved for funding each year. Each new club/activity demonstrating a history of student interest and involvement from September to January may submit an application by January 15 to the respective principal to be approved as a paid stipend position if funding is available.

2.      No more than two (2) new activities may be approved per year.

3.      The monetary stipend for two (2) activities may not exceed one thousand two hundred dollars ($1,200) collectively.

4.      No other clubs or activities will be compensated except as provided in the agreement.

B.  Elementary co-curricular stipends and extra-paid assignments

1.     Up to five hundred dollars ($500) annually for sponsor stipends will be allocated for elementary co-curricular activities held on an after-school basis, additional to previously approved Chorus and Band.

The principals of the elementary schools will apply to the Superintendent for these funds stating the proposed activity, time to be held and expected number of students.

No single activity will exceed seven (7) sessions of 45 to 60 minutes each to be compensated at twelve dollars ($12.00) per session.

Teachers and other adults may instruct.

2.  The Elementary co-curricular activity will be reviewed annually in April by the Joint Labor Committee.

C.  Requests for all new clubs/activities shall be submitted to the principal of their respective building using the form titled: “West Springfield Public Schools Stipend Application for Club/Co-Curricular Activity” (available at: http://staffinfo.wsps.org). Any proposed activity or club should then be forwarded to the WSEA president who will then forward it to the Superintendent or his/her designee who will present it to the School Committee for approval.

D.  Annual activity reports for the club/co-curricular activity shall be submitted by the advisors to the principal of their respective building or his/her designee using the form titled: “West Springfield Public Schools Annual Report of Extra-Curricular Club or Activity” (available at: http://staffinfo.wsps.org). All individual activity stipends will be subject to specific adjustments according to criteria that include the number of students, dates of meetings, duration of meetings, and weekend/extra responsibilities. A club/co-curricular activity that is inactive for three (3) consecutive years will be deemed dormant and shall be eliminated. Funds for this club may be requested to be moved to other clubs at a Joint Labor Committee meeting in April.

IN WITNESS WHEREOF, the WEST SPRINGFIELD SCHOOL COMMITTEE and the WEST SPRINGFIELD EDUCATION ASSOCIATION, UNIT A, have caused this Agreement to be signed and sealed on this ___________day of______________, 2014.

WEST SPRINGFIELD SCHOOL COMMITTEE                              Signed and sealed in the presence of

__________________________                                                       ________________________________

Mayor Edward Sullivan, Chairperson                                                 Witness

WEST SPRINGFIELD EDUCATION

ASSOCIATION (UNIT A)

__________________________                                                       ________________________________

Michelle Davis, WSEA Co-President                                                   Witness

__________________________                                                       ________________________________

Kathleen Hillman, WSEA Co-President                                              Witness

MY DOCUMENTS/CONTRACTS/TEACHERS/2013-2016-final/teacher k(13-16)(final)(3-14-14]dupere

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APPENDIX A

WEST SPRINGFIELD PUBLIC SCHOOLS

CO-CURRICULAR STIPENDS - EXTRA PAID ASSIGNMENTS

ACTIVITY

2013-2014

2014-2015

2015-2016

HIGH SCHOOL

 

 

 

Senior Class

$1,887

$1,925

$1,964

Junior Class

$ 1,259

$1,284

$ 1,310

Sophomore Class

$ 944

$ 963

$ 982

Freshman Class

$628

$ 641

$  654

Music Enrichment Lesson Program (M.E.L.P.)

$ 3,000

$3,000

$3,000

Music Enrichment Lesson Program (M.E.L.P.)-Voice

$ 1,500

$1,500

$1,500

Art Club

$603

$615

$627

As Schools Match Wits

$622

$634

$ 647

Band

$2,460

$2,509

$2,559

Band (Jazz)

$985

$1,005

$1,025

Band (Pep)

$985

$1,005

$1,025

Best Buddies

$612

$624

$636

Big Brothers Big Sisters

$813

$829

$846

Chess Club

$612

$624

$636

Computer Club

$894

$912

$930

Conservation Club

$612

$624

$636

Creative Writing Club

$612

$624

$ 636

Drama

$612

$ 624

$636

Final Chapter

$612

$624

$ 636

Foreign Language

$612

$624

$636

Greenhouse

$824

$840

$857

GSA

$603

$615

$627

Guitar

$603

$615

$627

Hackey Sack Club

$612

$ 624

$636

Junior Statesman of America

$603

$615

$627

Key Club

$603

$615

$627

Mathletes

$622

$634

$ 647

National Art Honor Society

$603

$615

$ 627

Newspaper

$1,451

$1,480

$1,510

PBIS

$603

$615

$627

Pro Merito/National Honor Society

$1,153

$1,176

$1,200

Renaissance Adviser 1

$612

$624

$636

Renaissance Adviser 2

$612

$624

$636

Robotics

$612

$624

$636

SADD

$612

$624

$636

Ski Club

$944

$963

$982

Spanish National Honor Society

$603

$615

$627

Student Activity Coordinator

$612

$624

$636

Student Government

$1,523

$1,553

$1,584

Yearbook

$ 1,282

$1,308

$1,334

High School Audiovisual Coordinator

$1,500

$1,500

$1,500

Spring Musical (High School)*

 

 

 

Producer*

$255

$260

$265

Drama Coach*

$655

$668

$681

Musical Director*

$655

$668

$681

Technical Director*

$655

$668

$681

Business Director*

$655

$668

$681

* May be shared and/or combined

 

 

 

MIDDLE SCHOOL

 

 

 

Music Enrichment Lesson Program (M.E.L.P.)

$ 3,000

$3,000

$3,000

Art Club

$612

$624

$636

Band (Concert)

$  1,536

$1,567

$1,598

Band (Jazz)

$ 1,450

$1,479

$1,509

Broadcast/Communications Club

$ 612

$624

$636

Charitable Sewing Club

$ 612

$624

$636

Chess Club

$612

$624

$636

Chorale & Ensemble

$612

$ 624

$636

Chorus

$996

$1,016

$1,036

Computer

$935

$ 954

$973

Dance Club

$612

$ 624

$636

Drama

$652

$665

$678

Foreign Language Club

$612

$624

$636

Garden Club

$612

$624

$636

KARE

$686

$700

$714

Math Counts

$716

$730

$745

Military History Club

$612

$624

$636

Newspaper

$652

$665

$678

Outdoor Club

$612

$624

$ 636

Pakrat

$ 612

$624

$636

Pottery Club

$ 600

$612

$624

Robotics Club

$ 612

$ 624

$ 636

Ski Club

$ 804

$820

$ 836

Student Council

$ 755

$ 770

$ 785

Wrestling Club

$ 612

$624

$ 636

Yearbook

$ 632

$645

$ 658

Middle School Audiovisual Coordinator

$ 1,000

$ 1,000

$ 1,000

Spring Musical (Middle School)*

 

 

 

Producer*

$ 255

$ 260

$ 265

Drama Coach*

$ 655

$ 668

$681

Musical Director*

$ 655

$668

$681

Technical Director*

$ 655

$668

$ 681

Business Director*

$ 655

$ 668

$681

* May be shared and/or combined

 

 

 

Middle School Intramurals

$ 5,817

$5,933

$ 6,052

The total annual budget for Middle School Intramural coaching positions is to be divided equally among the number of activities scheduled and actually run in each school year with a maximum stipend of $694 per activity

ELEMENTARY

 

 

 

Chorus

$         612

$      624

$       636

Band

$         612

$      624

$       636

Under the terms of the contract $1,200 is available to be added annually for new positions.

