Arlington

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DistrictArlington
Shared Contract District
Org Code100000
Type of DistrictMunicipal K12
Union AffiliationMTA
Most Recent DocumentContract
Expiring Year2015
Expired Status
Superintendency Union
Regional HS Members
Vocational HS MembersMinuteman RVTSD
CountyMiddlesex
ESE RegionGreater Boston
Urban
Kind of Communityeconomically developed suburbs
Number of Schools10
Enrollment4713
Percent Low Income Students11
Grade StartPK or K
Grade End12
download pdf version of this document view accessible version of this document Arlington

Agreement

Between

Arlington School

Committee

and

Arlington Education Association

Unit A

2012 - 2015

ARTICLE I

Recognition

For the purposes of collective bargaining, the Arlington School Committee recognizes the Arlington Education Association, Inc., MTA/NEA as the exclusive bargaining representative of Unit A. Substitute teachers, the Assistant Superintendents and the Superintendent and all other school employees not in Unit A but employed by that Committee, shall be excluded from this agreement.

Unless otherwise indicated, the employees in the above unit will be hereinafter referred to as the "teachers." The use of the masculine pronoun shall be construed as the feminine when applicable.

Unit A shall consist of all full-time and part-time employees of the Committee in the following job classifications: Classroom teachers, librarians, guidance counselors, school social workers, instructional technologists, special education teachers, special subject teachers, public school nurses, psychologists, lead teachers, teachers on assignment and special staff, or in such job classifications appropriate to this unit as have been established since the date of recognition or may be established during the terms of this Agreement.

For the purposes of this contract and for the purposes of identifying differentials, coaches and advisors to extracurricular activities shall be considered members of Unit A.

Disagreements concerning unit inclusion or placement shall be determined by the Department of Labor Relations.

ARTICLE II

Scope

A.        It is agreed and understood between the Committee and the Association that Agreement has been entered into between the parties as a result of the provisions of Chapter 150 E of the General Laws of Massachusetts. In executing this agreement, neither party to this Agreement has waived any rights accorded it under the General Laws of Massachusetts.

B.        This Agreement shall constitute a part of Committee policy and the Committee will carry out the commitments contained herein and will take such legal action as may be necessary in order to give full force and effect to the provisions of this Agreement.

C.        The Committee is a public body established under and with the powers provided by the Statutes of the Commonwealth of Massachusetts. As elected representatives of the citizens of Arlington, charged with the responsibility for the quality of education in, and the efficient and economical operation of the Arlington School System, it is acknowledged that the Committee has a final responsibility of establishing the educational policies of the public schools in Arlington.

Nothing in this Agreement shall be deemed to derogate or impair the powers, rights or duties conferred upon the Committee by the Statutes of the Commonwealth or the Rules and Regulations of any pertinent agency of the Commonwealth. Said rights and powers include, but in no way are construed as limited to, the subjects mentioned in the table of contents of this Agreement. Said powers will not be exercised in a manner inconsistent with the specific terms of this Agreement.

As to every matter not covered by this Agreement, and except as modified by the provisions of this Agreement, the Committee retains exclusively to itself all rights and powers that it has or may hereafter be granted by law.

ARTICLE III

Negotiation Procedure

A.        It is the intent and purpose of the parties hereto that their agreements promote and improve the quality of education in the Town of Arlington, provide for orderly professional negotiation between the Committee and the Association, and secure prompt and fair disposition of grievances so as to promote positive influences upon the operation of the educational program.

B.        Negotiation meetings may be initiated at the written request of either party in accordance with the provisions of Article XXXII, Duration, of this Agreement.

C.        During negotiations, the Committee and the Association will present relevant data, exchange points of view, and make proposals and counter-proposals. Either party may, if it so desires, utilize the services of an outside consultant or consultants to assist in the negotiations. Any agreement so negotiated will apply to all personnel recognized in Unit A of Article I, and will be reduced to writing and signed by the Committee and the Association.

D.        If the Committee and the Association are unable to reach agreement of such items, they jointly or either of them separately, may petition to initiate the statutory impasse procedures in accordance with the provisions of Chapter 150 E of the General Laws.

E.        During the process of negotiating, negotiation sessions will be held at least twice a month unless it is mutually agreed to set a different schedule.

F.         At the first meeting of the negotiating teams of both parties, ground rules for the conduct of the negotiation sessions will be established. These ground rules will deal with time, the place, the dates, subject matter, and the procedures to be followed.

G.        Association representatives shall be granted release time up to a maximum of 50 person days per year for the purpose of attending negotiating meetings with the School Committee representatives.

ARTICLE IV

Grievance Procedure

A.        Definition

For the purposes of this Agreement, a grievance shall be defined as:

Any complaint by a teacher covered by this Agreement that (1) he has been subject to a violation, inequitable application or misinterpretation of a specific provision of this Agreement or (2) he has been subjected to an unfair or discriminatory act contrary to established policy and practice.

B.        Purpose

The purpose of this procedure is to secure, at the lowest possible administrative level, equitable solutions to the problems, which may from time to time arise, affecting the welfare or working conditions of teachers. Both parties agree that these proceedings will be kept as informal and confidential as may be appropriate at any level of this procedure.

C.        Time Limits

1.   During the School year, the time limits specified in this Article shall mean school days. During the summer recess, the time shall mean calendar days, exclusive of Saturdays, Sundays, and legal holidays. Time limits indicated hereunder should be considered maxima unless extended by mutual agreement.

2.   .If at the end of thirty days next following either the occurrence of any grievance or the date when the teacher should reasonably have had first knowledge of its occurrence, whichever is later, the grievance shall not have been presented at Level One, as set forth below, the grievance shall be deemed to have been waived.

3.   Failure of the School Committee to answer an appeal within the time limit specified, shall mean that the appeal may be taken to the next step immediately. The above limitations may be waived by mutual agreement of the parties.

4.   It is understood that any grievance pending at the conclusion of the contract will remain operative in the subsequent contract period unless settled in negotiations.

D.        General Provisions

1.   The Association shall be present and have the right to participate in the processing of any grievance at any level and to use representatives of its own choosing.

2.   The School Committee and the Association will, upon request, provide each other copies of documents in their possession which may be necessary for the processing and consideration of grievances under this Agreement.

3.   No written communication, other document, or record relating to any grievance shall be filed in the personnel file maintained by the School Department of the Town of Arlington for any teacher involved in presenting such grievance.

4.   No teacher shall be disciplined or otherwise discriminated against as a result of having filed a grievance or otherwise participating in the processing thereof.

5.   .If there is a grievance which directly affects a group or class of teachers or is of a general nature, the Association may submit such a grievance in writing directly to the level of administration having the appropriate authority to resolve said grievance.

E.        Procedure

Level One - The teacher, with or without the Association, must first discuss the grievance with the principal during a mutually agreed time, provided the association may be present during any such discussion and any resolution of the grievance shall not be inconsistent with the terms of the collective bargaining agreement.

Level Two - If at the end of the three school days next following such presentation the grievance shall not have been disposed of to the aggrieved's satisfaction, the Association shall present in writing to the Superintendent or his designee within five school days.

Level Three - If at the end of ten school days next following presentation of the grievance in writing to the Superintendent the grievance shall not have been disposed of to the satisfaction of the teacher, the Association may refer the grievance in writing to the Chairman of the School Committee within five school days.

Level Four - If at the end of the 15 school days next following presentation of the grievance in writing to the Chairman of the School Committee the grievance shall not have been disposed of to the satisfaction of the teacher and/or the Association, the Association may submit the matter to arbitration by giving written notice to the School Committee within 15 days of the School Committee response or expiration of the period for such response, whichever occurs first.

ARTICLE V

Arbitration

A.        In the event either party elects to submit a grievance to arbitration, the arbitrator shall be selected according to and governed by the following procedure:

The arbitrator is to be mutually selected by the Committee and the Association. If the Committee and the Association cannot agree, within seven school days after written notices specified above of the intention to arbitrate, then the party demanding arbitration shall within three school days thereafter, request the American Arbitration Association to provide a panel of arbitrators. Said arbitrator is then to be selected under the provisions of the Voluntary Labor Arbitration Rules now, or hereafter, in effect, which shall also govern the procedure at the hearing.

B.        The fees of the American Arbitration Association and of the arbitrators and the expenses of any required hearings shall be shared equally by the Committee and the Association, but each party shall bear the expenses of its representatives, participants, witnesses, and for the preparation and representation of its own case.

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

D.        The parties may, by mutual agreement, submit more than one pending grievance to the same arbitrator at the same time.

ARTICLE VI

Salaries and Other Compensations

A.        Salary Schedule

1.   The basic salaries of all persons covered by the Agreement are set forth in Appendix A, which is attached hereto and made a part hereof.

2.   Salary allowances for personnel having extracurricular assignments are set forth in Appendix B, which is attached hereto and made a part hereof.

3.   The basic salaries of all nurses, except those with bachelors' degrees, are set forth in Appendix C, which is attached hereto and made a part hereof. The basic salaries of nurses with bachelors' degrees are set forth in Appendix A.

B.        Payment

1.   The salary provided professional employees covered by this Agreement is deemed by the Superintendent and professional employees to be fully earned upon completion of the period contracted between and by them for any given year, and proportionately during the year. In the event of termination of services for any cause at the end of or any time during the contracted period, amounts of salary earned but withheld to date of termination shall be payable to the teacher; or in event of death to his executor or administrator.

2.   Any summer work will be paid within two pay periods after all proper documentation is received by the Central Office.

3.   The daily rate for a teacher will be 1/183 of a teachers’ base salary (daily rate). Teachers authorized by the principal to work more than 183 days will be paid their annual rate divided by 183 school days for each additional day worked. Should it become necessary to deduct monies for unauthorized absences and/or authorized unpaid leave, such amount shall be figured on a daily rate basis. Teachers attending workshops will be paid at the rate of $100 for 2006/2007, $120 for 2007/2008, and $150 for 2008/2009 for each day attending workshops.

4.   Study groups will be formed from time to time on a voluntary basis. The rate of payment for participants in this study group will be set by the Superintendent. Participants will be notified of the rate of payment before volunteering. The rate of payment will be no less than the workshop rate.

5.   Direct Deposit is an option which teachers (and nurses) may select.

6.   Teachers may select to be paid either every other Friday, 26 payments per year, or on a 21 payment schedule during the school year. Teachers selecting the 21 payments shall have their July and August health insurance and annuity payments deducted from their last pay check in June. Teachers must notify the Superintendent in writing by the close of school in June of the desired payment schedule for the following year. Such selection shall continue from year to year unless the teacher notifies the Superintendent of a desired change by the close of any school year.

The Association agrees to encourage employees who receive their pay in 26 payments to select the 21 payment schedule. Notwithstanding the provisions of this Section B.6, all employees who commence employment with the Arlington Public Schools on or after July 1, 2012 shall receive their pay in 21 equal payments.

7.   Teachers employed after January 1 of any year will be paid bi-weekly until the last pay period within the school year. No provision will be made to allow for payments during the summer.

8.   Teachers working more than the contracted period of service specified in Article VIII, Section A 1, 2, or 3 will be paid on a pro-rated basis for the number of days of service rendered over the contracted period.

9.   If a qualified substitute nurse or registered nurse is required to work more than 20 consecutive school days, she shall be paid at the rate of the starting salary of a regular full-time school nurse in Arlington beginning with the twenty-first day.

10.    If a staff nurse is assigned the duties of the supervisor of nurses for more than 20 consecutive days, she shall be paid a proportion of the salary differential allowed for supervisory responsibilities, beginning on the 21st day.

C.        Placement

1. The Superintendent (of Schools) will employ teachers and grant experience credit for placement on the salary schedule of not less than 50% of the total years of public school experience. Teachers will be placed on the appropriate degree/level schedule. The employer will inform all new hires of the provisions of the contract with regard to the salary step and lane placement.

2.   Any (individual covered by this contract) teacher must notify the Superintendent (of Schools) by November 1 of an advancement of degree level or accumulated credits (lane change to) in order to be considered for a lane change the following year. Such persons will (receive a written notice of approval/denial) be sent a receipt of this request by the superintendent within one month of submitting such documents.

3.   When a (person covered by this contract) teacher has presented (shall present) certified evidence of completion of all requirements for advancement to a new degree level, such change shall be made effective as follows:

a.   In September with the first pay check, if completed during the summer vacation.

b.   At the beginning of the two-week pay period immediately following the date of completion of requirements.

D.        Other Compensations

1.   Reimbursements

A mileage allowance shall be paid to those employees who are required by the administrator to use their car in the amount approved by the town accountant and paid to town employees. In order to receive reimbursement, the teacher must submit a request prior to the close of the school year. The above shall not be paid to travel between the employees' home and school.

2.   Longevity

Longevity increases will be paid each year on a continuous basis to teachers who have completed the following number of years of service as of September in the Arlington School system. This will be added to the base salary of the salary schedule:

 

Effective 9/1/03

Effective 9/1/04

Effective 9/1/05

12-15 years

$2648

$2648

$2648

16-20 years

$2888

$2888

$2888

21-25 years

$3127

$3127

$3127

26 plus years

$3367

$3367

$3367

3    Sick Leave Buyback

Teachers will be paid $45.00 for each unused sick leave day in excess of 50 at the time of their retirement if employed prior to September 1, 1997. Those employed after September 1, 1997 shall receive $35.00 for each unused sick leave day in excess of 50 to a maximum of 200 paid days. In the event of death, the sick leave buyback will be paid to the spouse or to the estate of the deceased teacher.

4.  Comp Time for Missed Prep Periods

Comp time for missed prep periods can be accumulated for up to 2 (two) days each year. These days may be taken in ½ day increments.

Article VII

The Advisory Board

A.        The Advisory Board will be an advisory body, drawing upon the professional capabilities and experience of all the teaching and counseling personnel of the Arlington Schools and providing two-way feedback on all educational matters including quality of life issues.

B.        The Advisory Board will be composed of 15 members selected as follows:

1.   Two members of the Executive Board of the Arlington Education Association appointed by the President

2.   Thirteen members elected by those whom they represent, all of whom must be teachers in the Arlington Schools, distributed as follows:

a.   One member from each (of the) elementary school. No more than four of these members will be classroom teachers. Three will be selected from other staff areas including specialists, special education nursing, ELL etc.

b.   Three members from the middle school. No more than two of these members will be classroom teachers. At least one will be selected from other staff areas including specialists, special education, nursing, etc.

c.   Three members from the high school. No more than two of these members will be classroom teachers. At least one will be selected from other staff areas including specialists, special education, nursing etc.