APPENDIX B

WEST SPRINGFIELD PUBLIC SCHOOLS

UNIT A SALARY SCALE

FY 2014

Steps 15, 20, and 25 $350 increase

Across the Board .5% increase

Step

B

B+15

M

M+15

M+30

M+45

M+60

Doctorate

 

 

 

 

 

 

 

 

 

1

40,891

-

44,074

44,882

46,916

47,709

49,064

50,363

2

42,489

-

45,802

46,580

48,618

49,423

50,859

52,172

3

44,080

-

47,601

48,411

50,454

51,271

52,647

53,971

4

45,984

-

49,551

50,366

52,441

53,267

54,652

55,990

5

47,644

-

51,257

52,079

54,198

55,039

56,440

57,789

6

49,352

-

53,019

53,887

55,979

56,833

58,243

59,613

7

51,341

-

55,006

55,843

58,019

58,885

60,306

61,693

8

53,246

-

56,956

57,809

59,928

60,812

62,244

63,641

9

55,314

-

59,112

59,957

62,100

62,995

64,437

65,829

10

57,159

-

61,337

62,104

64,144

65,055

66,513

67,975

11

58,275

-

63,071

63,923

66,031

66,891

68,335

69,819

12

-

-

66,302

67,408

69,259

70,215

71,742

73,149

13

-

-

67,594

68,726

70,636

71,612

73,093

75,891

14

-

-

-

-

72,012

73,005

74,514

77,369

15

59,781

60,915

69,101

70,231

73,520

74,511

76,019

78,874

20

60,936

62,069

70,255

71,386

74,675

75,666

77,173

80,027

25

62,089

63,223

71,408

72,539

75,828

76,819

78,327

81,181

NOTE: Bargaining unit members did not receive a step advancement in FY12. *Longevity-Based Salary Steps Eligibility shall be as follows:

1.   Step 15:    Fourteen (14) years of experience, five (5) of which must be in West Springfield, effective September 1, 2004.

2.   Step 20:    Nineteen (19) years of experience, five (5) of which must be in West Springfield.

3.   Step 25: Nineteen (19) years of experience, fifteen (15) of which must be in West Springfield.

WEST SPRINGFIELD PUBLIC SCHOOLS

UNIT A SALARY SCALE

FY 2015

Steps 15, 20, and 25 $350 increase

Across the Board 2% increase

Step

B

B+15

M

M+15

M+30

M+45

M+60

Doctorate

 

 

 

 

 

 

 

 

 

1

41,709

-

44,955

45,780

47,854

48,663

50,045

51,370

2

43,339

-

46,718

47,512

49,590

50,411

51,876

53,215

3

44,962

-

48,553

49,379

51,463

52,296

53,700

55,050

4

46,904

-

50,542

51,373

53,490

54,332

55,745

57,110

5

48,597

-

52,282

53,121

55,282

56,140

57,569

58,945

6

50,339

-

54,079

54,965

57,099

57,970

59,408

60,805

7

52,368

-

56,106

56,960

59,179

60,063

61,512

62,927

8

54,311

-

58,095

58,965

61,127

62,028

63,489

64,914

9

56,420

-

60,294

61,156

63,342

64,255

65,726

67,146

10

58,302

-

62,564

63,346

65,427

66,356

67,843

69,335

11

59,441

-

64,332

65,201

67,352

68,229

69,702

71,215

12

-

-

67,628

68,756

70,644

71,619

73,177

74,612

13

-

-

68,946

70,101

72,049

73,044

74,555

77,409

14

-

-

-

-

73,452

74,465

76,004

78,916

15

61,334

62,490

70,840

71,993

75,347

76,358

77,896

80,808

20

62,512

63,667

72,017

73,171

76,526

77,536

79,073

81,985

25

63,688

64,844

73,193

74,347

77,702

78,712

80,251

83,162

NOTE: Bargaining unit members did not receive a step advancement in FY12. *Longevity-Based Salary Steps Eligibility shall be as follows:

1.   Step 15:    Fourteen (14) years of experience, five (5) of which must be in West Springfield, effective September 1, 2004.

2.   Step 20:    Nineteen (19) years of experience, five (5) of which must be in West Springfield.

3.   Step 25: Nineteen (19) years of experience, fifteen (15) of which must be in West Springfield.

WEST SPRINGFIELD PUBLIC SCHOOLS

UNIT A SALARY SCALE

FY 2016

Across the Board 2% increase

Step

B

B+15

M

M+15

M+30

M+45

M+60

Doctorate

 

 

 

 

 

 

 

 

 

1

42,543

-

45,854

46,696

48,811

49,636

51,046

52,397

2

44,206

-

47,652

48,462

50,582

51,419

52,914

54,279

3

45,861

-

49,524

50,367

52,492

53,342

54,774

56,151

4

47,842

-

51,553

52,400

54,560

55,419

56,860

58,252

5

49,569

-

53,328

54,183

56,388

57,263

58,720

60,124

6

51,346

-

55,161

56,064

58,241

59,129

60,596

62,021

7

53,415

-

57,228

58,099

60,363

61,264

62,742

64,186

8

55,397

-

59,257

60,144

62,350

63,269

64,759

66,212

9

57,548

-

61,500

62,379

64,609

65,540

67,041

68,489

10

59,468

-

63,815

64,613

66,736

67,683

69,201

70,722

11

60,630

-

65,619

66,505

68,699

69,594

71,096

72,639

12

-

-

68,981

70,131

72,057

73,051

74,641

76,104

13

-

-

70,325

71,503

73,490

74,505

76,046

78,957

14

-

-

-

-

74,921

75,954

77,524

80,494

15

62,561

63,740

72,257

73,433

76,854

77,885

79,454

82,424

20

63,762

64,940

73,457

74,634

78,057

79,087

80,654

83,625

25

64,962

66,141

74,657

75,834

79,256

80,286

81,856

84,825

NOTE: Bargaining unit members did not receive a step advancement in FY12. *Longevity-Based Salary Steps Eligibility shall be as follows:

1.   Step 15:    Fourteen (14) years of experience, five (5) of which must be in West Springfield, effective September 1, 2004.

2.   Step 20:    Nineteen (19) years of experience, five (5) of which must be in West Springfield.

3.   Step 25: Nineteen (19) years of experience, fifteen (15) of which must be in West Springfield.

APPENDIX C

WEST SPRINGFIELD PUBLIC SCHOOLS

ACADEMIC SUPPORT

A.     .5 FTE COBURN DEAN OF STUDENTS

The person presently serving as one (1) half-time Coburn Dean of Students and as one (1) half-time teacher will be considered a member of Unit a for contractual coverage. The salary of this person will be determined as a combination of the following:

1)   Fifty percent (50%) of the amount of his/her proper step and degree level based on the Teachers’ Salary Schedule.

2)   An additional four percent (4%) of the amount of his/her proper step and degree level based on the Teachers’ Salary Schedule for one (1) half-time Dean.

B.     ELL ASSISTANT DIRECTOR/TEACHER

The person presently serving as ELL teacher and as ELL Assistant Director will be considered a member of Unit A for contractual coverage. The salary of this person will be determined as a combination of the following:

1)   The number of classes taught by this person as ELL teacher will be calculated as a percentage of his/her FTE. This percentage (i.e., the time worked as a teacher) will be compensated at his/her proper step and degree level based on the Teachers’ Salary Schedule.

2)   The remaining portion of the person’s FTE will be spent as ELL Assistant Director. As ELL Assistant Director, the person will receive an additional four percent (4%) of the amount of his/her proper step and degree level based on the Teachers’ Salary Schedule for the percentage of his/her FTE worked as ELL Assistant Director.

C.     ACADEMIC COACHES

The position of academic coach shall be paid according to the salary schedule in Appendix B. The position of academic coach will work a work day consistent with that of a teacher’s work day. The position of academic coach shall be posted pursuant to the provisions of Article 15 where there is a vacancy in the position.