C.        The Advisory Board will coordinate long-term projects, evaluate proposed courses of action, research specific problem areas, and conduct studies in depth. In the course of its action, for a particular task, it may set up committees outside its membership, but under its direction.

D.        The Advisory Board will continue to exist for the life of the contract.   Vacancies will be filled by election in accordance with Section B-2 and B-3 as they occur.

ARTICLE VIII

Work Year, Work Hours, Work Load

A.        Length of Work Year

1.   Ten-month year: Personnel having a ten-month contract will work the calendar days established for members of Unit A under Article IX.

2.   Teachers will not be required to report for duty more than two days prior to the date set for the opening of school for pupils. Effective with the start of the 2013-2014 work year, the two teacher days prior to the date set for the opening of school for pupils will be the Wednesday and Thursday immediately prior to Labor Day. 50% of that time will be for preparation in the classroom.

3.   New staff may be required to attend up to three days of “new teacher orientation” prior to the start of the school year. New teachers will not receive additional pay for attending this orientation. However, teachers other than new teachers who participate as mentors will be paid their regular hourly rate. No less than two hours will be set aside during this new teacher orientation for the Association.

B.        Length of Work Day

1.   The work day of classroom teachers will begin 15 minutes before the pupil's starting time.

2.   All teachers shall provide 80 minutes per week in order to assist students, provide for the detention of students, or for parent conferences. The time and days will be mutually agreed to by the teacher and the principal.

3.   The provisions of 2 above shall not apply to Friday, the day proceeding a holiday or vacation.

4.   It is acknowledged that the hours for counselors, psychologists, and social workers may vary from the classroom teachers' scheduled day. In the rare situation when a reading or special education specialist may be needed to work during hours that vary from the contractual scheduled day, the Superintendent will notify the Association through its President. The Superintendent and the President will meet with the individual staff member to explain the changes needed. Any such agreement will be for one school year's duration, and may not automatically extend into another school year. The agreement will be in writing on a form mutually agreed to by the parties. Persons in these categories will work a program which is comparable to hours spent by regular staff, both in and out of the classroom.

5.   Every effort will continue to be made by the principal in planning special school events and programs to provide daily equal planning periods for teachers. The intent is NOT to decrease elementary planning time.

6.   Staff required to travel will have fifteen minutes clearly scheduled for travel in addition to their preparatory time and lunch.

7. Special education liaisons and special education therapists, including speech/language, occupational and physical therapists, shall be provided two (2) days within the regular school year for the purpose of writing reports, etc.

C.        Scheduled Day

Except in extraordinary or emergency situations authorized by the School Committee, the scheduled day for students and teachers shall be as follows:

1.   Kindergarten (two sessions per day) or Kindergarten (one session per day)

8:15 a. m to 11:00 a.m.                         or                   8:15 a.m. to 2:15 p.m.

11:30 a. m. to 2:15 p.m.

2.   Elementary Schools 8:15 a.m. to 2:15 p.m.

3.   Middle School 8:00 a.m. to 2:26 p.m.

4.   Senior High School 8:00 a.m. to 2:26 p.m.

5.   The time schedules at the Middle and Senior High Schools are to provide flexibility and may be adjusted by the administration. Any adjustment shall not increase any individual's hours, nor eliminate any preparation periods, nor increase any teacher's work load. No teacher shall be required to work a split shift.

6.   Elementary Conferences (Grades K-6)

a.   There will be one formal conference per year. However, teachers in appropriate cases, as needed will schedule additional conferences.

b.   Released Days for conferencing: Three half days starting at 11:15 a.m.

c.   A teacher will be responsible to make three attempts to contact parents.

d.   As long as Kindergarten remains a full day program, kindergarten teachers will be released for conferencing for three half-days in the fall starting at 11:15 a.m. Kindergarten teachers will have two days of conferencing in September before the Kindergarten students report to school. Additionally, Kindergarten teachers will be given three half days or their equivalent in June for a final year end report to parents during which substitute teachers will be provided. If Kindergarten classes return to half-day classes, the Kindergarten teacher will then have four full days, or the equivalent, a year for conferencing in addition to those scheduled for all elementary classrooms after the first report card. If the Kindergarten teacher is employed for a half-day, the conferencing days will be two full days or the equivalent a year for conferencing, in addition to those scheduled for elementary classrooms after the first report card.

7.   The School Committee and the Association recognize split classes are not educationally desirable. Although their elimination cannot be immediately accomplished, the School Committee shall, as enrollments decrease, work toward their elimination.

8.   The Superintendent will make an effort to keep teachers in no more than two schools. In the event that a teacher needs to (be traveling) travel to more than two schools, the teacher will be notified, if possible, by the Superintendent two weeks prior to the opening of the school year.

D.        Duty Free Lunch

1.   Elementary teachers shall have a duty-free lunch period of at least 30 minutes in duration.

2.   Middle and high school teachers will have a duty free lunch period of no less duration than the students’ lunch period.

3.   All school nurses will be on call during the regular lunch period. The school nurse will be on call for emergencies only during their scheduled lunch period and only at schools for which they are normally responsible. The lunch period "on call" nurse will be allowed 15 minutes travel time to drive to and from the nurse’s other school.

E.        Pupil Load

1.   The Committee and the Association recognize that the pupil-teacher ratio is an important aspect of an effective educational program. Therefore, they agree that the class sizes or pupil load set forth below are desirable standards for the maximum number of pupils per teacher or counselor.

a.   Kindergarten classes - 25

(The Administration in determining Kindergarten class size will consider the number of children with special needs and the nature of such needs.)

b.   Regular classes in elementary schools – 25

c.   Combined totals in teacher's regular classes in secondary schools (based on a five-day week)

1.   Classes in other than English - 125

2.   English classes – 100

d.   Guidance Counselors will not be assigned more than 300 students. This assignment should take into consideration other assigned duties.

e.   The presence of students on Individual Education Plans will be considered in all class size decisions. Further, the inclusion of special education students requires different additional appropriate supports as determined by the DOE.

2.   The foregoing standards are subject to modification for educational purposes such as avoidance of split-grade classes or half-classes, or for specialized or experimental instruction.

3.   Once per year by October 1, the Superintendent (of Schools) will notify the Association of any extraordinary circumstances that warrant any exceptions to the above standard. The Superintendent will meet and discuss with AEA alternatives to these proposed exceptions.

4.   No teacher with professional status who is a member of the bargaining unit will be laid off from any discipline as defined in Article XXVIII, if such layoff results in ten percent of kindergarten or elementary classes exceeding the numbers in 1a and b above, or ten percent of the teachers in a discipline defined in Article XXVIII having a pupil load in excess of the loads set forth in 1c-1 and 1c-2 above.

F.         Work Load for Secondary Teachers

1.  The teaching loads at the middle and senior high school will be as follows:

a.   English teachers: four periods per day (20 per week)

Subjects other than English: five periods per day (25 per week)

If the above limitations result in inequities among the staff, either party may reopen the contract for the sole purpose of resolving the inequity. Effective August 31, 2006 English teachers may be assigned five periods per day.

b.   The number of supervisory assignments will be two directed study periods/corridor duty per week for teachers of subjects other than English and four per week for teachers of English unless English teachers are assigned five periods.

c.   In the event that the Superintendent determines that an additional supervisory assignment is needed, the Superintendent will promptly notify the Association in writing. To the extent practicable and possible, such third supervisory assignment, when needed, will be made in reverse order of seniority, on a rotating basis, among otherwise unassigned teachers. Seniority for this purpose will be system based, not discipline based.

G.        Work Load for Elementary Teachers

1.   (Personnel in Unit A) Teachers will, in addition to a duty-free lunch period have a daily preparation period.

2.   The School Committee will arrange a schedule to guarantee 40 minutes per day preparation time for all Pre K - 5 teachers.

3.   Art and Music Specialists will have a classroom, if available(**), for the purpose of teaching and storage of materials.

4.   Teachers will be given compensatory time for lost preparation time.

H.        Meetings

1.   Each school will establish an annual schedule of meetings. This schedule shall be given to all staff at the beginning of every school year. Teachers may be required to remain after the end of the regular work day to attend meetings which start no later than 2:45 PM, without additional compensation. There shall be no more than three regular meetings each month, emergency meetings excluded. One of the three meetings may be up to one hour and fifteen minutes, the other two will be limited to 60 minutes. Meetings include, but are not limited to, system wide, building, grade level, departmental and professional development meetings. Upon request of the Association, sufficient time will be provided during these meetings with the principal or house dean to discuss teacher concerns.

2.   The Association recognizes that there may be circumstances requiring emergency faculty meetings on short notice, in which event the Association waives the 48-hour notice and agenda requirements under Paragraph H-1. All teachers shall attend such meetings.

3.   Teachers may be required to attend three (3) evening meetings each year. No school week shall have more than one required evening meeting. One of these meetings will be for curriculum presentations; two for conferences after the first report cards, and the fourth meeting will be at the discretion of the principal. No required evening meeting shall be longer than two hours. The first evening meeting for parent conferences shall be during the same week as the parent conference release days, with the second evening meeting for parent conferences being held in the following week after the parent conference release days. Attendance at all other evening meetings will be at the option of the individual teacher.

4.   An effort will be made to publish and distribute a monthly schedule of staff and other meetings as well as Association activities to every building prior to each month, beginning with October. This does not preclude other meetings being called.

I.         General

1.   In order that teachers receive preparation time, the School Committee shall make every effort to secure substitutes for absent teachers.

2.   When students with an IEP are included in regular classrooms, a copy of the IEP will be given to the regular classroom teacher.

J.        The following is a statement of educational philosophy only and as such its terms shall not be subject to the grievance and arbitration provisions of this agreement.

Students placed in a regular education environment to conform with handicapped, mandated least restrictive environment (LRE) requirements or other similarly directed measures deserve an appropriate classroom learning environment along with all other students. Further, teachers will be provided an environment conducive to effective performance, in order to fulfill their assigned duties.

The following provisions may be adhered to in achieving this environment:

a.   In all cases related to implementation, teachers may be provided pre-placement decision-making participation specifically designed to determine the appropriate learning strategy in each case. Decision-making may minimally include the areas of student placement, resources and consultations, training needs, student discipline, student assessment to evaluate current placement and similar matters of a related nature.

b.   Prior to student placement for LRE programs, appropriate training may be provided to any personnel requesting such training.

c.   Class size may be adjusted downward in all inclusive education classrooms in order to accommodate increased individualized attention for all students. Inclusion students may be counted prior to open enrollment being considered as an option in any class/school. Maximum class sizes and consultative loads may not exceed the standards adopted as maximums by the Massachusetts Board of Education. Further, the distribution of students with I. E. P.'s to regular classrooms must be equitable.

d.   All appropriate and necessary equipment and resources will be available to teachers prior to the placement of students. Additional needs identified while in the program may also be provided to enhance placement validity and effectiveness.

e.   Employees involved in the physical transportation of handicapped students will be provided assistance.

f.    No staff may be displaced, reassigned or transferred due to the initiation of program changes to accommodate inclusion, except by mutual agreement of the Association, representing the affected staff person, and the administration, in full compliance with the applicable terms and conditions of the Contract.

g.   Any staff losing his position due to his assignment being eliminated because of implementation of Inclusive Education Programs may be offered a position of like nature, including maintaining all rights, benefits and compensation.

K.        Health and Safety

The Employer will provide a safe and healthful environment. Upon request, the Employer will provide the Association information concerning the health and safety of the staff and the students.

L.        Mentoring

Mentors must have two complete years of experience in the Arlington School System.

ARTICLE IX

School Calendar

The Association shall consult with the Superintendent in the preparation of the annual school calendar. Any disagreement concerning the annual school calendar will be submitted by the parties to the School Committee, whose decision will be final and binding and will not be subject to the grievance and arbitration procedure under this Agreement.

The school calendar will provide for 185 student days and 188 teacher days. However, the actual days utilized will be 180 student days and 183 teacher days. The three days in excess of the students' time of 180 days will be used as follows:

The school calendar will provide for 185 student days and 188 teacher days. However, the actual days utilized will be 180 student days and 183 teacher days. The three days in excess of the students' time of 180 days will be used as follows:

First Day

•   Morning: central office meeting for all staff followed by building-based principal meetings

•    Afternoon: classroom preparation

Second Day

•    Morning: district-wide professional development (district or building based)

•    Afternoon: classroom preparation

Third Day

•    Middle of the school year for professional development.

ARTICLE X

Non-Teaching Duties

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

Teachers will not be required to collect money from students for non-educational purposes except to the extent as is now the practice. In applying this provision, it is the intent of the parties that monies currently collected will continue to be collected, but that no additional funds will be added. To aid in the collection of milk monies, teachers will be provided with a standard list of students and will transmit the monies collected to the Principal without responsibilities for specific amount collected.

Teachers will not be required to drive pupils to activities which take place away from the school building.

The Association and Committee agree to consult with one another regarding any problems either party may identify in the functioning of the elementary school lunch program.

A computer system will be utilized to assist teachers in the preparation of the official register. Teachers are required to gather daily attendance information, to report such information to the office.

When a teacher moves to a new building or new location within a building, upon written request, the Committee will arrange for the teacher's materials to be moved. If a teacher is asked to move classrooms and must pack school materials and supplies, the following shall apply:

A.        Teachers who have been told that they need to change rooms will be given adequate time to pack and move their materials and supplies and throw away old materials. Each such teacher will be compensated at his/her per diem rate for such teacher’s work day for each requested room move.

B.        Teachers are not expected to move boxes, furniture or other equipment and should use reasonable caution in the packing process to avoid injury.

C.        Payment for moving will be made within 30 calendar days from the date when they moved into the new classroom.

ARTICLE XI

Teaching Assignments

A.        Teachers with one year or more in the Arlington School system will be notified in writing of changes in school and/or department for the coming school year, not later than June 20th except in circumstances beyond the control of the School Committee.

B.        In order to assure that pupils are taught by teachers working within their area of competence, teachers will not be assigned, except temporarily and for good cause, outside the scope of their teaching certificates and/or their major or minor fields of study.

C.        Good educational practice requires that teachers be assigned to teaching grades or subjects of their preference, if they have competence in these areas. To the extent possible such preference will be honored.

D.        Although the Committee and the Association recognize that some transfer of teachers from one school to another is sometimes necessary and unavoidable, they also recognize that frequent transfer of the same teacher is disruptive of the educational process. Therefore they agree as follows:

In making transfers, the convenience and wishes of the individual teachers will be honored to the extent that these do not conflict with the best interests of the school system and the pupils as determined by the Superintendent.

Involuntary transfers will be permitted (after notices as provided in paragraph A) as long as the following procedures are followed:

1.   Notice shall be posted to seek qualified volunteers who will be transferred if it does not conflict with the best interests of the school system.

2.   If there are no qualified volunteers or the transfer of such volunteers conflicts with the best interest of the school system, involuntary transfers shall be made only after giving due weight to seniority, qualifications, and other relevant factors.

3.   A teacher being notified of an involuntary transfer may, at his or her option, take a leave of absence for one or two years.

4.   An involuntarily transferred teacher may elect to return to his or her former school/department if a vacancy for which said teacher is qualified occurs subsequent to the involuntary transfer, but prior to June 1 of the following school year. Such transfer will be effective on the next following September 1, and will not be allowed if it will result in the involuntary transfer of other bargaining unit members.

5.   In case of involuntary transfers, a meeting will be held as soon as possible, between the teacher involved and the Superintendent or his/her designee. It is recognized that such a meeting cannot be held before the transfer during the summer period or in cases involving long-term illnesses or emergencies of a compelling nature.

6.   No teacher will be involuntarily transferred for punitive reasons.

7.   Reassignments within buildings will not occur until involuntary transferred teachers are first offered the position.

E.        Teachers desiring to transfer will submit a written request to the Superintendent stating the assignment preferred. Such requests may be submitted by a teacher at anytime. Such request will remain on file until the teacher asks that it be rescinded. The reasons for the denial of a transfer request will be given if requested by the teacher. Notice of transfer will be given to teachers as soon as feasible.

F.         In arranging schedules for teachers who are assigned to more than one school, an effort will be made to limit the amount of inter-school travel. Such teachers will be notified of any changes in their schedule as soon as practicable.

G.        Teachers assignments will be made without regard to race, creed, color, religion nationality, gender, marital status or sexual preference.

H.        Nurses

1.   Nurses shall be notified as soon as practicable about any change in assignment.

2.   A nurse whose school assignment consists of a combination of senior or middle schools and elementary schools will have time arranged proportionately by the supervisor of the nursing department.

3.   The Supervisor of Nurses shall be consulted regarding the assignment of all personnel in the Health Services Department.

4.   No nurse shall be assigned to more than two schools, wherever practicable.

5.   Whenever practicable, a substitute nurse shall be obtained when a regular nurse is out sick or for other reasons unable to cover her appointed schedule.

I.         On Loan refers to only those teachers whose names appear on the riffed list.

1.   On loan will be restricted on one year as per agreement, July, 1984. If these people are riffed again, the same options are presented to them for choosing to continue on loan in the next school year if an opening exists, or choosing to be recalled permanently for any position for which they are certified where an opening exists.

2.   Any teacher whose name does not appear on the riffed list be referred to as being a temporary transfer in a new department.

3.   Non-riffed, non-professional status teachers may apply (by April 1st as per Article XI of the Contract) to be placed for one year in a temporary transfer. This temporary transfer may be extended for one additional year. In the above situations, these teachers are treated for purposes of rif, recall, and transfer as if they never left their original position.

The order of consideration shall be:

a.   Professional status displaced (involuntarily transferred) teachers by seniority in their discipline (by seniority list placement).

b.   Professional status displaced (involuntarily transferred) teachers by seniority who have certification areas other than their seniority list to posted positions in other disciplines.

c.   Professional status permanent voluntary transfers.

d.   Professional status temporary transfers.

e.   Professional status RIFFED teachers by seniority in their discipline.

f.    Professional status RIFFED teachers by seniority who have certification in areas other than their seniority list to posted positions in other disciplines.

ARTICLE XII

Vacancies and Promotions

A.         All vacancies in present positions, including but not limited to administrative positions, grant positions and extracurricular positions, will be posted for 15 days in each building by the Superintendent. Written notice of any such vacancy will be given to the Association and one building representative per school and posted on the Committee’s website. Whenever a vacancy occurs, the qualifications for the position, its duties, and the rate of compensation will be clearly set forth. The qualifications set forth for a particular position will not be changed when such future vacancies occur unless the Association has been notified in advance of such changes and the reasons therefore. A disagreement over the necessity for change will be subject to the grievance and arbitration procedures set forth in this Agreement. No vacancy will be filled nor will the process to fill the vacancy begin until the completion of the 15 day posting period.

B.        All teachers will be given adequate opportunity to make application for such positions, and the Committee agrees to give due weight to the professional background and attainments of all applicants, the length of time each has been in the school system, and all other relevant factors.

C.        In the event that an outside contractor is needed to provide consultation to staff or direct services to students, such positions will first be posted for a minimum of ten days and members of the bargaining unit who apply and are qualified will be given due consideration.

D.        Appointments will be made without regard to race, color, creed, religion, nationality, gender, marital status or sexual preference.

E.        Any screening committee established by the School Committee, pursuant to an administrative position vacancy, shall include at least two teachers elected by their colleagues within the affected building/department/house.

F.         The Association recognizes the right of the Superintendent to develop complete job descriptions and to publish these descriptions in a Teacher Handbook, job posting, or other appropriate places. Job descriptions may not be in conflict with the expressed terms of this Agreement.

G.        The Association will be provided the opportunity to review any existing job descriptions, and the Association will also be provided ample opportunity for the input on any new job descriptions. Copies of all job descriptions/postings shall be maintained in a file in the Superintendent’s office and shall be available for review.

ARTICLE XIII

Association Rights

A.        The Association and its representatives shall have the right to use the school building facilities at all reasonable hours for meetings without charges, provided that when special custodial service is required, the Committee may make reasonable charges as provided for in the Building Use Policies. The principal may designate a suitable and adequate place if there would be a conflict with other scheduled activities.

B.        Duly authorized representatives of the Association and its respective affiliates shall be permitted to transact official Association business on school property at all reasonable times, provided that this shall not interfere with or interrupt normal school operations.

C.        The Committee agrees to provide printing shop and data processing services to the Association and permit the Association to use school equipment under the usual Building Use Policies, as long as it does not interfere with the regular operation of the school programs. Such services shall be paid for in full by the Association at the rates established by the Committee.

D.        The Association shall have exclusive right as a teacher organization to post notices of activities and matters of Association concern on teacher bulletin boards. At least a portion of one or more bulletin boards shall be provided in each building solely for that purpose. Such communications to employees shall be posted only on the bulletin board so designated. The Association shall have the exclusive right as a teacher organization for the use of teacher mailboxes for communications to teachers. Any communication posted on a bulletin board, sent through the schools means of communication, or placed in employee boxes by the Association, shall have proper identification of the Association. Except for the Association's elections, political campaign literature shall not be posted on school bulletin boards or distributed through school mails by the Association or any of its members, nor shall school facilities or equipment be used in any manner for political purposes by the Association, unless approved by the Superintendent. All sections of this Article shall apply to both buildings and central office and to persons working where regular mailboxes do not exist.

E.        The Committee agrees to furnish the Association, on request, with all available information concerning the financial resources of the district, including, but not limited to, annual financial reports and audits, register of certified personnel, preliminary budget requirements and allocations, agenda and minutes of all Committee meetings, treasurer's reports, census and membership data, names and addresses of all teachers, and such other information as will assist the Association in developing intelligent, accurate, informed, and constructive programs on behalf of teachers, together with information which may be necessary for the Association to process any grievance or complaint. Nothing contained in the above shall be construed to require that the Committee provide such information in any form other than it would normally be provided to the Committee.

F.         The teacher who is elected president of the Association shall be released from a portion of classroom responsibilities, a minimum of four-tenths assignment each day, to fulfill responsibilities to the Association and to the district.

G.        The president of the Association will provide the Superintendent with a list of all days/dates of Association committee meetings and a listing of the members of the Association on such committees. The Superintendent will notify appropriate school administrators of those approved days and dates.

H.        Any teacher engaged in a formal meeting where the teacher's attendance is required in negotiating on behalf of the Association with any representative of the Committee or participating in any professional grievance procedure shall be released from regular duties without loss of salary.

ARTICLE XIV

Sick Leave

A.        Teachers will be entitled to 15 sick leave days each school year as of the first official day of said school year after they report for duty on that day. Sick leave may be accumulated from year to year with no limit.

B.        In addition to personal illness or injury, sick leave may be utilized for the following purposes:

1.   Two days when emergency illness or injury in the family requires a teacher to make arrangements for necessary medical and nursing care, and the Committee may extend this at its discretion. Immediately after the teacher's return, a written statement explaining the circumstances of the emergency shall be submitted to the Superintendent (of Schools) for his/her approval.

2.   Any other reason approved by the Committee.

C.        The sick leave bank established in September, 1972, for use by eligible members of the professional staff covered by this Agreement who have exhausted their own sick leave and who have a serious illness, shall be continued.

Every teacher must deposit one day in the sick leave bank. Every newly employed teacher will deposit one day in the sick leave bank as of his/her first day of employment in the Arlington Public Schools.

The bank shall be maintained at a minimum of one day per professional staff member after the first year of maintenance. A maximum shall be two per professional staff member.

The initial grant of sick leave by the sick leave bank committee to an eligible employee shall not exceed 30 days.

Upon completion of the 30 day period, the period of entitlement may be extended by the sick leave bank committee upon demonstration of need by the applicant.

The sick leave bank shall be administered by a sick leave bank committee consisting of five members, two members shall be designated by the (School) Committee to serve at its discretion and three members shall be designated by the Association. The sick leave bank committee shall determine the eligibility for the use of the bank and the amount of leave to be granted. The following criteria shall be used by the committee in administering the bank and in determining eligibility and amount of leave.

1.   Adequate medical evidence of serious illness,

2.   Prior utilization of all eligible sick leave.

3.   Length of service in the Arlington School System.

4.   Propriety of use of previous sick leave.

If the sick leave bank is exhausted, it shall be renewed by the contribution of one additional day of sick leave by each member of the professional staff covered by this Agreement. Such additional day will be deducted from the teacher's annual 15 days of sick leave. The sick leave bank committee shall determine the time when it becomes necessary to replenish the bank.

The decision of the sick leave bank committee with respect to eligibility and entitlement shall be final and binding and not subject to appeal.

ARTICLE XV

Temporary Absence

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

1.   Two days absence for personal, legal, business, household, or family matters which require absence during school. Personal days are granted prior to and following the close of school for school vacations or holidays at the discretion of the Superintendent. Teachers taking personal days shall make the statement that reads “The leave is being taken pursuant to Article XV, Section A1”. Statement by the teacher that leave is being taken pursuant to this Article and Section shall suffice.

2.   At least two days for the purpose of visiting other schools or attending meetings or conferences of an educational nature, at the discretion of the Principal and the Superintendent or Assistant Superintendent.

3.   Time necessary for Association representatives to attend Massachusetts Teachers' Association and/or National Education Association conferences and conventions, at the discretion of the Superintendent; currently the limit is set at two days.

4.   Time necessary for appearances in any legal proceeding connected with the teacher's employment or with the system, or in any other legal proceeding if the teacher is required by law to attend, at the discretion of the Superintendent. This section does not include legal proceedings in which a teacher has brought a job-related action against the School Committee, its members, or against any employee of the Arlington School Committee.

5.   Up to five days at one time in the event of death or serious illness requiring bedside or household attention by the teacher of a teacher's spouse, child, son-in-law, daughter-in-law, parent, father-in-law, mother-in-law, sibling, grandchild, or other member of his/her traditional or non-traditional family with a cap of fifteen days annually. From six to 15 days a doctor's letter confirming the serious illness will be required, with no deduction from sick leave. After the 15 days have been reached annually, then additional days will be deducted from the teacher's accumulated sick leave. Teachers will be granted one day in the event of the death of a teacher's grandfather, grandmother, brother-in-law, sister-in-law, uncle, aunt, niece, or nephew, unless said relative is a member of the immediate household, in which event the teacher will be entitled to the aforesaid five days. With respect to those on the one day category, if it is necessary for a teacher to be absent in excess of one day to attend a funeral out of state, up to two addidtional days will be granted.

6.   A maximum of ten days per school year for persons called into temporary active duty of any unit of the U. S. Reserves or of the State National Guard, provided such obligations cannot be fulfilled on days when school is not in session.

7.   The policy of allowing absences for purposes of religious observance will continue.

8.   Absences taken pursuant to Section A above, with the exception of paragraph A-1, will be in addition to any sick leave to which the teacher is entitled. No teacher will be required to arrange for his own substitute.

9.    Written application to, and approval by, the Superintendent for absences under this Article will be made normally as far in advance as possible, and at least 48 hours before taking such absence, except in the case of emergencies. Paragraphs #5 and #7 are excluded from this provision.

ARTICLE XVI

Extended Leaves

A.        The Committee agrees that one teacher designated by the Association will, upon request, be granted a leave of absence for one year without pay for the purpose of engaging in Association (local, state, or national) activities. Upon return from such leave, a teacher will be considered as if he were actively employed by the Committee during the leave and will be placed on the salary scale at the level he would have achieved if he had not been absent. At the discretion of the Committee, such leave can be renewed.

B.        At the discretion of the Superintendent, a leave of absence without pay of up to two years may be granted to any teacher who joins the Peace Corps or serves as an exchange teacher, and is a full-time participant in either of such programs. Upon return from such leave, a teacher will be considered as if he were actively employed by the District during the leave and will be placed on the salary schedule at the level he would have achieved if he had not been absent.

C.        The Committee will comply with the provisions of the Family and Medical Leave Act.

D.        Maternity Leave of Absence

1.   A teacher who has worked in the school district for at least 90 calendar days is eligible for maternity leave. An eligible teacher who is seeking a maternity leave shall notify the Superintendent, in writing, as soon as possible and shall request a leave of absence, specifying the dates requested for the beginning and end of the leave. The notification shall be provided as far in advance as possible, but at least two (2) weeks before the leave is anticipated to begin. The purpose of such notification is to provide the administration as much opportunity as possible to make suitable arrangements for continuity with respect to the teacher's assignments.