APPENDIX D

WEST SPRINGFIELD PUBLIC SCHOOLS

SALARIES FOR COACHING

POSITION

2013 – 2014

2014 – 2015

2015 - 2016

 

 

.5%

 

 

2%

 

 

2%

 

A. Men's Varsity

Step 1

Step 2

Step 3

Step 1

Step 2

Step 3

Step 1

Step 2

Step 3

Baseball

2,712

3,056

3,391

2,767

3,117

3,459

2,822

3,180

3,528

Basketball

3,267

3,675

4,082

3,333

3,749

4,164

3,399

3,824

4,247

Cross Country

1,786

2,014

2,234

1,822

2,054

2,279

1,858

2,095

2,324

Football

4,161

4,682

5,199

4,244

4,776

5,303

4,329

4,871

5,409

Golf

1,621

1,823

2,026

1,653

1,860

2,067

1,687

1,897

2,108

Gymnastics

2,639

2,803

3,300

2,692

2,859

3,366

2,746

2,916

3,434

Hockey

3,086

3,475

3,861

3,148

3,545

3,938

3,211

3,616

4,017

Lacrosse

2,712

3,056

3,391

2,767

3,117

3,459

2,822

3,180

3,528

Skiing

1,780

2,007

2,226

1,815

2,047

2,271

1,852

2,088

2,316

Soccer

2,803

2,973

3,503

2,859

3,032

3,573

2,916

3,093

3,645

Swimming

2,599

2,757

3,249

2,651

2,812

3,314

2,704

2,868

3,380

Tennis

1,755

1,863

2,222

1,790

1,901

2,266

1,826

1,939

2,312

Track

2,830

3,181

3,539

2,887

3,244

3,609

2,944

3,309

3,682

Volleyball

2,639

2,803

3,300

2,692

2,859

3,366

2,746

2,916

3,434

Wrestling

2,669

3,004

3,339

2,723

3,064

3,405

2,777

3,125

3,473

B. Assistants

 

 

 

 

 

 

 

 

 

 

Baseball

1,611

1,810

2,014

1,643

1,846

2,054

1,676

1,883

2,095

 

Basketball

2,043

2,298

2,553

2,084

2,344

2,604

2,126

2,391

2,656

 

Football

2,497

2,805

3,117

2,547

2,861

3,179

2,598

2,918

3,242

 

Gymnastics

1,611

1,810

2,011

1,643

1,846

2,051

1,676

1,883

2,092

 

Hockey

1,895

2,132

2,373

1,933

2,174

2,420

1,972

2,218

2,469

 

Lacrosse

1,611

1,810

2,014

1,643

1,846

2,054

1,676

1,883

2,095

 

Soccer

1,784

2,011

2,232

1,820

2,051

2,277

1,856

2,092

2,322

 

Swimming

1,591

1,791

1,990

1,623

1,827

2,030

1,655

1,863

2,070

 

Tennis

1,608

1,807

2,007

1,640

1,843

2,047

1,673

1,880

2,088

 

Track

1,608

1,807

2,007

1,640

1,843

2,047

1,673

1,880

2,088

 

Volleyball

1,611

1,810

2,011

1,643

1,846

2,051

1,676

1,883

2,092

 

Wrestling

1,611

1,810

2,011

1,643

1,846

2,051

1,676

1,883

2,092

 

C. Women's Varsity

 

 

 

 

 

 

 

 

 

 

Basketball

3,268

3,675

4,082

3,334

3,749

4,164

3,400

3,824

4,247

 

Cheerleading

2,173

2,444

2,712

2,216

2,493

2,767

2,261

2,543

2,822

 

(Fall/Winter/Spring)

 

 

 

 

 

 

 

 

 

 

Cross Country

1,786

2,014

2,234

1,822

2,054

2,279

1,858

2,095

2,324

 

Field Hockey

2,286

2,568

2,853

2,332

2,619

2,910

2,379

2,672

2,968

 

Gymnastics

2,639

2,974

3,300

2,692

3,033

3,366

2,746

3,094

3,434

 

Lacrosse

2,622

2,952

3,276

2,674

3,011

3,342

2,728

3,071

3,409

 

Skiing

1,780

2,007

2,226

1,815

2,047

2,271

1,852

2,088

2,316

 

Soccer

2,803

3,154

3,503

2,859

3,217

3,573

2,916

3,281

3,645

 

Softball

2,622

2,952

3,276

2,674

3,011

3,342

2,728

3,071

3,409

 

Swimming

2,599

2,923

3,249

2,651

2,981

3,314

2,704

3,041

3,380

 

Tennis

1,755

1,976

2,194

1,790

2,015

2,238

1,826

2,056

2,283

 

Track

2,830

3,181

3,539

2,887

3,244

3,609

2,944

3,309

3,682

 

Volleyball

2,639

2,974

3,300

2,692

3,033

3,366

2,746

3,094

3,434

 

D. Assistants

 

 

 

 

 

 

 

 

 

 

Basketball

2,043

2,298

2,553

2,084

2,344

2,604

2,126

2,391

2,656

 

Cheerleading

1,302

1,466

1,629

1,329

1,496

1,662

1,355

1,526

1,695

 

Field Hockey

1,382

1,558

1,731

1,410

1,589

1,765

1,438

1,621

1,801

 

Gymnastics

1,611

1,810

2,011

1,643

1,846

2,051

1,676

1,883

2,092

 

Lacrosse

1,611

1,810

2,011

1,643

1,846

2,051

1,676

1,883

2,092

 

Soccer

1,784

2,011

2,232

1,820

2,051

2,277

1,856

2,092

2,322

 

Softball

1,611

1,810

2,011

1,643

1,846

2,051

1,676

1,883

2,092

 

Swimming

1,591

1,791

1,990

1,623

1,827

2,030

1,655

1,863

2,070

 

Track

1,608

1,807

2,007

1,640

1,843

2,047

1,673

1,880

2,088

 

Volleyball

1,611

1,810

2,011

1,643

1,846

2,051

1,676

1,883

2,092

 

CODE OF ETHICS OF THE EDUCATION PROFESSION

Adopted at the 1975 NEA Representative Assembly

PREAMBLE

The educator, believing in the worth and dignity for each human being, recognizes the supreme importance of the pursuit of truth, devotion to excellence, and the nurture of democratic principles. Essential to these goals is the protection of freedom to learn and to teach and the guarantee of equal educational opportunity for all. The educator accepts the responsibility to adhere to the highest ethical standards.

The educator recognizes the magnitude of the responsibility inherent in the teaching process. The desire for the respect and confidence of one’s colleagues, of students, of parents and of the members of the community provides the incentive to attain and maintain the highest possible degree of ethical conduct. The Code of Ethics of the Education Profession indicates the aspiration of all educators and provides standards by which to judge conduct.

The remedies specified by the NEA and/or its affiliates for the violation of any provision of this Code shall be exclusive and no such provision shall be enforceable in any form other than one specifically designated by the NEA or its affiliates.

PRINCIPLE I

Commitment to the Student

The educator strives to help each student realize his or her potential as a worthy and effective member of society. The educator therefore works to stimulate the spirit of inquiry, the acquisition of knowledge and understanding, and the thoughtful formulation of worthy goals.

In fulfillment of the obligation to the student, the educator-1.  Shall not unreasonably restrain the student from independent action in the pursuit of learning.

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

3.   Shall not deliberately suppress or distort subject matter relevant to the student’s progress.

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

5.   Shall not intentionally expose the student to embarrassment or disparagement.

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

a.      Exclude any student from participation in any program.

b.      Deny benefits to any student.

c.      Grant any advantage to any student.

7.   Shall not use professional relationships with students for private advantage.

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

PRINCIPLE II

Commitment to the Profession

The education profession is vested by the public with a trust and responsibility requiring the highest ideals of professional service.

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

In fulfillment of the obligation to the profession, the educator –

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

2.   Shall not misrepresent his/her professional qualifications.

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

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

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

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

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

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

 

ARTICLE 17

TEACHER EVALUATION

AGREEMENT

between

WEST SPRINGFIELD EDUCATION ASSOCIATION

UNIT A

and

WEST SPRINGFIELD SCHOOL COMMITTEE

September 1, 2013 – August 31, 2016

Teacher and Caseload Educator Evaluation Agreement

(based upon M.G.L. , c. 71 §38)

TABLE OF CONTENTS

SECTION

TOPIC

 

 

Table of Contents

1

1.