2.   In accordance with the Massachusetts Maternity Leave Act (MMLA), a maternity leave of absence shall be eight weeks, commencing at the time of the child’s birth and continuing for up to eight consecutive weeks, including holidays, vacation weeks, and weeks that include no school days.

3.   In general, the teacher shall be paid for each work day during her eight weeks of maternity leave, and these days are deducted from her sick time, assuming she has sufficient sick time available. If the teacher does not have sufficient sick time available, the balance of the maternity leave will be unpaid.

4.   Teachers who experience health issues related to the pregnancy or childbirth, either prior to or following the birth of the child that require the teacher to be absent from work may use accrued sick time. Such teacher must provide adequate medical documentation.

5.   Family and Medical Leave Act (FMLA). The FMLA is a federal law that allows an eligible employee to take up to 12 weeks of unpaid leave to care for a newborn or newly adopted child within the first year following the birth or adoption of the child. The first eight weeks of FMLA run concurrently with the eight weeks of maternity leave allowed under MMLA. An employee who has taken eight weeks of MMLA may elect to take an additional four weeks of unpaid leave under FMLA.

a. During the unpaid portion of FMLA, the School Committee will maintain the employee’s existing health insurance, dental insurance and other benefits. The employee will continue to be responsible for the employee’s percentage of the health insurance and other insurance premiums.

6.   In accordance with the FMLA, the Superintendent may require that a teacher remain on leave until the conclusion of the school year if the termination of the leave of absence falls within the last three weeks of the school year.

a. If the Superintendent requires the employee to remain on leave, the time is unpaid but the School Committee will maintain the employee’s existing health insurance, dental insurance and other benefits. The employee will continue to be responsible for the employee’s percentage of the health and dental insurance premiums.

7.   If a teacher wishes to extend her leave beyond the period covered by MMLA and FMLA, she must notify the Superintendent two weeks prior to her previously stated intention to return. The Superintendent will grant extensions of leave for up to a total of two consecutive school years. This extended leave will be unpaid. The teacher may be eligible for COBRA continuation benefits.

8.   By March 1 of the year in which the teacher’s extended leave ends, the teacher must notify the Superintendent in writing of her intention to return for the following school year.

E.        A leave of absence without pay increment of up to one year may be granted for the purpose of caring for a sick member of the teacher's immediate family. Additional leave may be granted at the discretion of the Superintendent.

F.         The Superintendent will grant a leave of absence without pay or increment to any teacher to campaign for, or serve in, a public office for the length of one term not to exceed six years.

G.        After five years' continuous employment in the Arlington School System, a teacher may be granted a leave of absence without pay for up to one year for health reasons. Requests for such leave will be supported by appropriate medical evidence.

H.      Any teacher whose personal illness extends beyond the period compensated may be granted a leave of absence without pay or increment for such time as is necessary for complete recovery from such illness.

I.         Other leaves of absence without pay or increment may be granted by the Superintendent.

J.        All benefits to which a teacher was entitled at the time his leave of absence commenced, including unused accumulated sick leave, will be restored to him upon his return, and he will be assigned to a position where he best meets the needs of the school system.

K.     All requests for extension or renewal of leaves shall be submitted in writing. The Superintendent reserves the exclusive right to grant such requests. A teacher's entitlement to his prior position upon return from such extension or renewal will be arranged on an individual basis.

L.      A teacher who works at least one-half of the work year in which a leave of absence is taken shall receive credit for that year for the purpose of placement on the salary schedule.

M.      A teacher on leave under this Article shall notify the Superintendent in writing by March 1 of the year in which the leave ends, of the teacher's intention to return.

N.      Any person currently in the bargaining unit who accepts an administrative position in the Arlington Public Schools, and who requests a year’s leave of absence, will be granted this leave by the Superintendent. All other provisions of Article XVI apply.

O.     Any request for a leave of absence must be submitted by February 1 of the year preceding the leave of absence except in an emergency situation or other unusual circumstance.

ARTICLE XVII

Sabbatical Leaves

Upon recommendation by the Superintendent (of Schools), sabbatical leaves may be granted for study or travel to a member of the teaching staff by the Committee, subject to the following conditions:

1.   No more than two members of the teaching staff will be absent on sabbatical leave at any one time.

2.   Requests for sabbatical leave must be received by the Superintendent (of Schools) in writing in such form as may be required by the Superintendent (of Schools) no later than December 31, and action must be taken on all such requests no later than April 1, of the school year preceding the year for which the sabbatical leave is requested.

3.   The teacher has completed at least seven consecutive full school years of service in the Arlington School System.

4.   Sabbatical pay equals one half of a teacher’s current annual base pay. Teachers on a full year sabbatical leave will receive one half of a year’s pay. Teachers on a half-year sabbatical leave will receive their full pay for the time worked in addition to sabbatical pay.

5.   The teacher will agree in writing to return to employment in the Arlington School System for one year for a semester's leave or two years for a year's leave. Otherwise, the teacher must repay in full all monies received, or as otherwise decided by the Committee.

ARTICLE XVIII

Professional Development and Educational Improvement

A.        For teachers hired prior to January 1, 1991, the Committee will reimburse in full the cost of tuition up to 12 credits per year for courses taken at accredited colleges, universities, or professional training schools, provided the teacher is accepted by the institution as a candidate for a Master's program, and approved in advance by the Superintendent (of Schools). Holders of a Master's degree or higher may be reimbursed as above for courses taken in an accredited institution and not in a degree program, but with prior approval of the Superintendent (of Schools). For professional status teachers hired initially after January 1, 1991, course reimbursement will be limited to the average per semester hour credit at the state college-university level. The average state tuition calculation will be posted each year.

Reimbursement to a teacher will not be made later than one year after the course has been completed, and sooner, if possible, depending upon the availability of funds. No such reimbursement will be made for courses while on sabbatical leave.

B.        The Committee will pay the reasonable expenses (including fees, meals, lodgings, and/or transportation) incurred by teachers who attend workshops, seminars, conferences, other professional improvement sessions at the request and/or with the advance approval of their principal or immediate superior, and with the approval of the Superintendent, and provided there are sufficient funds in the budget.

C.        Upon the submission of documentation, the (School) Committee will reimburse the teacher up to $100 for the cost of recertification/relicensure.

D.        Teachers with a Bachelor's degree should within one year after attaining professional teacher status, enroll in a Master's degree program approved by the Superintendent.

E.        The distribution of course vouchers shall be as follows:

1.   To the cooperating teacher, who may use the voucher or be allowed to transfer the voucher to whomever they wish.

2.   To a cooperating teacher who did not use his/her own voucher, to be used within the following semesters.

3.   All available vouchers shall be advertised by the Superintendent.

4.   The Superintendent shall insure an equitable distribution of vouchers.

F.         All PDPs issued by the School Department must be issued within 60 days of submission of data to the Superintendent's office.

G.        In-service credits – The Committee will offer training to the teachers that will equal no fewer than six in-service credits per year.

ARTICLE XIX

Legal Assistance

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

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

C.        If criminal or civil proceedings are brought against a teacher alleging that the teacher committed an assault within the scope of the teacher’s employment, the Committee, to the extent permitted by law, will furnish legal counsel to defend the teacher in such proceeding if the teacher requests such assistance. The rights of a teacher to indemnification in certain actions and claims, and to legal assistance will be governed by General Laws, Chapter 258, Section 2.

ARTICLE XX

Personal Injury Benefits

A.        Whenever a teacher is absent from school as a result of a personal injury caused by an accident or an assault occurring within the scope of his employment, he will be paid his 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, so long as he has sick leave which can be charged on a pro-rata basis to make up the difference between full salary and the workman's compensation benefits available.

B.        The Committee will make every effort to reimburse teachers for:

1.   Any clothing or other articles of personal adornment or educational equipment or material (authorized in writing by the immediate supervisor to be used) which is damaged or destroyed while acting within the scope of his employment, not to exceed the cost of $300. Within the limits set forth above, there is the intent to make the party whole for the replacement value of the article specified. In the event any losses covered by this section are also covered by insurance, the insurance money will first be applied to cover the replacement value and any deficiency or deductible on the insurance premium will then be covered by this section.

2.   The cost of medical, surgical, or hospital services (less the amount of any insurance reimbursement) incurred as the result of any injury sustained within the scope of his employment.

ARTICLE XXI

Insurance and Annuity Plan

A.        A health insurance plan will be provide by the employer. Details of the plan can be found in Appendix D.

B.        The Committee will provide to each teacher a $5,000 term life insurance plan of the type presently available to teachers.

C.        In order to provide a non-forfeitable tax sheltered annuity payable on retirement or termination of employment, a teacher may contract with the Committee pursuant to Section 37 (b) of Chapter 71 of the General Laws of Massachusetts for purchase of such annuity as part of his or her employment compensation. The Arlington School Committee shall not be responsible for the payroll purchase of more than one annuity per person. Enrollment in a tax sheltered annuity plan shall be accomplished annually between September 1 and October 15.

D.        The (School) Committee will continue to offer a Section 125 plan (of the IRS Code).

E.        Unit members may participate, at their own expense, in the Town’s Dental Plan. The plan is subject to the limitations outlined in Appendix D.

ARTICLE XXII

Association Security

A.        Effective September 1985, any teacher who is not a member of the Association in good standing or who does not make application for membership in the Association within 30 days following the ratification of this Agreement, whichever is later, shall as a condition of continued employment pay as an Agency Fee to the Association an amount equal to the current dues of the Arlington Education Association, the Massachusetts Teachers' Association, and the National Education Association, provided however, that the teacher may authorize payroll deductions for such Agency Fee in accordance with Section C of this Article.

In the event that a teacher does not pay said Agency Fee directly to the Association or authorize payment through payroll deduction, the Committee shall immediately cause the termination of employment of such teacher, pursuant to Chapter 71, S42 of the Massachusetts' General Laws. The parties expressly recognize that the failure of any teacher to comply with the provisions of the Article is just and reasonable cause for discharge from employment.

B.        There shall be no reprisal of any kind taken against any member of the Association because of his membership in the Association or participation in its activities. There will be no reprisal of any kind taken against any teacher by the Association because of his lack of membership and/or participation in Association activities.

C.        The Committee agrees to deduct from the salaries of its employees dues for the Arlington Education Association, the Massachusetts Teachers' Association, and the National Education Association as teachers individually and voluntarily authorize the Committee to deduct and to transmit the monies promptly to the treasurer of the Arlington Education Association. Teacher authorization shall be in writing on a form provided by the Association and shall be deemed valid until said teacher presents written notification to the Committee, 60 days in advance of September 19 of his intent to discontinue such authorization. Said deductions shall be made in equal installments from salary payments made between November 1 and June 30.

D.        Each of the Associations named in Section C above will certify to the Committee in writing the current rate of its membership dues. Any Association which will change the rate of its membership dues will give the Committee 30 days’ written notice prior to the effective date of such change.

E.        No later than November 1 of each year, the Committee will provide the Association with a list of those employees who have voluntarily authorized the Committee to deduct dues of the Association named in Section C above.

F.         The Committee, upon request, and at its discretion, will provide the Association with any documents which will assist the Association in developing intelligent, accurate, informed and constructive programs on behalf of the teachers and their students, together with any other available information which may be necessary for the Association to process grievances under this agreement.

G.        The (School) Committee shall grant 40% release time per school year to the President of the Association during his/her term in office. The School Committee and the Association shall share the costs equally for the release time.

ARTICLE XXIII

Curriculum and Textbooks

A.        The Committee subscribes to the principle that teacher involvement in the development, implementation, and reassessment of curriculum and educational programs is a prime necessity in order to provide the best possible programs for the children of Arlington. To this end, teachers will participate in the development, implementation, and reassessment of new and existing curriculum and educational programs.

B.        The Chairman of a Department may recommend a textbook change or select a new textbook after consulting with members of the department.

C.        The Elementary School Principal shall consult with the appropriate staff of the school before a textbook is finally selected.

D.        The Assistant Superintendents may be consulted by personnel in Unit A about the selection of textbooks.

E.        The Committee recognizes the need for appropriate instructional materials and supplies, including textbooks, in order to fully implement the required curriculum.

ARTICLE XXIV

Save and Separability

Should any part of this Agreement or any portion thereof, as herein contained, be rendered or declared illegal, legally invalid, or unenforceable by reason of any existing or subsequently enacted legislation, or by any decree of a court of competent jurisdiction, such invalidation of such part or portion shall not invalidate the remaining parts or portions thereof. In the event of such occurrence, the parties agree to meet immediately, and, if possible, negotiate substitute provisions for such parts or portions rendered or declared illegal or invalid. The remaining parts or portions shall remain in full force and effect.

ARTICLE XXV

General

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

B.        The Association will be provided with copies of approved minutes of official Committee meetings and all other printed materials of a public nature that are distributed to Committee members at official meetings as soon as possible after such meetings. A copy of the official agenda of the meetings, and any attached documents of a public nature will be given to the Association prior to said meetings.

C.        The Association will assume responsibility for printing copies of this Agreement. The number of copies printed shall be equal to the present number of Unit A staff, plus 200, of which 100 copies will be for the Committee and 100 will be for the Association. The cost of such printing shall be equally shared by the parties.

D.        The School Committee and the School Administration will not take disciplinary action or any other form of administrative reprisal or discrimination with regard to professional teacher status or conditions of employment because of conduct related to the collective bargaining dispute which preceded the settlement of the 1979-1982 Agreement.

E.        There shall be no prosecution by either the Committee or the Association of any law suit or administrative proceeding, whether new or pending, arising out of the collective bargaining dispute which preceded the settlement of the 1984-1987 Agreement. Both the Committee and the Association will withdraw any pending law suits or administrative proceedings against the other party arising out of the collective bargaining dispute which preceded the settlement of the 1984-1987 Agreement.

F.        Both the School Committee and the Association agree not to bring suit against the School Committee, individual School Committee members, members of the administration, the Association, or its affiliates, or individual teachers, as a result of the events from September 4, 1984 to the date of the settlement of the 1984-1987 Agreement.

ARTICLE XXVI

No Strike

The Association and members of the bargaining unit agree that they will not authorize, engage in, or condone a work stoppage, slowdown, or withholding of services by employees while this Agreement is in force.

ARTICLE XXVII

Teacher Evaluation

The Parties agree to establish a joint management labor committee (“joint committee”) consisting of members appointed by the Association and members appointed by the Committee to negotiate those provisions of the new educator evaluation regulations requiring negotiations for implementation in September 2013. The Parties understand that the Arlington Public Schools must implement the new Educator Evaluation System by the beginning of the 2013-2014 school year. The joint committee will meet at least monthly beginning in September 2012, with a goal of adopting, adapting or revising the DESE model contract language by February 1, 2013. Agreements reached by this joint committee will be subject to ratification by the union membership and approval by the school committee. The Parties agree to incorporate any agreements reached as a result of such negotiations into this Agreement.

The language below will remain in force until an agreement is reached on the new Educator Evaluation System described above.

Please see Appendix G - Memorandum of Agreement, June 29, 1999.

A.     The purposes of teacher evaluation are the continuing improvement of a teacher's performance in rendering services to the school system and a vehicle by which personnel decisions shall be made. Both teachers and evaluators must keep these goals in mind if the evaluation process is to be carried out in a spirit of professional growth.

1.   All observations of the work performance of any member of Unit A will be conducted openly and with full knowledge of the teacher. The School Committee will observe the provisions of G. L. C. 71, Section 42C regarding teachers' personnel folders.

2.   Any complaints of a serious nature regarding any member of Unit A made to any member of the Administration or School Committee by any parent, student, or other person will be promptly called to the attention of the person.

3.   Each member of Unit A who is subject to a formal evaluation shall affix his or her signature to the evaluation and may add any comment he or she so desires. Said signature on the evaluation does not indicate approval of the evaluation, but merely indicates that the evaluation has been seen.

4.   There shall be only one official personnel folder for each member of Unit A in the Superintendent's office.

5.   Should any material derogatory to a currently employed member's conduct, service, or personality be placed in the member's personnel folder, that the member involved will be given an opportunity to review same. If the member chooses to do so, he or she may submit any statement concerning the same if he or she so desires and said statement shall be filed with the alleged derogatory material in the member's personnel folder.

B.        No teacher will be disciplined, deprived of any rights or benefits or denied any professional advantages without just cause; provided that nothing in this section will be applicable to cases involving dismissal or non-renewal of contracts.

C.        If a teacher without professional teacher status is not reappointed, he shall be given, in writing, the reason of the Principal/Superintendent action.

D.        The Teacher Professional Standards adopted by the Arlington Education Association and the Arlington School Committee on November 12, 1996, as required by the Education Reform Act of 1993 and MGL Chapter 69, Section 1B and Chapter 71, Section 38 are incorporated by reference in this Agreement. The Teacher Professional Standards are included in the Teacher Evaluation Guidelines Booklet entitled: "A Handbook of Teacher Evaluation Procedures for the Arlington Public Schools".

E.        Observations

1.   Teachers without professional teacher status shall receive three written evaluations per year, on or before November 1st, February 1st, and April 1st.

2.   Teachers with professional status who have completed five years of service shall receive a written evaluation every two years, unless more frequent evaluation is needed.

3.   Whenever the word evaluation is used in this Agreement, it refers to the written evaluation in paragraphs 1 and 2 above.

4.   Each evaluation shall be preceded by at least one classroom observation which shall be at least thirty minutes in length.

5.   Observations may be conducted by administrative personnel other than those designated as evaluators. Each observation shall be followed by a conference between the observer and the evaluatee within five school days after the observation. The teacher shall sign a form acknowledging that the conference took place and be given a copy thereof. The results of observations may be utilized by those doing evaluations, but may not be attached thereto.

6.   The written evaluation must be completed within ten school days after the final observation.

7.   The teacher may request within ten school days after receipt of the evaluation, specified in paragraphs 1 and 2 above, that one additional evaluation be made.

8.   The teacher shall have five school days after receipt of the evaluation to sign the evaluation; and ten school days after receipt of the evaluation to submit a written rebuttal.

9.   For teachers at the elementary level, the written evaluation shall be by the building principal. At the secondary level, the responsibility for the written evaluation shall be that of the Principal, who may utilize the department chairs to prepare such evaluations. For specialists, the written evaluation will be prepared by their immediate supervisor.

10.      Time limits set forth above may be delayed in event of emergencies.

F.     Evaluation and observation procedures will be carried out in a manner which is fair under all circumstances. The Committee and the Association will form an evaluation committee to review and update the current evaluation procedures and instruments. Its recommendation will be presented to the Association and the Committee and, if accepted, will become part of the Agreement and substitute for the instrument referenced in section D and the procedures referred to in Section E.

ARTICLE XXVIII

Reduction in Staff

A.        In the event it becomes necessary to reduce the number of teachers within the school system to the extent provided by statutes, then no teacher with professional teacher status shall be laid off if there is a teacher without professional teacher status serving in a position that a teacher with professional teaching status is qualified to fill.

B.        Teachers with professional status will be laid off within their discipline by seniority as defined below unless the Committee determines that there is a significant difference in the teacher’s performance as evidenced by evaluations during the previous five years. (The five-year period is to include the year in which the determination is made.)

C.        Ties on the seniority list shall be broken in the following manner:

1. One point shall be granted to the teacher or teachers (if there are ties within the tied group of teachers) in each of the following areas:

a.   The greatest number of certifications;

b.   The highest column placement on the salary scale;

c.   The greatest number of total years of public school teaching experience. The same rules which govern placement on the seniority list for experience within the Arlington Public Schools will govern the crediting of years of public school teaching experience.

d.  The needs of the system as defined by the Superintendent or his designee.   The awarding of this point will not be subject to the grievance procedure or arbitration.

2.   All of the points awarded above shall be totaled for each teacher. The teacher with the least number of points will be laid off first, and the teacher with the greatest number of points will be recalled first.

3.   If, after all of the points have been added, there is still a tie for either layoff or recall, that tie will be broken by a lottery.

4.   Other guidelines for the process are:

a.   The system will be used on one case at a time.

b.   Grandfathered personnel will receive credit for certification in disciplines in which they have taught for at least one year.

c.   Records must be updated by the individuals by written notice by February 1, with official verifications by April 1.

D.        In determining whether a significant difference in evaluations exist, an Arbitrator shall not substitute his judgment for that of the Superintendent unless it is determined that the Superintendent has not demonstrated that his/her decision was made on a reasonable basis. The evaluations shall be considered by an Arbitrator to be an accurate reflection of teacher performance and shall not be subject to contrary testimony.

E.        Continuous employment in Arlington Public Schools, including periods of leaves of absences for which salary credit is granted, shall be used to compute the length of service for such seniority.

F.         For purposes of this Article, examples of discipline categories are: (a) Elementary Teachers; (b) English; (c) Science; (d) Math; (e) Social Studies; (f) Languages; (g) Business; (h) Art; (i) Music; (j) Industrial Arts/ Technological Education; (k) Home Economics/ Consumer and Life Studies; (l) Physical Education; (m) Guidance; (n) Special Services by individual category; (o) Librarians; (p) Occupational Education; and (q) Instructional Technology. The Seniority Lists for Special Education and Learning Disabilities will remain merged as per the Impact Bargaining Agreement, 1981-82.

G.        Except in unusual circumstances, a teacher so affected by a reduction in staff shall be notified by June 15 of the school year preceding the school year in which the reduction is to be effected.

H.     Teachers who are on lay-off because of reduction in staff shall, for the first 26 months after the effective date of lay-off retain recall rights to fill vacancies and new positions, and they will be eligible for all group rates on health insurance. During the recall period, teachers who have been laid off shall be given preference on the substitute list if they so desire.

I.          While members of the bargaining unit continue on lay-off, the Superintendent agrees not to hire any new teachers unless no teacher on lay-off is qualified to fill a position.

J.        The status of teachers with respect to professional teacher status shall not be altered by lay-off. Teachers with professional teachers status who are recalled shall be recalled with Professional teacher status, and teachers without professional teacher status shall be credited with all prior service within the system for purposes of establishing three years of continuous service toward professional teacher status. All teachers, if recalled, will be credited with all benefits accrued up to the time of lay-off.

K.    The term qualified as used in this Article shall be interpreted so as to be consistent with the term qualified in Chapter 71, Section 42, of the Massachusetts General Laws.

L.     A Seniority List will be provided to the Association by January 1. It will be updated annually. Any corrections submitted by a teacher will be acknowledged by Administration in writing within one month. The AEA will continue to honor the AAA agreement with regard to layoff for only AAA bargaining unit members employed on June 1, 2006.

1.  The  following  agreements  shall  be  incorporated  into  the  Seniority  List  and  related  operating memoranda:

a.   Unit A teachers who are laid off from Unit A positions and recalled into Chapter I positions will remain in the Unit A Seniority List in the disciplines from which they were laid off for the purposes of future layoff and recall.

b.   The teachers assigned to Career Education will continue to be listed on the Unit A Seniority List in their former disciplines. No new discipline category will be created for Career Education.

c.   The following alterations will be made to the published seniority lists:

1.   Physical Education will be integrated into a single K-12 list.

2.   Art will be integrated into a single K-12 list, subject to the following system and limitations:

a.   All Art teachers who may be laid off due to position eliminations, curriculum changes, etc., will be able to apply their seniority to bump (on a K-12 basis) junior teachers who occupy positions which the senior teachers have the present ability to perform.

b.   Present ability means that the senior teacher has the ability to immediately perform the job held by the junior teacher without any retraining. It does not require particular qualifications other than certification if the teacher can actually perform the job.

c.   This system will apply only in the event of layoff. It does not govern either voluntary or involuntary transfers. If there are disputes between individual teachers and the Director over whether they have the present ability to perform a position, a dispute will be immediately submitted to a mutually-agreeable neutral umpire for a final and binding resolution which will govern the ability to bump on a K-12 basis.

3.   Library/Media will be integrated into a single K-12 list.

4.   The Special Education and Learning Disabilities lists will be merged.

5.   Music will be integrated into a single K-12 list, subject to the following system and limitations:

a.   All Music teachers who may be laid off due to position eliminations, curriculum changes, etc., will be able to apply their seniority to bump (on a K-12 basis) junior teachers who occupy positions which the senior teachers have the present ability to perform.

b.   Present ability means that the senior teacher has the ability to immediately perform the job held by the junior teacher without any retraining. It does not require particular qualifications other than certification if the teacher can actually perform the job.

c.   This system will apply only in the event of layoff. It does not govern either voluntary or involuntary transfers. If there are disputes between individual teachers and the Director over whether they have the present ability to perform a position, a dispute will be immediately submitted to a mutually-agreeable neutral umpire for a final and binding resolution which will govern the ability to bump on a K-12 basis.

ARTICLE XXIX

Job Share

1.   Job Share shall refer to two unit members sharing one full time position.  Usually to accommodate a 50%-50% or a 60%-40% division of responsibilities. Any exception to this must be negotiated.

2.   Any openings shall be available to certified teachers who have notified the Superintendent in writing by April 15th of their desire to job share.

3.   Job sharing positions shall be filled only by teachers who have mutually agreed to work together.

4.   Responsibilities of the teachers may be divided according to a plan designed by the teachers with the concurrence of their immediate supervisor.  This shall include but not be limited to attendance at regular staff meetings, parent conferencing, etc.

5.   Teachers shall be placed appropriately on the Unit A salary scale, and be given appropriate added increments for advanced degrees or longevity.

6.   Teachers shall receive proportionate sick leave.

7.   One Town Insurance/Health Benefit package will be available per job share.

8.   Contributions to the retirement system shall be proportionate to the time served and salary earned.

9.   This Section 9 applies only to teachers who were in full-time positions in the District prior to commencing a job-share arrangement.

A.        Job Shares commencing in or before the 2012-2013 school year.

i.   Teachers who were in job shares as of the 2012-2013 school year shall be transferred to full-time positions at the beginning of a school year provided they have notified the Superintendent in writing by March 1, 2013 of their desire to do so.

ii.   Effective, with the start of the 2014-2015 work year, Section 9A shall expire and all teachers regardless of the start date of their job share arrangements shall be under section 9B.

B.        Job Shares commencing after the 2012-2013 school year.

i.   As long as there is a full-time position open by June 20th in the teacher’s license/certification, a teacher will be transferred from a job share position to a full-time position at the beginning of the school  year  immediately  following  the  request,  provided  that  such  teacher  notified  the Superintendent in writing on or before March 1st   of the prior school year of her/his request to return to a full-time position.

ii.   In the case where there is not a full-time position available by June 20th in the teacher’s license/certification for the school year immediately following the requested transfer, a teacher shall be guaranteed a transfer to a full-time position in the subsequent school year, provided that such teacher has satisfied the March 1st notice required in B.i., above.

10. No person shall be hired from outside the bargaining unit for a job sharing position until all members of the bargaining unit are returned from the RIF list and provided there are positions open.

11. No teacher in the unit shall be involuntarily transferred in order to create a job share position.

12. The number of job share positions shall be at the discretion of the Superintendent.

ARTICLE XXX

Teacher Civil Rights

When a member of the professional staff enters the teaching profession, he/she does not give up citizenship rights or his/her civil liberties.

ARTICLE XXXI

Student Management and Discipline

The (school district) Committee will, in cooperation with representatives of the Association, establish and enforce a Code of Student Conduct. The Code of Student Conduct shall set forth the general standards of behavior expected of students enrolled in the district, whether in a classroom, elsewhere on school premises, on a school bus or other school-related vehicle or at a school-sponsored activity or event, whether or not held on school premises, and the disciplinary measures which will be applied in cases of student misconduct. In addition, a bargaining unit member may establish rules of conduct not in conflict with the Code of Student Conduct for the time in which students are in his/her charge.

The Code of Student Conduct will be distributed to all students and staff at the beginning of each school year.

ARTICLE XXXII

Duration

A. The Parties' collective bargaining agreement ("Agreement") shall be in effect as of September 1, 2012 and shall continue in full force and effect through August 31, 2015, and shall continue from year to year thereafter unless either party notifies the other by written notice prior to January 1, 2015 (or any subsequent January 1 thereafter), of its intention to modify or terminate the Agreement. If such notice is given, the parties will enter into negotiations promptly after October 15, for a successor agreement to take effect the following September 1.

IN WITNESS WHEREOF, the parties have caused this instrument to be duly executed by their authorized representatives.