Purpose of Educator Evaluation

2

2.

Definitions

2

3.

Performance Standards

5

4.

Evidence Used in Evaluation.

6

5.

Rubric.

6

6.

Evaluation Cycle: Training.

6

7.

Evaluation Cycle:  Annual Orientation

7

8.

Evaluation Cycle:  Self-Assessment

7

9.

Evaluation Cycle:  Goal Setting and Educator Plan Development

7

10.

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

8

11.

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

8

12.

Observations

9

13.

Evaluation Cycle: Formative Assessment

10

14.

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

11

15.

Evaluation Cycle: Summative Evaluation

11

16.

Educator Plans: General

12

17.

Educator Plans: Developing Educator Plan

13

18.

Educator Plans: Self-Directed Growth Plan

13

19.

Educator Plans: Directed Growth Plan

13

20.

Educator Plans: Improvement Plan

13

21.

Timelines

15

22.

Rating Impact on Student Learning Growth

16

23.

Using Student feedback in Educator Evaluation

19

24.

Using Staff feedback in Educator Evaluation

19

25.

General Provisions

19

 

Appendix A – Guide to Teacher Rubric

21

 

Appendix B – Self-Assessment Form

26

 

Appendix C – Goal Setting & Educator Plan Form

28

 

Appendix E – Evaluator Record of Evidence Form

32

 

Appendix F – Announced Observation Form

34

 

Appendix G – Educator Collection of Evidence Form

36

 

Appendix H – Mid-Cycle Formative Assessment Report Form

37

 

Appendix J – Educator Response Form

39

 

Appendix K – Formative Evaluation Report Form (For two year self-directed plans only)

40

 

Appendix L – Summative Evaluation Report Form

43

1.   Purpose of Educator Evaluation

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

B.   The regulatory purposes of evaluation are:

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

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

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

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

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

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

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

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

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

E.   Directory of Evidence: Educators will provide a directory of evidence to demonstrate their level of proficiency relative to each of the four standards. The directory will be a list of the evidence they have collected during the educator’s evaluation cycle and will be submitted to the evaluator no later than the required dates for submission of all evidence. Educators do not need to include actual evidence with the directory but instead must be prepared to provide the actual evidence listed in the directory within two working days if requested by the evaluator. The directory of evidence only applies to the four standards, not to the evidence required for the educator’s goals. Educators must provide actual evidence relative to the goals.

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

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

H.  *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. If the Evaluator determines that an Educator with PTS should be placed on a Developing Educator Plan, the Evaluator must provide a written rationale to the superintendent and the Educator.

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 at least 30 calendar 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 proceeding the next school year.

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

J.   *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”).

K.   *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 overseeing the development of 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 beginning of each new evaluation cycle. The Evaluator(s) may be changed upon notification in writing to the Educator.

L.   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.

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

N.  *Family: Includes students’ parents, legal guardians, foster parents, or primary caregivers.

O.  *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.

P.   *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.

Q.  *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.

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

S. 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.

T.   *Observation: A data gathering process that includes notes and judgments made during one or more classroom or worksite visits(s) of any duration (generally 10-30 minutes) by the Evaluator and may include examination of artifacts of practice including student work. An observation will occur in person. 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 parties to this agreement are the local school committee and the employee organization that represents the Educators covered by this agreement for purposes of collective bargaining (“Employee Organization/Association”).

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

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

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

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

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

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

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

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

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 two years of data from the district-determined measures and state assessments used in determining the Educator’s rating on impact on student learning as high, moderate or low.

3.   Performance Standards

The Parties agree to use the standards and indicators to those set forth in 603 CMR 35.03. A subcommittee consisting of the superintendent, selected principals, and WSEA leaders will meet to select the high priority indicators, and they will update this selection when needed. The agreed-upon indicators will be shared with all Educators prior to the start of the school year.

4.   Evidence Used In Evaluation

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. Upon receiving this model contract language and guidance, the parties agree to bargain with respect to the multiple measures of student learning, growth, and achievement.

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

A.   Judgments based on observations and artifacts of practice including:

i.    Unannounced observations of practice of any duration.

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.

v.    A subcommittee consisting of the superintendent, selected principals, and WSEA leaders will meet when new Indicators of Effective Teaching Practice (See Appendix A: Teacher Rubric) are selected. At this time, the suggested amount and types of artifacts and evidence that Evaluators and Educators are expected to collect will be determined. The superintendent or WSEA leaders can request a meeting to update this list.

B.   Evidence relevant to one or more Performance Standards, including but not limited to: i.    Evidence compiled and presented by the Educator, including:

a.   Directory of 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.   Directory of evidence of active outreach to and engagement with families, such as class newsletters/updates, participation in open house or other evening events, parent communication logs;

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

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

iv.   Any other relevant evidence from the Educator’s classroom or worksite that the Evaluator shares with the Educator. Other relevant evidence could include information provided by other administrators from the Educator’s building and the superintendent. To include other relevant evidence in an Educator’s Summative Evaluation Report, it must be supported by other sources of evidence and must be brought to the attention of the Educator in a timely manner and prior to being included in the Summative Evaluation Report.

5.   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 to use the rubrics provided by ESE.

6.   Evaluation Cycle: Training

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.

A.   By September 15 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 September 15 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 weeks 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.

7.   Evaluation Cycle: Annual Orientation

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

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

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

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

8.   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 (See Appendix B: Self-Assessment Form) 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:

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

2.   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 will meet with other Educators whom they share responsibility for student learning and results to establish team goals (See Appendix C: Goal Setting and Educator Plan Form). Evaluators may participate in such meetings.

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

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

iv.  For Educators with PTS and ratings of proficient or exemplary, the goals may be solely team goals, and in limited cases, when a logical team is not available, goals may be individual. 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 and be written as an individual goal(s). In addition, the goals must include shared grade level or subject area team goals.

9.   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 (See Appendix C: Goal Setting and Educator Plan Form). The Plan also outlines actions the Educator must take to attain the goals established in the Plan and evidence the Educator will collect to document completion of the goals. Goals may be developed by individual Educators, by the Evaluator, or by teams, departments, or groups of Educators who have similar roles and/or responsibilities (See Section 7B). See Sections 15-19 for more on Educator Plans.

B.   Goals Setting and Educator Plan Development Meetings shall be conducted as follows:

i.    Educators in the same school will meet with the Evaluator in teams and/or individually at the end of the previous evaluation cycle or by October 1st of the next academic year to review the development of their Educator Plans. Educators shall not be expected to meet during the summer hiatus.

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

iii.   The Evaluator shall meet individually with Educators with PTS and ratings of needs improvement or unsatisfactory to develop professional practice goal(s) that must address specific standards and indicators identified for improvement. In addition, the goals may address shared grade level or subject matter goals.

C.   The Educator proposes the Goals Setting and Educator Plan using the forms provided by the district (See Appendix C: Goal Setting and Educator Plan Form no later than October 15. The Evaluator will review the Goals Setting and Educator Plan and return the Goals Setting and Educator Plan to the Educator with any recommended changes, if needed, within five days. While stylistic and/or grammatical changes can be made without a conference, the Evaluator will hold a conference within five days of receipt of the Plan with the Educator to explain any substantive changes. The Educator shall sign the Goals Setting and 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 Goals Setting and Educator Plan.

10.    Evaluation Cycle: Observation of Practice and Examination of Artifacts – Educators without PTS (See Appendix E: Evaluator Record of Evidence Form)

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 five 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 four unannounced observations during the school year.

11.    Evaluation Cycle: Observation of Practice and Examination of Artifacts – Educators with PTS (See Appendix E: Evaluator Record of Evidence Form)

A.   The Educator whose overall rating is proficient or exemplary must have at least two 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 three unannounced observations.

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

12.    Observations

It is recommended that 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. However, feedback from the observation must at least in part relate to the Educator’s goals or a specific component of the District’s rubric.

A.   Unannounced Observations

i.    Unannounced observations are meant to be completed frequently and conducted for a short duration (generally 10-30 minutes). On rare occasion an evaluator may choose to conduct an unannounced observation for an entire class period. Unannounced observations may be in the form of Administrative Walkthroughs, or any other means deemed useful by the Evaluator, principal, superintendent or other administrator and agreed upon in writing between the superintendent and the WSEA. Examples of worksite visitations could include observations of parent conferences, IEP meetings, participation in professional meetings, etc.

ii.    The Educator will be provided with at least brief written feedback from the Evaluator within 2-3 school days of the observation. The written feedback shall be delivered to the Educator in person, by email with read receipt, or mailed to the Educator’s home via certified mail using the cumulative Evaluator Record of Evidence Form (See Appendix E: Evaluator Record of Evidence Form). If the district adopts an online system to implement the new educator evaluation system, Educators will be provided with time-stamped written feedback through this online system.

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

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, the Evaluator and Educator will meet for a pre-observation conference. At the 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.

1.   Prior to the observation, 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.

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

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

d.   The Evaluator shall provide the Educator with written feedback within 5 school days of the post-observation conference (See Appendix F: Announced Observation Form). The Educator shall sign the Announced Observation Form within 5 school days of its receipt. For any standard where the Educator’s practice was found to be unsatisfactory or needs improvement, the feedback must:

1.   Describe the basis for the Evaluator’s judgment.

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

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

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

5.   The Educator shall sign the Announced Observation Form indicating unsatisfactory judgment within 5 school days of its receipt and may include a written response. The Educator’s signature indicates that the Educator received the Announced Observation Form in a timely fashion. The signature does not indicate agreement or disagreement with its contents.

13.     Evaluation Cycle: Formative Assessment for Non-PTS Teachers or PTS Teachers who Have Received Needs Improvement or Unsatisfactory Ratings

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 for Non-PTS teachers or PTS teachers who have received needs improvement or unsatisfactory ratings 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 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.   By January 5, the Educator shall provide to the Evaluator a directory of evidence of the Educator’s performance against the four Performance Standards. The Educator will also provide actual evidence of progress on attaining professional practice and student learning goals (See Appendix G: Educator Collection of Evidence Form).

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. A meeting after the completion of the Formative Assessment Report must occur by February 15.

F.   The Evaluator shall complete the Formative Assessment Report (See Appendix H: Mid-Cycle Formative Assessment Report Form) and provide a copy to the Educator. All Formative Assessment reports must be signed by the Evaluator and delivered face-to-face or to the Educator’s school mailbox or home via certified mail by February 1.

G.   The Educator may reply in writing to the Formative Assessment Report within 5 school days of receiving the report (See Appendix J: Educator Response Form).

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

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.

14.     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.   By May 15, the Educator shall provide to the Evaluator a directory of evidence of the Educator’s performance against the four Performance Standards. The Educator will also provide actual evidence of progress on attaining professional practice and student learning goals (See Appendix G: Educator Collection of Evidence Form).

D.   The Evaluator shall complete the Formative Evaluation Report (See Appendix K: Formative Evaluation Report Form) by June 1 of Year 1 of the two-year cycle and provide a copy to the Educator. All Formative Evaluation Reports must be signed by the Evaluator and delivered face-to-face, to the Educator’s school mailbox or home via certified mail by June 1.

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. In the event that an Educator’s rating is changed to either needs improvement or unsatisfactory, a meeting after the completion of the Formative Evaluation Report must occur by the end of the school year and can include the superintendent at the request of either the Educator or Evaluator.

F.   The Educator may reply in writing to the Formative Evaluation Report within 5 school days of receiving the report (See Appendix J: Educator Response Form).

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.

15.  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 Evaluation Report must be written and provided to the Educator by May 15th.

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. Upon receiving DESE guidance relative to Educator’s impact on student learning, the Parties agree to bargain with respect to this matter.

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.   By April 15, the Educator shall provide to the Evaluator a directory of evidence of the Educator’s performance against the four Performance Standards. The Educator will also provide actual evidence of progress on attaining professional practice and student learning goals (See Appendix G: Educator Collection of Evidence Form).

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 (See Appendix L: Summative Evaluation Report Form) to the Educator face-to-face, to the Educator’s school mailbox or home via certified mail 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 1st.

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 15th. The signature indicates that the Educator received the Summative Evaluation Report in a timely fashion. The signature does not indicate agreement or disagreement with its contents.

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 (See Appendix J: Educator Response Form).

O.  A copy of the signed final Summative Evaluation Report shall be signed by the superintendent and filed in the Educator’s personnel file. The superintendent shall have the right to review all written materials used to complete the Summative Evaluation Report. At the request of the Educator or the Evaluator, the superintendent will meet with the Educator, Evaluator, and a representative of the WSEA at the same time to clarify the issues.

16. 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 evidence to document 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.

17. Educator Plans: Developing Educator Plan

A.   The Developing Educator Plan is for all Educators without PTS, and, at the discretion of the Evaluator, for Educators with PTS in new assignments. If the Evaluator determines that an Educator with PTS should be placed on a Developing Educator Plan, the Evaluator must provide a written rationale to the superintendent and the Educator.

B.   The Educator shall be evaluated at least annually.

18. 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 2015-2016 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.

19. 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 Report for the Educator at the end of the period determined by the Plan, but at least annually, and in no case later than June 1.

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.

20. Educator Plans: Improvement Plan

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

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

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

ii.    The Educator may request that a representative of the Employee Organization/Association attend the meeting(s).

iii.   If the Educator consents, the Employee Organization/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 1. 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.

21. Timelines

Activity:

Completed By:

1. Superintendent, principal or designee meets with Evaluators and Educators to explain evaluation process. Evaluator informs educator of the name of his/her primary evaluator and supervising evaluator (if appropriate).

September 15

2. Evaluator meets with first-year Educators to assist in self-assessment and goal setting process or within 4 weeks of hire date if hired after September 15. Educator submits self-assessment.

October 1

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

Prior to October 15

4. Educator submits Goal Setting and Plan Form

October 15

5. Evaluator reviews and responds to Educator Goals Setting and Educator Plans within 5 school days

October 20

6. Evaluator should complete first observation of each Educator

November 15

7. Any educator receiving a formative assessment (i.e., an educator on a one year developing educator plan, directed growth plan, or improvement plan) submits evidence on goals and a directory of evidence on standards. *or four weeks before Formative Assessment Report date established by Evaluator

January 5*

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

February 1

9.   Evaluator holds Formative Assessment Meeting if requested by either Evaluator or Educator

February 15

10. Educator submits evidence on goals and a directory of evidence on standards. *or 4 weeks prior to Summative Evaluation Report date established by evaluator

April 15* (For Educators receiving Summative Evaluations) May 15 (For Educators receiving Formative Evaluations)

11. Evaluator delivers Summative Evaluation Report to the Educator

June 1

12. Evaluator meets with Educators whose overall summative evaluation ratings are needs improvement or unsatisfactory

June 5

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

June 10

14. Educator signs Summative Evaluation Report and adds response, if any.

June 15

15. For Educators on an Improvement Plan, the Evaluator must complete a Summative Evaluation Report for the Educator

At the end of the period determined by the Evaluator for the Plan

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 1 of Year 1

Evaluator conducts Formative Evaluation Meeting, if any

June 1 of Year 1

Evaluator completes Summative Evaluation Report

May 15 of Year 2

Evaluator conducts Summative Evaluation Meeting, if any

June 10 of Year 2

Evaluator and Educator sign Summative Evaluation Report

June 15 of Year 2

B.   Educators on Plans of Less than One Year

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

22. Rating of Educator Impact on Student Learning (ISL)

A.  Basis of the Impact on Student Learning Rating

i.    The following student performance measures shall be used in combination with professional judgment to determine an educator's impact on student learning, growth, and achievement.

a.   Statewide growth measure(s),

1.   Where available, statewide growth measures must be selected each year as one of the measures used to determine the educator’s ISL.