ARLINGTON SCHOOL COMMITTEE                                    ARLINGTON EDUCATION ASSOCIATION

By:    _____________________                                              By:    ______________________________

Chairperson, School Committee                                                     AEA President

Date:    _____________________                                              Date: ______________________________

____________________________                                         ____________________________________

                    Superintendent                                                           Chairperson, AEA Negotiation Team

Date:    _____________________                                           Date: ______________________________

APPENDIX A –SALARY TABLES FOR TEACHERS

Effective on the 91st Day of 2011-2012 (for comparison only)

 

 

 

 

 

CAGS

DOC

Step

BA

BA+15

MA

MA+15

MA+30

MA + 60

1

$40,525

$41,947

$43,368

$44,075

$44,782

$47,152

2

$41,799

$43,220

$44,641

$45,347

$46,055

$48,425

3

$43,304

$44,772

$46,241

$46,978

$47,717

$50,164

4

$45,266

$46,737

$48,209

$48,944

$49,677

$52,125

5

$47,225

$48,695

$50,165

$50,903

$51,641

$54,094

6

$49,195

$50,660

$52,125

$52,862

$53,599

$56,540

7

$51,158

$52,868

$54,578

$55,317

$56,055

$59,001

8

$53,599

$55,316

$57,031

$57,766

$58,502

$61,459

9

$56,054

$57,769

$59,485

$60,220

$60,956

$63,901

10

$58,502

$60,463

$62,425

$63,164

$63,901

$66,846

11

$60,893

$63,158

$65,425

$66,114

$66,804

$69,814

12

$65,831

$68,399

$70,969

$71,640

$72,311

$75,528

2012-2013 Salary Schedule

 

 

 

 

 

CAGS

DOC

Step

BA

BA+15

MA

MA+15

MA+30

MA + 60

1

$42,844

$44,300

$45,757

$46,481

$47,206

$49,635

2

$44,387

$45,892

$47,397

$48,153

$48,910

$51,418

3

$46,398

$47,906

$49,414

$50,167

$50,919

$53,428

4

$48,406

$49,913

$51,419

$52,176

$52,932

$55,446

5

$50,425

$51,927

$53,428

$54,183

$54,939

$57,954

6

$52,437

$54,189

$55,942

$56,700

$57,457

$60,476

7

$54,939

$56,698

$58,457

$59,211

$59,965

$62,995

8

$57,456

$59,214

$60,972

$61,726

$62,480

$65,499

9

$59,965

$61,975

$63,986

$64,743

$65,499

$68,517

10

$62,415

$64,737

$67,061

$67,767

$68,474

$71,559

11

$65,831

$68,399

$70,969

$71,640

$72,311

$75,528

12

$67,806

$70,451

$73,099

$73,789

$74,480

$77,794

2013-2014 Salary Schedule

 

 

 

 

 

CAGS

DOC

Step

BA

BA+15

MA

MA+15

MA+30

MA + 60

1

$43,701

$45,186

$46,672

$47,411

$48,151

$50,628

2

$45,275

$46,810

$48,344

$49,116

$49,888

$52,446

3

$47,326

$48,864

$50,403

$51,171

$51,938

$54,497

4

$49,374

$50,911

$52,447

$53,219

$53,990

$56,555

5

$51,434

$52,965

$54,497

$55,267

$56,038

$59,113

6

$53,485

$55,273

$57,061

$57,833

$58,606

$61,685

7

$56,038

$57,832

$59,626

$60,395

$61,164

$64,255

8

$58,605

$60,398

$62,191

$62,960

$63,729

$66,809

9

$61,164

$63,215

$65,265

$66,038

$66,809

$69,887

10

$63,664

$66,032

$68,402

$69,122

$69,844

$72,990

11

$67,147

$69,767

$72,389

$73,073

$73,757

$77,039

12

$69,162

$71,860

$74,561

$75,265

$75,970

$79,350

2014-2015 Salary Schedule

 

 

 

 

 

CAGS

DOC

Step

BA

BA+15

MA

MA+15

MA+30

MA + 60

1

$44,575

$46,090

$47,605

$48,359

$49,114

$51,640

2

$46,180

$47,746

$49,311

$50,098

$50,886

$53,495

3

$48,272

$49,841

$51,411

$52,194

$52,976

$55,587

4

$50,362

$51,929

$53,496

$54,284

$55,070

$57,686

5

$52,462

$54,024

$55,587

$56,372

$57,159

$60,295

6

$54,555

$56,379

$58,202

$58,990

$59,778

$62,919

7

$57,159

$58,989

$60,818

$61,603

$62,387

$65,540

8

$59,777

$61,606

$63,435

$64,220

$65,004

$68,145

9

$62,387

$64,479

$66,571

$67,358

$68,145

$71,285

10

$64,937

$67,353

$69,770

$70,505

$71,241

$74,450

11

$68,490

$71,162

$73,837

$74,534

$75,232

$78,579

12

$70,545

$73,297

$76,052

$76,770

$77,489

$80,937

APPENDIX B - STIPENDS

All stipends listed in this section will have retirement payments taken out and will contribute to the base salary for retirement pension unless the rate of pay is given on an hourly basis. Starting 9/1/06, new entries to this section can be made yearly by request to the Superintendent:

1.   Employees who have been advising a club for a year can submit a request to the Superintendent for a stipend and inclusion on this list.

2.   Administrators can originate a stipend by submission to the Superintendent.

3.   The dates of submission will be June 1st of the preceding year.

4.   The positions listed in Appendix B are subject to annual appointment.

 

2011-2012

2012-2015 w/6%

 

AMOUNT

INCREASE

HIGH SCHOOL

 

 

ART CLUB ADVISOR

$1,524

$1,615

CLASS ADVISOR - FRESHMAN

$1,000

$1,060

CLASS ADVISOR - SOPHOMORE

$1,000

$1,060

CLASS ADVISOR - JUNIOR

$1,000

$1,060

CLASS ADVISOR - SENIOR

$1,000

$1,060

COMPUTER CLUB ADVISOR

$1,524

$1,615

COVER WORK-3 DRAMAS

$1,906

$2,020

DRAMA CLUB ADVISOR

$2,286

$2,423

FOURTH ESTATE ADVISOR (PONDER REPORTER)

$2,286

$2,423

G & S 2ND ASST DIRECTOR

$1,906

$2,020

G & S ASST DIRECTOR

$3,811

$4,040

G & S ASST MUSICAL DIRECTOR

$1,524

$1,615

G & S DIRECTOR

$5,589

$5,924

G & S GUEST CONDUCTOR

$1,143

$1,212

G & S TECHNICAL ASST - SETS

$763

$809

G.S.A. ADVISOR

$1,524

$1,615

JAZZ BAND DIRECTOR

$1,524

$1,615

LITERARY MAGAZINE ADVISOR

$1,906

$2,020

MATH FAIR COORDINATOR

$800

$848

MATH TEAM ADVISOR

$1,524

$1,615

MEDIA CLUB ADVISOR

$1,524

$1,615

NATIONAL HONOR SOCIETY ADVISOR

$2,286

$2,423

OUTDOOR ED. CHAPERONE RATE PER NIGHT

$89

$94

ROBOTICS

$2,000

$2,120

S.A.V.E. ADVISOR

$1,524

$1,615

SADD ADVISOR

$1,524

$1,615

SCIENCE CLUB ADVISOR

$1,906

$2,020

SERVICE FOR STUDENTS W/DISABILITIES COORD. (SAT)

$750

$795

STUDENT COUNCIL ADVISOR

$4,065

$4,309

SUPERVISOR of SUPPLIES

$1,440

$1,526

SURVIVAL/OUTDOOR PURSUITS ADVISOR

$4,827

$5,117

VOLUNTEER CLUB ADVISOR

$1,524

$1,615

YEARBOOK ADVISOR

$5,133

$5,441

MIDDLE SCHOOL

 

 

AM/PM ACTIVITY HOURLY

$17.79

$19

AM/PM COORDINATOR

$890

$943

CAFETERIA DUTY (per lunch period)

$9.48

$10

CHAMBER ENSEMBLE DIRECTOR

$1,779

$1,886

DETENTION

$2,490

$2,639

DRAMA ADVISOR

$2,286

$2,423

JAZZ BAND DIRECTOR

$1,779

$1,886

LITERARY MAGAZINE ADVISOR

$1,906

$2,020

NEWSLETTER ADVISOR

$1,779

$1,886

ROBOTICS

$2,000

$2,120

SELECT CHORUS DIRECTOR

$1,779

$1,886

STUDENT COUNCIL ADVISOR - GR.6

$474

$502

STUDENT COUNCIL ADVISOR - GR.7

$474

$502

STUDENT COUNCIL ADVISOR - GR.8

$474

$502

TECHNOLOGY INTEGRATION TEACHER

$750

$795

YEARBOOK ADVISOR

$1,423

$1,508

ELEMENTARY SCHOOLS

 

 

BAND DIRECTOR

$1,779

$1,886

ELEMENTARY SELECT CHORUS

$1,727

$1,831

GIFTED CHAMBER ENSEMBLE DIRECTOR

$1,779

$1,886

K-5 LEAD READING TEACHER

$5,250

$5,565

LEADERSHIP TEAM - TOTAL AMOUNT PER SCHOOL

$3,588

$3,803

MUSIC SCHOOL DIRECTOR

$2,413

$2,558

ORCHESTRA DIRECTOR

$1,779

$1,886

TECHNOLOGY INTEGRATION TEACHER

$5,250

$5,565

PRE-SCHOOL

 

 

ADDITIONAL SERVICES - EARLY CHILDHOOD

$1,500

$1,590

SYSTEM WIDE

 

 

INTERNATIONAL STUDENT ADVISOR

$5,000

$5,300

K-8 LIBRARY MEDIA AND COORDINATOR

$4,068

$4,312

OUTDOOR EDUCATION PER OVERNIGHT

$89

$94

TEAM CHAIR SPECIAL EDUCATION

$3,000

$3,180

LEAD TEACHERS

 

 

FACS LEAD TEACHER

$4,068

$4,312

PE/HEALTH LEAD TEACHER

$5,424

$5,749

LEAD GUIDANCE COUNSELOR 9-12 COLLEGE

$5,424

$5,749

LEAD GUIDANCE COUNSELOR 6-8 SOC/EM

$5,424

$5,749

LEAD GUIDANCE COUNSELOR 9-12 SOC/EM

$5,424

$5,749

K-8 READING DISTRICT READING COACH

$5,424

$5,749

MENTORS

 

 

ELEMENTARY CURRICULUM MENTOR - READING

$750

$795

ELEMENTARY CURRICULUM MENTOR - MATH

$750

$795

MENTOR

$690

$731

SPECIAL EDUCATION ALTERNATIVE ASSESSMENT MENTOR

$1,000

$1,060

ATHLETIC STIPENDS

 

 

BOYS

 

 

BASEBALL VARSITY HEAD

$4,954

$5,251

- VARSITY ASSISTANT

$2,921

$3,096

- SUB VARSITY

$2,921

$3,096

- FRESHMEN

$2,667

$2,827

BASKETBALL VARSITY HEAD

$4,954

$5,251

- SUB VARSITY

$2,921

$3,096

- FRESHMEN

$2,667

$2,827

CROSS COUNTRY VARSITY HEAD

$4,445

$4,712

- CROSS COUNTRY SUB VARSITY CO-ED

$2,921

$3,096

FOOTBALL VARSITY HEAD

$10,161

$10,161*

- VARSITY ASSISTANT (3 POSITIONS)

$4,445

$4,712

- SUB VARSITY

$3,048

$3,231

- FRESHMEN (2 POSITIONS)

$2,667

$2,827

GOLF VARSITY HEAD

$3,684

$3,905

HOCKEY VARSITY HEAD

$4,954

$5,251

- VARSITY ASSISTANT

$3,048

$3,231

- SUB VARSITY

$2,921

$3,096

- FRESHMEN - Split

$2,667

$2,827

INDOOR TRACK VARSITY HEAD

$4,445

$4,712

- VARSITY ASSISTANT

$2,921

$3,096

LACROSSE VARSITY HEAD

$4,954

$5,251

- SUB VARSITY

$2,921

$3,096

- FRESHMAN

$2,921

$3,096

OUTDOOR TRACK VARSITY HEAD

$4,445

$4,712

- VARSITY ASSISTANT

$2,921

$3,096

SOCCER VARSITY HEAD

$4,954

$5,251

- SUB VARSITY

$2,921

$3,096

- FRESHMEN

$2,667

$2,827

SWIMMING VARSITY HEAD

$3,684

$3,905

TENNIS VARSITY HEAD

$3,684

$3,905

WRESTLING VARSITY HEAD

$4,954

$5,251

- VARSITY ASSISTANT

$2,921

$3,096

VOLLEYBALL VARSITY

$4,445

$4,712

- SUB VARSITY

$2,921

$3,096

FALL EQUIPMENT MANAGER

$3,684

$3,905

WINTER/SPRING EQUIPMENT MANAGER

$3,048

$3,231

TICKET/BUSINESS MANAGER

$3,684

$3,905

GIRLS

 

 

BASKETBALL VARSITY HEAD

$4,954

$5,251

- SUB VARSITY

$2,921

$3,096

- FRESHMEN

$2,667

$2,827

CHEERLEADERS VARSITY HEAD - FALL

$4,445

$4,712

CHEERLEADERS VARSITY HEAD - WINTER

$4,445

$4,712

CROSS COUNTRY VARSITY HEAD

$4,445

$4,712

FIELD HOCKEY VARSITY HEAD

$4,954

$5,251

- SUB VARSITY

$2,921

$3,096

- FRESHEMEN

$2,667

$2,827

GYMNASTICS VARSITY HEAD

$4,445

$4,712

- VARSITY ASSISTANT

$2,921

$3,096

ICE HOCKEY VARSITY HEAD

$4,954

$5,251

- VARSITY ASSISTANT

$3,048

$3,231

- SUB VARSITY

$2,921

$3,096

- FRESHMAN

$2,921

$3,096

INDOOR TRACK VARSITY HEAD

$4,445

$4,712

- VARSITY ASSISTANT

$2,921

$3,096

LACROSSE VARSITY HEAD

$4,954

$5,251

- VARSITY ASSISTANT

$2,921

$3,096

- FRESHMAN

$2,921

$3,096

OUTDOOR TRACK VARSITY HEAD

$4,445

$4,712

- VARSITY ASSISTANT

$2,921

$3,096

SOCCER VARSITY HEAD

$4,954

$5,251

- SUB VARSITY

$2,921

$3,096

- FRESHMEN -

$2,667

$2,827

SOFTBALL VARSITY HEAD

$4,954

$5,251

- VARSITY ASSISTANT

$2,921

$3,096

- SUB VARSITY

$2,921

$3,096

- FRESHMEN

$2,667

$2,827

TENNIS VARSITY/JR VARSITY HEAD

$3,684

$3,905

VOLLEYBALL VARSITY HEAD

$4,445

$4,712

- SUB VARSITY

$2,921

$3,096

- FRESHMAN

$2,921

$3,096

*No change from 2011-2012

 

 

APPENDIX C

LETTER OF UNDERSTANDING

The Arlington Education Association and the Arlington School Committee met on Monday, May 4, 1998, to bargain over the impact of the Reorganization of the Middle School Program which as of September, 1998 will be a 6-8 educational program, leaving the elementary school program as a K-5 educational program. The following listing represents the understandings and agreement of the parties.