2.   Where available, statewide growth measures include the MCAS Student Growth Percentile, or its equivalent, and ACCESS and gain score for ELLs.

b.   District Determined Measures (DDMs) of student learning, growth, or achievement

B.   Identifying and Selecting District-Determined Measures

i.    Each educator will work as an individual or on a team to develop a student learning goal and a plan to achieve that goal (see Appendix C). As part of the planning process, the educator will define the evidence he/she will collect to measure the ISL during the evaluation cycle. With approval of his/her evaluator, that body of evidence will be used as the educator’s district-determined measure.

ii.    The West Springfield Educator Evaluation Steering Committee will meet quarterly during each school year. The committee will be composed of WSEA leaders, building representatives, the superintendent and building administrators. At each meeting the committee will review the DDM process and ensure consistent implementation of DDMs across the district.

C.   DDM Selection Criteria

i.    DDMs shall consist of direct or indirect measures.

a.   A direct measure assesses student growth in a specific content area or domain of social-emotional or behavioral learning over time.

1.   For all classroom educators, at least one measure in each year that will be used to determine an educator’s ISL must be a direct measure.

2.   Direct measures include, but are not limited to, criterion referenced or statewide measures such as: formative, interim and unit pre-and post-assessments in specific subjects, assessments of growth based on performances and/or portfolios of student work judged against common scoring rubrics, and mid-year and end-of-course examinations.

b.   Indirect measures do not measure student growth in a specific content area or domain of social-emotional or behavioral learning but do measure the consequences of that learning.

1.   Indirect measures include, but are not limited to, changes in: promotion and graduation rates, attendance and tardiness rates, rigorous course-taking pattern rates, college course matriculation and course remediation rates, discipline referral and other behavior rates, and other measures of student engagement and progress.

ii.    DDMs must be comparable across grade, subject level school-wide or content area district-wide for specialized instructional support personnel.

iii.   The body of evidence that an educator collects for his/her student learning goal constitutes the educators’ DDM. Educators will use consistent, transparent, and reliable scoring processes and administration guidelines for the evidence they collect. Scoring processes and administration guidelines will be developed and refined by educators and administrators on an ongoing basis.

iv.   DDMs must be aligned to the Massachusetts Curriculum Frameworks, Massachusetts Vocational Technical Education Frameworks, or other relevant Frameworks.

D.   Professional Development Relating to DDMs

i.    The district shall arrange professional development for all educators, principals, and other evaluators that outlines the components of the ISL and prepares educators to collect ISL data through the goal setting and planning process. The district through the superintendent and the Educator Evaluation Steering Committee shall determine the type and quality of professional development based on guidance provided by ESE. Professional development topics may include, but not be limited to, an overview of DDMs and the ISL, the district’s DDM implementation plans, and a suggested list of assessments that can be used as DDMs.

E.   Evaluator/Educator Conferences Related to ISL

i.    If an educator will be rated as having proficient or high ISL, the evaluator is not required to meet with the educator prior to the completion of the educator’s formative or summative evaluation. However, if an educator will possibly be rated as having low ISL, the evaluator is required to meet with the educator prior to the completion of the educator’s formative or summative evaluation. This meeting must occur between the date by which the educator submits his/her evidence and the due date for the formative or summative evaluation.

F.   Preliminary and Final Ratings of ISL

i.    For the body of evidence that constitutes an educator’s DDM, the evaluator will determine whether in general, the educator’s ISL is high, proficient, or low. The evaluator’s determination will result in a designation of high, proficient, or low impact for the educator for the entire body of evidence collected during the evaluation cycle. Based on this determination, and in support of the continuous growth and development of the educator, the evaluator may recommend modifications to the educator’s instructional practice.

ii.    The educator will receive either a preliminary rating or final rating of ISL depending upon where the educator is in the evaluation cycle. The preliminary rating provides an initial indicator of the trends emerging from the body of evidence collected by the educator.

iii.   Two Year Self-Directed Growth Plans

For an educator on a two-year self-directed growth plan, he/she will receive a preliminary rating of ISL on his/her formative evaluation.   The educator will then receive a final rating of ISL at end of his/her evaluation cycle on the summative evaluation form.

iv.   One Year Self-Directed Growth Plans

An educator cannot be placed on a one year self-directed growth plan until the 2016-17 school year at the earliest because this option is not available for any educator until his/her evaluation cycle including DDMs is completed one time. The use of preliminary and final ratings for educators on one year self-directed growth plans will be determined during the 2015-16 school year.

v.   Directed Growth Plans

For an educator on a directed growth plan, he/she will receive a preliminary rating of ISL on the summative evaluation.

vi.   Developing Educator Plans

For an educator on a developing educator plan, he/she will receive a preliminary rating of ISL on the summative evaluation at the end of his/her first and second evaluation cycle. The developing educator will receive a final rating of ISL on his/her summative evaluation at the end of the third evaluation cycle.

vii. Improvement Plan

Educators who are assigned an improvement plan after having completed a Self-Directed Growth Plan (and having received an unsatisfactory rating) will receive a preliminary rating of ISL on his/her summative evaluation. Educators who are assigned an Improvement Plan after having completed a Directed Plan will receive a final rating of ISL on his/her summative evaluation at the end of the evaluation cycle.

G.  Determining an ISL

i.    The evaluator shall use his/her professional judgment to determine whether an educator is having a high, proficient, or low impact on student learning based upon the educator’s student learning goal. The evaluator will consider the designations of impact (high, proficient, or low) from at least two measures (a statewide growth measure must be used as one measure, where available) in each of at least two years and will apply professional judgment to those designations in order to establish trends and patterns in student learning, growth, and achievement, before determining the educator’s ISL. The evaluator’s professional judgment may include, but is not limited to, consideration of the educator’s student population and specific learning context.

a.   A rating of high indicates that the educator’s students demonstrated significantly higher than one year's growth relative to the educator’s student learning goal. The evaluator must also rate the educator as “Exceeded” on the progress toward student learning goal if this level of growth is achieved.

b.   A rating of proficient indicates that the educator’s students demonstrated one year's growth relative to the educator’s student learning goal. The evaluator must also rate the educator as either “Significant Progress” or “Met” on the progress toward student learning goal if this level of growth is achieved.

c.    A rating of low indicates that the educator’s students demonstrated significantly lower than one year's student learning growth relative to the educator’s student learning goal. The evaluator must also rate the educator as either “Some Progress” or “Not Met” on the progress toward student learning goal if this level of growth is achieved.

H.  Intersection between the Summative Performance Rating and the ISL

i.   An educator’s Summative Performance Rating is a rating of educator practice (See Article 17 Section 15). The educator’s ISL is a rating of impact on student learning, growth, and achievement and is directly connected to the educator’s rating of progress toward the student learning goal.

ii.   Educators with PTS whose overall Summative Performance Rating is exemplary and whose ISL is proficient or high shall be recognized as determined through future collective bargaining.

iii.   Educators with PTS whose overall Summative Performance Rating is proficient and whose ISL is proficient or high may be recognized as determined through future collective bargaining. Such educators shall be placed on a two-year self-directed growth plan. See Section 18.A.

iv.   Educators with PTS whose overall Summative Performance Rating is exemplary or proficient and whose ISL is low shall be placed on a one-year self-directed growth plan. See Section 18.B. a.   In such cases, the evaluator’s supervisor shall discuss and review the Summative Performance Rating with the evaluator and the supervisor shall confirm or revise the educator’s rating. In cases where the superintendent serves as the evaluator, the superintendent’s decision on the rating shall not be subject to such review (See Section 15.D) provided however, that nothing herein shall preclude the educator from seeking adjustment pursuant to the grievance/arbitration procedures in this agreement.

b.   The educator and the evaluator shall analyze the discrepancy between the Summative Performance Rating and ISL to seek to determine the cause of the discrepancy.

c.    The Educator Plan may include a goal related to examining elements of practice that may be contributing to low impact.

v.   When the educator begins a new evaluation cycle, he/she will use the evidence of performance and the ISL when composing the self-assessment, writing goals and creating a new educator plan.

I.    DDM Implementation Schedule

i.    Training for all members of Unit A and administrators will occur at the beginning of the 2014-15 school year.

 ii.    During the 2014-15 school year, the educator who is beginning the evaluation cycle will follow the guidelines set forth in Section 22.

iii.   During the 2014-15 school year, any educator who is midway through the evaluation cycle (e.g., year two of a two-year directed growth plan) will not follow the guidelines set forth in Section 22. Such an educator will begin to follow these guidelines when his/her cycle begins again during the 2015-16 school year.

23.     Using Student feedback in Educator Evaluation

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

24.     Using Staff feedback in Educator Evaluation

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

25.  General Provisions

A.   Only Educators who are licensed as an administrator 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.

E.   The Parties agree to establish a joint labor-management evaluation team which shall review the evaluation processes and procedures annually through the first three years of implementation and recommend adjustments to the parties.

F.   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.

G. If an Educator’s performance continues to be rated as needs improvement and/or unsatisfactory as a result of multiple forms of evidence, the Evaluator can provide the Educator with written notice of a revised due date of the Educator’s evaluation cycle.

•  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 (See Appendix G: Educator Collection of Evidence Form).

•    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.

•    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 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 (See Appendix G: Educator Collection of Evidence Form). The Educator may provide to the Evaluator additional evidence of the Educator’s performances against the four Performance Standards. 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.

H. At times, Educators are assigned to teach courses outside of their certification area. In such an instance, the Educator will not be evaluated for his/her performance in this course. This shall not apply to any Educator on a waiver.

Teacher Rubric At-A-Glance

APPENDIX A

Guide to Teacher Rubric

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

Structure of the Teacher Rubric

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

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

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

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

Use of the Teacher Rubric

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

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

Standard I:

Standard II:

Standard III:

Standard IV:

Curriculum, Planning, and Assessment

Teaching All Students

Family and Community Engagement

Professional Culture

A. Curriculum and Planning Indicator

A. Instruction Indicator

A. Engagement Indicator

A. Reflection Indicator

1. Subject Matter Knowledge

1. Quality of Effort and Work

1. Parent/Family Engagement

1. Reflective Practice

2. Child and Adolescent Development

2. Student Engagement

 

2. Goal Setting

3. Rigorous Standards-Based Unit Design

3. Meeting Diverse Needs

 

 

4. Well-Structured Lessons

 

 

 

B. Assessment Indicator

B. Learning Environment Indicator

B. Collaboration Indicator

B. Professional Growth Indicator

1. Variety of Assessment Methods

1. Safe Learning Environment

1. Learning Expectations

1. Professional Learning and Growth

2. Adjustments to Practice

2. Collaborative Learning Environment

2. Curriculum Support

 

 

3. Student Motivation

 

 

C. Analysis Indicator

C. Cultural Proficiency Indicator

C. Communication Indicator

C. Collaboration Indicator

1. Analysis and Conclusions

1. Respects Differences

1. Two-Way Communication

1. Professional Collaboration

2. Sharing Conclusions With Colleagues

2. Maintains Respectful Environment

2. Culturally Proficient Communication

 

3. Sharing Conclusions With Students

 

 

 

 

D. Expectations Indicator

 

D. Decision-Making Indicator

 

1. Clear Expectations

 

1. Decision-making

 

2. High Expectations

 

 

 

3. Access to Knowledge

 

E. Shared Responsibility Indicator

 

 

 

1. Shared Responsibility

 

 

 

F. Professional Responsibilities Indicator

 

 

 

1. Judgment

 

 

 

2. Reliability and Responsibility

How to reference parts of the rubric:

Indicator terminology: under the “Teaching All StudentsStandard (II), the ”Instruction Indicator(A) can be referred to as Indicator II-A

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

Standards and Indicators of Effective Teaching Practice:

Teacher Rubric / Appendix A

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

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

I-A. Elements

Unsatisfactory

Needs Improvement

Proficient

Exemplary

I-A-1. Subject Matter Knowledge

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

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

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

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

I-A-4. Well-Structured Lessons

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

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

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

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

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

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

I-B. Elements

Unsatisfactory

Needs Improvement

Proficient

Exemplary

I-B-2. Adjustment to Practice

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

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

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

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

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

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

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

II-A. Elements

Unsatisfactory

Needs Improvement

Proficient

Exemplary

II-A-1. Quality of Effort and Work

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

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

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

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

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

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

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

III-B. Elements

Unsatisfactory

Needs Improvement

Proficient

Exemplary

III-B-2. Curriculum Support

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

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

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

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

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

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

IV-C. Elements

Unsatisfactory

Needs Improvement

Proficient

Exemplary

IV-C-1. Professional Collaboration

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

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

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

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

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

IV-F. Elements

Unsatisfactory

Needs Improvement

Proficient

Exemplary

IV-F-2. Reliability & Responsibility

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

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

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

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

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

APPENDIX B

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:

_______________________________________                              ________________________________

_______________________________________                              ________________________________

_______________________________________                              ________________________________

Educator—Name/Title: __________________________________________________________________

Signature of Educator  _______________________________________       Date_____________________

Signature of Educator  _______________________________________       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.

APPENDIX C

Goal Setting & Educator Plan Form

Educator—Name/Title: ________________________________________________________________

Primary Evaluator—Name/Title: _________________________________________________________

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

__________________________________________________________________________________

School(s): ________________________________________________________________

Educator Plan:         []  Self-Directed Growth Plan             [] Directed Growth Plan

[]  Developing Educator Plan            []  Improvement Plan*

Plan Duration:         []  2-Year               []  One-Year                 []  Less than a year

Start Date: _____________________________                        End Date:____________________________

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).

Student Learning SMART Goal(s)

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

[]   Individual

[]   Team: _____________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

*Additional detail may be attached if needed

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

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

Student Learning Goal(s): Planned Activities

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

Please list actions the educator will take to attain the student learning goal(s). Activities may apply to individual and/or team.

Student Learning Goal(s): Evidence to be collected

Please list the evidence that the educator will gather during this evaluation period to demonstrate attainment of the Student Learning Goal(s). The educator must include student growth percentile (SGP) data from statewide testing if available.

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

Professional Practice SMART Goal(s)

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

[  ]    Individual

[  ]    Team:______________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

Professional Practice SMART 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.

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

Professional Practice SMART Goal(s): Evidence to be collected

Please list the evidence that the educator will gather during this evaluation period to demonstrate attainment of the Professional Practice SMART Goal(s).

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

APPENDIX E

Evaluator Record of Evidence Form

Educator—Name/Title: _________________________________________________________

Primary Evaluator—Name/Title: _________________________________________________________

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

____________________________________________________________________________________

School(s): ______________________________________________________________________

Academic Year: _______________________            Educator Plan and Duration:_____________________

Standards and Indicators for Effective Teaching Practice: Rubric Outline

as per 603 CMR 35.03

The evaluator should track collection to ensure that sufficient evidence has been gathered.