1.         Certification requirements for the middle school program were resolved by the agreement of the Committee that teachers who are certified as K-8 or 1-6 will be grandfathered and will always be able to teach sixth grade without further certification being required by the School Department. DOE Memo by D. Driscoll. This protection does not prohibit or deter teachers who wish to pursue additional certifications.

2.         The issue of seniority and placement on the seniority list was discussed and it was determined that all grade six teachers on the K-6 list would remain on that list for the duration of this contract (until August 31, 2009). The parties would then revisit the issue of seniority and the seniority list in the negotiations for a successor agreement.

3.         As of September, 2006, the Grade 6 teachers, in support of the current 6th grade structure, have agreed to the following meetings during a month in lieu of one of two supervisory periods per week:

One English/Language Arts Meeting with agenda provided by Department Head

One English/Language Arts Meeting with agenda provided by the teachers. If no agenda provided, this meeting will still take place as a standard department meeting

One English/Language Arts Session for working on curriculum, instruction, or assessment as determined by the teachers for which the Department Head may be available

The rest of the meetings in a month are based on building needs as determined by agreement of the teachers and the principal. This understanding can be renegotiated each year.

For the Association:                                                                            For the Committee

_______________________                                                          _______________________________

Date:  _________________                                                            Date:   ___________________________

MEMORANDUM OF AGREEMENT

BETWEEN

THE ARLINGTON SCHOOL COMMITTEE

AND THE

ARLINGTON EDUCATION ASSOCIATION - UNIT A

September 2011

WHEREAS, the Arlington School Committee ("School Committee") and the Arlington Education Association ("AEA") have been negotiating for a successor to their September 1, 2009 through August 31, 2011 collective bargaining agreement; and

WHEREAS, the bargaining teams for the School Committee and the AEA have come to terms relative to a successor agreement, subject to ratification by the membership of the AEA and approval by the School Committee; and

WHEREAS, the parties have agreed that their collective bargaining agreement in effect from September 1, 2009 through August 31, 2011 shall remain in full force and effect except as modified by this Memorandum of Agreement;

NOW THEREFORE, The School Committee and AEA agree as follows:

1.         Duration: Amend Article XXXII (Duration) to reflect that the parties' collective bargaining agreement shall be in effect as of September 1, 2011 and shall continue in full force and effect through August 31, 2012.

2.         Health Insurance Employee Premium Contribution Rates Upon Transfer to GIC:

Amend Article XXI (Insurance and Annuity Plan) to reflect the following agreement of the parties with respect to employee premium contribution rates effective December 1, 2011. This provision is expressly conditioned on, and subject to, the agreement of the GIC to accept the Town into the GIC effective January 1, 2012:

PLAN                                                                     Employee's Premium Contribution Rate

Indemnity Plans                                                  25%

PPOs, & POS Plans                                              20%

HMOs                                                                    15%

All Plans                                                                 Employees hired on or after December 1, 2011 shall pay 25%

If after successfully transferring members/subscribers to the GIC pursuant to G.L. c. 32B, §§21 and 23 the Town transfers employees out of the GIC any time after the term of this agreement, the employee premium contribution rates shall be as follows:

HMOs                                                                      15%

All other plans                                                      25%

All Plans                                                                Employees hired on or after December 1, 2011 shall pay 25%

If the Town is not accepted for entry into the GIC for January 1, 2012, the employee premium contribution rates shall be as follows:

Blue Cross/Blue Shield (all plans)                    25% without regard to date of hire

Harvard Pilgrim HMO                                        20% for employees hired before July 1, 2011

25% for employees hired on or after July 1,  2011

All Plans                                                                25% for employees hired on or after July 1, 2011

3.         Conditional Salary Increase: If the condition in paragraph 2 is met (i.e. GIC accepting the Town effective January 1, 2012), Appendix A Salary Tables for Teachers shall be amended to reflect a one percent (1%) increase to the salary table effective upon the 91st day of 2011-2012 school year.

4.         Opt-Out Program: This provision shall replace the May 10, 2011 "Opt-Out Program". For all active employees enrolled on the Town's health plans on or before July 1, 2011, there shall be an opt-out program. An incentive (with proof of alternative coverage) of $2,000 ($166.66 per month) will be offered for those on individual plans and an incentive of $4,000 ($333.33 per month) will be offered for those on family plans. Subscribers whose spouses are enrolled on the Town's health plan may not enroll onto their spouse's plan and receive the incentive. Participants in this program may opt back into health insurance without waiting periods or preexisting conditions limitations if the participant experiences a qualifying event. The participant may opt back in at open enrollment without limitations.   The Town reserves the right to modify or discontinue the program with 60 (sixty) days' notice to the PEC in advance of the next open enrollment, said discontinuance to be effective on the subsequent plan renewal date.

5.         Flexible Spending Account: The Town will continue to provide a flexible spending account program (i.e. "Section 125" plan). The Town shall pay any annual administrative fee for subscribers who opt into the program for the duration of this Agreement (August 31, 2012). The program shall include a voluntary debit card system the fee for which shall be the responsibility of the employee. Employees may set aside funds up to the maximum amount permitted by the Patient Protection and Affordable Care Act (PPACA) but not more than $3,500.

6.         Voluntary Dental, Re-bid and Administration: The Town shall administer, including administration of a new request for proposal as appropriate, a voluntary dental plan that will be available to eligible subscribers; eligible subscribers will pay one hundred percent (100%) of the premiums. Active employees will have the benefit of pre-tax deductions through payroll. Provision of the voluntary dental plan is contingent on maintaining the required level of enrollment as determined by the Insurer. Eligible subscribers who enroll in this voluntary dental plan will be ineligible to re-enroll in said plan should they elect to drop dental coverage, however, if they have a qualifying event they may rejoin no sooner than two years after dropping coverage.

7.         Health Reimbursement Arrangement: Upon the exhaustion of the EHMF funds for the Health Reimbursement Arrangement (HRA) created by the September 2011 Memorandum of Agreement between the Town and the M.G.L. c. 32B, §§ 21/23 Public Employee Committee, the Town shall fund the HRA (including the third party administrator fee) in an annual calendar year amount of $200,000. The HRA will be available to all employees on the Town's active health plans. The terms of the HRA shall be determined by the Town after consultation with the Health Insurance Advisory Committee. Any balance in the Town-funded HRA at the end of each year shall revert to the Town. Claims by subscribers for reimbursement shall be made on a first come first serve basis as determined by the third party administrator. When the HRA maximum amount is $10,000 or less, the Town shall notify the AEA President and provide an electronic notice to those subscribers who provide an email address to the Personnel Department.

8.         Acknowledgement that the School Committee has Fulfilled its Bargaining Obligations. AEA acknowledges and agrees that the School Committee has fulfilled all bargaining obligations, including but not limited to any bargaining obligations pursuant to M.G.L. c. 150E, it may have had regarding the implementation of health insurance coverage and employee premium contribution rate changes set forth in paragraph #2 above.

9.         Acknowledgement that GIC will Determine Dollar Amount of Copayments, Deductibles and other Cost Sharing Plan Design Features. Upon the transfer of members/subscribers to the GIC pursuant to 32B, §§.21 and 23, the GIC will determine the dollar amount of copayments, deductibles and other cost sharing plan design features for members/subscribers This provision shall replace the provisions on Health Insurance in the parties' May 2011 Memorandum of Agreement which amended Article XXI of the parties' collective bargaining agreement. The AEA acknowledges and agrees that there is no inconsistency between this 2011-2012 collective bargaining agreement and changes that will occur to health insurance benefits upon the Town transferring members/subscribers into the GIC pursuant to M.G.L. c. 32B, §§21 and 23. Accordingly, the AEA acknowledges and agrees that no delay in implementation of the transfer to the GIC is required by Section 4 of Chapter 69 of the Acts of 2011.

10.       Successor Agreement. The AEA and the School Committee agree to commence negotiations for a successor agreement no later than January 2012. The AEA and the School Committee agree to meet at least once per month in negotiations for a successor agreement, with the goal of reaching a successor agreement by June 2012.

11.       Ratification and Approval: This Memorandum of Agreement is subject to ratification by the membership of AEA and approval by the School Committee.

Agreed to on this___ day of September, 2011, by the negotiating teams for the

Arlington School Committee                                                Arlington Education Association

__________________________                                     _______________________________

__________________________                                     _______________________________

__________________________                                     _______________________________

_______________________________

_______________________________

_______________________________

_______________________________

APPENDIX E

CORI POLICY/PROCEDURES FOR EMPLOYEES

BACKGROUND: Chapter 385 of the Acts of 2002, an Act Further Protecting Children, requires school systems to obtain criminal offender records information (“CORI”) on all current employees, applicants for employment, volunteers, individuals who provide transportation services to students on a regular basis, and independent contractors and laborers hired to perform work on school grounds.

SCHOOL SYSTEM APPROVAL PROCESS: Even though a school system has been authorized to receive CORI data on new employees, it must resubmit a certification application with the Criminal History Systems Board (“the Board”). Upon re-approval by the Board, the school system will be assigned a CORI code which allows the Board to track CORI requests and deliver information efficiently and accurately.

AUTHORIZED DISTRICT EMPLOYEES: The school system must identify the individuals who will be authorized to receive CORI data and include this information as part of the application process. As part of an Agreement of Non-Disclosure, each person who is identified by the school system to receive CORI data must sign and submit an agreement that CORI information will not be released to any individual other than the Superintendent (of Schools), and the individual for whom the CORI data was sought.

CENTRALIZED STORAGE LOCATION: Copies of the CORI request forms, and all CORI data that is received from the Board will be stored in a locked file cabinet in the office of the Superintendent. Copies will not be included in Personnel Files, nor will anyone other than the confidential secretary to the Superintendent and the individual himself/herself have access to the information.

CONDITION OF EMPLOYEMENT: It is a condition of continued employment that an employee, upon request, sign the CORI form that allows the school district to receive the CORI data from the Criminal History Systems Board pursuant to Massachusetts Law (Chapter 385 of the Acts of 2002).

FREQUENCY OF CORI SUBMISSIONS: CORI checks for individual employees will be conducted not more than every three years (3) without good cause during an individual’s term of employment. Upon the receipt of the new CORI data, the previous CORI data will be destroyed.

USE OF CORI INFORMATION: Each CORI case is different, and determinations will therefore be made on a case-by-case basis. Among the factors to be considered will include, but not be limited to when the conduct occurred, the type or nature of the conduct, the relationship of the conduct to the employee’s present position, the penalty imposed, whether the charge resulted in a conviction, whether the individual has been arrested subsequently, and post-conviction conduct.

COMMUNICATION WITH EMPLOYEE: Once the CORI data has been received by the school system, it will be filed in the office of the Superintendent. A determination will also be made whether or not the information delineated necessitates a meeting between the employee and the Superintendent. If such a meeting is indicated, the employee has the right to be represented by counsel and/or union representation,

DUE PROCESS: Any and all personnel actions resulting from a CORI report shall be conducted pursuant to the provisions of the respective collective bargaining agreement and the General Laws of the Commonwealth.

APPENDIX F

District offered credit courses and credit course equivalents

Goal:

To offer a low cost, low hassle method for staff to move across the salary lanes while gaining skills and knowledge that benefit the staff member, the district and kids. An emphasis will be placed on gaining district wide common language and experiences in areas that support the district goals.

Current Situation:

Presently only college credits can be used for movement across the salary lanes. College courses do not always meet real needs of the district or teacher. Moreover, reimbursement does not cover all fees and books, which creates a disincentive. The current system does not create a common core of knowledge and experience, but rather a patchwork of, at times, disconnected or conflicting experiences.

Part A:

•     The district will offer at least 2 "three credit" courses each year.

•     Satisfactory completion of each course will count towards movement across the salary lanes.

•     Each course will be 45 hours.

•     The courses offered will be tied to the district goals.

•     Courses will be based in Arlington, when possible

•     The district will provide the courses at no cost to the staff. Staff will not be compensated for the time taking the course.

•     Courses may be taught by APS staff or administrators or provided by others such as EDCO, Research for Better Teaching, etc.

•     The District shall select and design the course offerings, after seeking input from staff.

•     If enrollment exceeded capacity or budget, these courses will be offered in future years.

Part B:

•    District will review and may approve MTA offered courses as well for credit towards lane movement.

Part C:

Staff members who teach in an field not served by a district offered credit course, may propose to the superintendent an alternative course or series of courses for movement across the salary lanes. The Superintendent shall in his/her sole discretion approve the course(s).

•     Satisfactory completion of such an approved program will count towards movement across the salary lanes.

•     Each course/set of related courses will total 45 hours and be similar in work and rigor to a college course.

•     The courses proposed must support the district goals as well as the staff members area of teaching.

•    The district will provide up to the average tuition for a 3 credit course at local state college to cover the cost of approved courses. Staff will not be compensated for the time taking the course.

Caps and limits:

1.   No staff member may earn more than 15 credits from part a

2.   No staff member may earn more than 15 credits from part b

3.   The district may limit participation in part a and part b combined to 25 staff members/year, but it is the desire of the district to provide these opportunities to all interested staff.

APPENDIX G

EVALUATION AGREEMENT

1.   The Handbook referenced in Article XXVII of the Agreement is now called "A Handbook of Teacher Evaluation Procedures for the Arlington Public Schools: An Addendum to the Agreement between the Arlington Education Association and the Arlington School Committee (hereinafter referred to as the "Handbook").