I. Curriculum, Planning, & Assessment

II. Teaching All Students

III. Family & Community Engagement

IV. Professional Culture

[  ]    I-A. Curriculum and Planning

[  ]    II-A. Instruction

[  ]    III-B. Collaboration

[  ]    IV-C. Collaboration

[  ]    I-B. Assessment

 

 

[  ]    IV-F. Professional Responsibilities

* The Rubric Outline is intended to be used for citing Standards and Indicators. Evaluators should review the full rubric for analysis of evidence and determination of ratings

Educator: _______________________________              Evaluator: ______________________________

Date (Record date of collection, duration if applicable)

Source of Evidence* (e.g., parent conference, observation)

Standard(s)/ Indicator(s) Note Standard(s) and Indicator(s) to which evidence is tied

Analysis of Evidence Record notes "based on observations and artifacts of professional practice, including unannounced observations of practice of any duration” or other forms of evidence to support determining ratings on Standards as per 603 CMR 35.07

Feedback Provided Briefly record feedback given to educator (e.g., strengths recognized, suggestions for improvement). If source of evidence is needs improvement or is unsatisfactory, it must be specifically noted as such.

Educator Response Brief response from the educator (optional)

EX: 11/8/11

EX: unit plans, benchmark data

EX: I-B

EX: unit plans were appropriately modified after analysis of benchmark data to better reflect student performance at mid­point of semester

EX: recognized strong adjustment to practice, suggested teacher collaborate with team on backward curriculum mapping

 

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*note if classroom observations are announced or unannounced

APPENDIX F

ANNOUNCED OBSERVATION FORM

TEACHER: ______________________________________            DATE__________________________

SCHOOL: _____________________________           SUBJECT: _____________________________

APPROXIMATE SIZE OF CLASS OBSERVED: _________    LENGTH OF OBSERVATION:________

SPECIAL CIRCUMSTANCES:___________________________________________________________

NARRATIVE: _______________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

STANDARDS & RATINGS:

Standard I.A.

Unsatisfactory

Needs Improvement

Proficient

Exemplary

N/A

Standard I.B.

Unsatisfactory

Needs Improvement

Proficient

Exemplary

N/A

Standard II.A.

Unsatisfactory

Needs Improvement

Proficient

Exemplary

N/A

Standard III.B.

Unsatisfactory

Needs Improvement

Proficient

Exemplary

N/A

Standard IV.C.

Unsatisfactory

Needs Improvement

Proficient

Exemplary

N/A

Standard IV.F.

Unsatisfactory

Needs Improvement

Proficient

Exemplary

N/A

Teacher’s Signature _______________________________________          Date:___________________

Evaluator’s Signature: _________________________________          Date:_______________________

Pre-Conference Date:  ______________               Post Conference Date: _______________________

Teacher’s Comments:____________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

APPENDIX G

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______________________

____________________________________________________________________________________

1 Per 603 CMR 35.07(1)(c)1, “Evidence compiled and presented by the educator include[s]: 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.

____________________________________________________________________________________

APPENDIX H

Mid-Cycle Formative Assessment Report Form

(For non PTS teachers or PTS teachers who received “Needs Improvement” or “Unsatisfactory” ratings)

Educator—Name/Title:__________________________________________________________________

Primary Evaluator—Name/Title:__________________________________________________________

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

______________________________________________________________________________________

School(s): _____________________________________________________________________________

Assessing2:

[]    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.

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

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

____________________________________________________________________________________

Mid-Cycle Formative Assessment Report Form

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

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

APPENDIX J

Educator Response Form

Educator—Name/Title: ___________________________________________________________

Primary Evaluator—Name/Title: ___________________________________________________________

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

School(s): ____________________________________________________________________________

Response to: (check all that apply)

[]  Educator Plan, including goals and activities

[]  Announced observation

[]  Formative Assessment or Evaluation Report

[]  Summative Evaluation Report

[]  Other:_____________________________________________________________________

Educator Response

Attach additional pages as needed

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

Signature of Educator ________________________________             Date_________________________

Signature of Evaluator  _______________________________             Date_________________________

Attachment(s) included

APPENDIX K

(revised5-13-14)

Formative Evaluation Report Form

(For two year self-directed plans only)

* 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):____________________________________________________________________________

Assessing3:

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

Impact on Student Learning Rating:          []  Preliminary

Progress Toward Student Learning Goal(s)

The educator is rated on progress toward student learning goal and the impact on student learning (ISL) as low, proficient or high.

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

(Low)                       (Low)                                (Proficient)                      (Proficient)  (High)

Rationale, evidence, strengths, 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, strengths, and feedback for improvement:

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

3 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.

____________________________________________________________________________________

Formative Evaluation Report Form

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, strengths, and feedback for improvement:

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

II: Teaching All Students

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

Rationale, evidence, strengths, and feedback for improvement:

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

III: Family/Community Engagement

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

Rationale, evidence, strengths, and feedback for improvement:

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

IV: Professional Culture

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

Rationale, evidence, strengths, and feedback for improvement:

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

Overall Performance Rating

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

Rationale, evidence, strengths, and feedback for improvement:

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

Plan Moving Forward

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

Growth Plan              Growth Plan              Plan                                Plan

RECOMMENDATION:                                                            YES               NO

Recommended for first annual reappointment __________________________________

Recommended for second annual reappointment ________________________________

Recommended for Professional Teacher Status _________________________________

Recommended for Increment________________________________________________

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 Primary Evaluator   __________________________     Date Completed: _________________

Signature of Supervising Evaluator  _____________________     Date Completed: _________________

Signature of Educator*  __________________________________     Date Received:_________________

Signature of __________________________________     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 Report Form

APPENDIX L

(revised 5-6-14]

Summative Evaluation Report Form

Educator—Name/Title: ___________________________________________________________

Primary Evaluator—Name/Title: ___________________________________________________________

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

School(s): ______________________________________________________________________

Current Plan:                    []  Self-Directed Growth Plan      []  Directed Growth Plan

[]  Developing Educator Plan      []   Improvement Plan

Impact on Student Learning Rating:     []   Preliminary         []  Final

Progress Toward Student Learning Goal(s)

The educator is rated on progress toward student learning goal and the impact on student learning (ISL) as low, proficient or high.

[] Did not meet        [] Some progress            [] Significant Progress       []  Met          [] Exceeded (High)

(Low)                    (Low)                          (Proficient)                    (Proficient)

Two or three bulleted commendations or recommendations (Optional for teachers rated “Some Progress,” “Significant Progress,” “Met” or “Exceeded.” A more detailed narrative description is required for educators rated as “Did Not Meet.”)

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

Progress Toward Professional Practice Goal(s)

Attach additional pages as needed.

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

Two or three bulleted commendations or recommendations (Optional for teachers rated “Some Progress,” “Significant Progress,” “Met” or “Exceeded.” A more detailed narrative description is required for educators rated as “Did Not Meet.”)

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Summative Evaluation Report Form

Educator—Name/Title: _________________________________________________

Rating on Each Standard

I: Curriculum, Planning & Assessment

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

Two or three bulleted commendations or recommendations (Optional for teachers rated “Some Progress,” “Significant Progress,” “Met” or “Exceeded.” A more detailed narrative description is required for educators rated as “Did Not Meet.”)

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II: Teaching All Students

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

Two or three bulleted commendations or recommendations (Optional for teacherss rated “Some Progress,” “Significant Progress,” “Met” or “Exceeded.” A more detailed narrative description is required for educators rated as “Did Not Meet.”)

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III: Family/Community Engagement

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

Two or three bulleted commendations or recommendations (Optional for teacherss rated “Some Progress,” “Significant Progress,” “Met” or “Exceeded.” A more detailed narrative description is required for educators rated as “Did Not Meet.”)

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IV: Professional Culture

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

Two or three bulleted commendations or recommendations (Optional for teachers rated “Some Progress,”

“Significant Progress,” “Met” or “Exceeded.” A more detailed narrative description is required for educators rated as “Did Not Meet.”)

Overall Performance Rating

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

Two or three bulleted commendations or recommendations (Optional for teachers rated “Some Progress,” “Significant Progress,” “Met” or “Exceeded.” A more detailed narrative description is required for educators rated as “Did Not Meet.”)

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