2.   The Handbook incorporates, a statement of purpose and philosophy; evaluation procedures for teachers with and without professional status; a listing of definitions; a description of a plan of assistance and reservation; a professional observation report/form; short and long evaluation forms for teachers, counselors, nurses and librarians; and scoring rubrics for teachers, counselors, nurses and librarians.

3.   The short and long evaluation forms and the scoring rubrics are consistent with the Principles of Effective Teaching, ratified by the Association and the Committee in November, 1996.

4.   Except as amended hereby, all other provisions of the Agreement shall remain in full force and effect.

APPENDIX H

SURVEILLANCE AGREEMENT

Arlington School Committee and the Arlington Education Association

On October 6, 2009, the parties named above agreed to the following with regard to surveillance tapes located at Arlington High School:

Videotapes shall not be used for the purpose of teacher discipline unless a teacher is engaged in physical misconduct directed at either a person or property.

_____________________________________________________________________________________

For the Arlington School Committee                                For the Arlington Education Association

_________________________________                   ____________________________________

Date:____________________________                     Date: _______________________________

APPENDIX I

JOINT COMMITTEES

June 4, 2012 MOA

1.  Joint Committee on Children of Teachers Attending School in the District

As the Parties believe there is no current legal impediment, the Joint Committee established in section # 2 of the MOA dated May 10, 2011 shall resume meeting in September of 2012. The group shall meet monthly until they come to a resolution, which shall in any case be no later than May 2013.

2.   Joint Committee on Special Education Workload

The Parties agree to establish a joint committee in September of 2012 to review and analyze data on workload, caseload, roles, and responsibilities of Special Educators and Related Service Providers. The initial meeting of this Joint committee will be held by October 15, 2012. This joint committee will report periodically to the Parties, with a final report presented on or before the first School Committee meeting in January 2014.

3.   Joint Committee on Stipends

The parties agree to establish a joint committee to review and adjust stipends with an aggregate increase not to exceed $28,500 for the 2012-2013 work year. The Association and the School Committee may each appoint representatives to this joint committee, not to exceed three (3) per party. The work of this joint committee is to be completed by August 31, 2012.

INDEX

Advisory Board

 

10

Arbitration

 

 

 

Arbitrator

6

 

Decision

7

 

Fees

7

Absence

 

 

 

Active Duty

24

 

Bereavement

24

 

Extended

25

 

Illness

24-25

 

Maternity

25-26

 

Peace Corp

25

 

Professional

24

 

Religious Observations

24

 

Sabbatical

27

 

Temporary

23-24

 

Without Pay

26

 

Written Request

25, 27

Association refer to Union

 

 

Calendar

 

17

Civil Rights

 

39

Citizenship

 

32

Class Size

 

13

Compensation

 

 

 

Compensatory Time

9

 

Daily Rate

8

 

Degree Advancement

9

 

Directed Studies

14

 

Longevity

8

 

Payroll Distribution

 

 

Direct Deposit

8

 

Schedule

8

 

Pro-rated Basis

8

Compensation Continued

 

 

 

Room Change

18

 

Salary Scale

41-42

 

Sick Leave Buyback

10

 

Stipends

43-47

 

Study Groups

8

 

Summer Work

7-8

Conferences

 

12-13

CORI

 

50

Curriculum

 

31

Duties

Lunch

13

 

Non-Teaching

17-18

 

Room Change

18

 

Supervisory Assignment

14

Educational Philosophy

 

15

Evaluations refer to Teaching Evaluations

 

 

Grievance

Definition

5

 

Levels

6

 

Purpose

5

 

Time Limits

5

Health & Safety

 

16

Insurance and Annuity Plan

 

30

Job Share

 

38-39

Joint Committees

 

55

Legal Assistance

 

29

Longevity

 

9

Maternity Leave refer to Absences

 

Mentoring

16

Negotiation

 

 

 

Committee

4

 

Release Time

4

 

Procedure

5

Personal Injury

 

29

Placement

 

 

 

Students

15-16

 

Teachers

8-9

Professional Development

 

 

 

Course Reimbursement

8, 51-52

 

Course Vouchers

28

 

In-Service Credit

28

 

PDPs

28

 

Promotion

20-21

 

Recertification

28

 

Workshops

28

Professional Status (PTS)

 

14

Pupil Load

 

 

 

Elementary

13

 

Guidance Counselors

13

 

Kindergarten

13

 

Secondary

13

 

English Non-English

13

 

Special Education

13

Reimbursements

 

9

 

College Courses

18, 51-52

 

Personal Injury

29

Release Time

 

 

 

Association Representatives

3

 

Teachers

11, 27

Resources

 

 

 

Equipment

16

 

Textbooks

34

Riffed refer to Staff Reduction

 

Sabbatical

27

Salaries

 

 

 

Payment Scale

41-42

 

Payment Schedule

7

Sick Leave

 

 

 

Annual

22

 

Buyback

9-10

 

Sick Bank

22

 

Criteria

23

Staff Reduction also refer to Layoffs

 

Notification

36

 

Professional Teacher Status

37

 

Recall

36

 

Seniority

35-36

 

Procedure

37-38

Stipends

 

43-47

Strike

 

33

Student Management and Discipline

 

39

Substitutes

 

15

Surveillance

 

54

Teaching Assignments Changes

 

 

 

Changes

18

 

Duties

14, 18

 

Elementary

13

 

Guidance

13

 

Counselors

 

Teaching Assignments Continued

 

 

 

Kindergarten

13

 

Secondary

14

 

Job Share

38-39

 

Load

13

 

Meetings

15

 

Transfers/Reassignments

 

 

Involuntary

19

 

Nurses

19-20

 

On-Loan

20

 

Procedure

20

 

Temporary

20

 

Voluntary

18

Teacher Evaluations

 

33-34, 53

Textbooks

 

31

Travel Time

 

11

Union

 

 

 

Advisory Board

10

 

Agenda and Meeting

 

 

Minutes

 

 

Arbitration

6-7

 

Civil Rights

39

 

Grievance Procedures

5-6

 

Recognition

3

 

Rights

21-22

 

Save and Separabiltiy

32

 

Scope

3

 

Security

30-31

 

Strike

33

 

Work

22, 31

 

Release

 

Work Calendar

 

 

 

Conferences

12

 

Duties

14, 17-18

 

Lunch

12

 

Room

12

 

Change

 

Work Calendar/Duties Continued

 

Extra Student Help

11

 

Meetings

15

 

Non-Teaching Personnel

10, 12

 

Orientation

11

 

Preparation

14

 

Release Days

11

 

Special Education

12

 

Travel Time

11

 

Work Day

12

Work Load

 

 

 

Elementary

14

 

Secondary

14

 

Supervisory Assignment

14

Vacancies

 

 

 

Posting

20-21

 

Search Committee

22

Arlington Effective Educator Development System

ARLINGTON EFFECTIVE EDUCATOR

DEVELOPMENT SYSTEM

Memorandum of Agreement by and between the

Arlington Education Association (AEA) and the Arlington School Committee (ASC)

covering the Evaluation Process May 15, 2014

Article XXVII

From AEA Contract

Table of Contents

(1)

Purpose of Educator Evaluation

(2)

Definitions

(3)

Evidence Used in Evaluation

(4)

Rubric

(5)

Evaluation Cycle: Training

(6)

Evaluation Cycle: Annual Orientation

(7)

Evaluation Cycle: Self-Assessment

(8)

Evaluation Cycle: Goal Setting and Educator Plan Development

(9)

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

(10)

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

(11)

Observations

(12)

Evaluation Cycle: Formative Assessment

(13)

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

(14)

Evaluation Cycle: Summative Evaluation

(15)

Educator Plans: General

(16)

Educator Plans: Developing Educator Plan

(17)

Educator Plans: Self-Directed Growth Plan

(18)

Educator Plans: Directed Growth Plan

(19)

Educator Plans: Improvement Plan

(20)

Career Advancement

(21)

Rating Impact on Student Learning and Growth

(22)

Using Student Feedback in Educator Evaluation

(23)

Using Staff Feedback in Educator Evaluation

(24)

Transition from Existing Evaluation System

(25)

General Provisions

 

APPENDIX A - EVALUATION CHARTS

APPENDIX B - EDUCATOR PLAN TIMELINES

APPENDIX C – LIST OF LINKS TO RUBRICS

APPENDIX D – DDM CHART

APPENDIX E – PHOTO/MEDIA RELEASE FORM

APPENDIX F – ONE PAGE AEEDS OVERVIEW

APPENDIX G – ADDITIONAL INFORMATION FOR 2014-2015

APPENDIX H – BASELINE EDGE FORMS

Appendix C: Teacher and Caseload Educator Contract

1)          Purpose of Educator Evaluation

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

B)         The regulatory purposes of evaluation are:

i)           To promote student learning and growth 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

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 and growth, judgments based on observations and artifacts of professional practice, including unannounced observations of practice of any duration, but not less than ten minutes; and additional evidence relevant to one or more Standards of Effective Teaching Practice (603 CMR 35.03).

E)         Conversation: A post-observation meeting between an Educator and Evaluator, where the Evaluator leads a coaching conversation with the Educator about what he/she observed and gives targeted and constructive feedback to the Educator. The expectation is that this is a chance for both parties to discuss their perspective of the observation period.

F)          District-Determined Measures: Measures of student learning and growth 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. District determined measures will be negotiated by the on-going Evaluation Task Force.

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 and growth. 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. An Educator with PTS will be considered as having a new assignment if the assignment requires a different license from the license required by his or her previous position. An Educator who falls into this category will follow a Developing Educator Plan for the first year only. The Educator will then revert to a Self-Directed Growth Plan, as long as their Summative rating is proficient or exemplary.

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 for Educators with PTS who are rated needs improvement. The Directed Growth Plan will be of sufficient length to achieve the goals in the Directed Growth Plan.

iv)         Improvement Plan shall mean a plan developed by the Evaluator and the Educator for Educators with PTS who are rated unsatisfactory. The Improvement Plan will be of sufficient length to achieve the goals in the Improvement Plan. The initial Improvement Plan will commence in September and end no sooner than the December vacation. The maximum length of an Improvement Plan will be one school year. The District may recommend activities during the summer preceding the next school year. Any subsequent improvement plan will have a 30 school day minimum.

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 (“Formative Evaluation” and “Formative Assessment”) and to assess total job effectiveness and make personnel decisions (the “Summative Evaluation”).

K)         Evaluation Task Force: The group of Educators appointed by the Association President, and Administrators appointed by the Superintendent who shall represent their respective organizations during the ongoing review process and the subsequent bargaining sessions that result from this process.

L)          Evaluator: Any Arlington Public School employee designated by a superintendent who has primary or contributory responsibility for observation and evaluation. The superintendent is responsible for ensuring that all Evaluators have training in the principles of supervision and evaluation. The building principal or Director of Special Education will approve the Educator’s performance rating and evaluation. The employees who have primary and contributory responsibilities for observation and evaluation are designated in Appendix A. No additions or substitutions can be made to this list without notice to and agreement of the Association.

i)           Primary Evaluator shall be the person who is responsible for the Educator Plan, and supervises the Educator’s progress through formative assessments, evaluating the Educator’s progress toward attaining the Educator Plan goals, and makes recommendations about the evaluation ratings to the Principal of the building, or Director of Special Education in the case of some Special Educators (see Appendix A). In some cases, the Primary Evaluator will be the Principal of the building. The Primary Evaluator will carry out the majority of the observations and feedback sessions.

ii)          Contributing Evaluator shall be the Principal of the building, or his or her designee, a Special Education Coordinator, or the Director of Special Education. (See Appendix A for detailed information regarding the Primary and Contributing Evaluator for each position). A Contributing Evaluator shall conduct at least one unannounced observation for each Educator under his or her supervision.

iii)         Department Heads not otherwise assigned to evaluate an educator may be invited to carry out an observation at the request of the evaluator or educator. The total number of such requests needs to be reasonable for the overall Department Head observation load. If a Department Head plans to observe an educator, the educator will receive advance notice within a reasonable time frame.

iii)         Teaching Staff Assigned to More Than One Building: Educators who are assigned to more than one building will be evaluated by the 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 predominant assignment, the superintendent will determine who the Primary Evaluator will be.

iv)         Notification of Evaluator: Primary Evaluators will notify the Educators they are evaluating by e-mail by September 15. The goal is to have a Primary Evaluator with the most direct experience in the Educator’s area of instruction.

v)          Master List: The master list of Primary and Contributing Evaluators for each Educator will be provided to the Association by September 15. In addition, master evaluation lists will be kept in the main office of each school (and the Preschool office).

M)         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.

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

O)         Family: Includes students’ parents, legal guardians, foster parents, or primary caregivers.

P)         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.

Q)         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.

R)         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 and growth. Goals may be developed by individual Educators, by the Evaluator, or by teams, departments, or groups of Educators who have the same role.

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

T)          Multiple Measures of Student Learning and Growth: 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.

U)         New Assignment: An educator with PTS shall be considered in a new assignment when teaching under a different license for the first year only.

V)         Observation: A data gathering process by the Evaluator that includes notes and judgments made during one or more classroom or worksite visits(s) of any duration, but not less than 10 minutes. Observations may also include examination of artifacts of practice, including student work. Classroom or worksite observations conducted pursuant to this article must result in targeted and constructive 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.

W)        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: Arlington Education Association

X)         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.

Y)         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.

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

AA)       Rating of Educator Impact on Student Learning and Growth: 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 and growth, using guidance and model contract language from ESE.

BB)        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 progress towards 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 Goal(s)

CC) 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

DD)      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.

EE)       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.

FF)       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.

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

3)          Evidence Used In Evaluation

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

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

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

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

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

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

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

i)           Unannounced observations of practice of any duration, but not less than 10 minutes, that result in targeted and constructive feedback.

ii)          Announced observation(s) for the following Plan types: Developing Educator Plans, Directed Growth Plans, and Improvement Plans.

iii)         Examination of Educator work products.

iv)         Examination of student work samples.

v)          Audiotapes, videotapes, and photographs may be used as evidence by mutual consent of the Educator and Evaluator. Documentation of agreement will be in writing using the form as designed by the Evaluation Task Force and renewed each year. Educators may submit any of the above named types of evidence at their own discretion at any time.

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

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

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

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

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

iv)         Note: The expectation is that an Educator will collect and share the three best sources of evidence for each of the four standards, and for each of the two goals. No more than three pieces of evidence in each area will be expected. The same evidence may count towards more than one standard, when appropriate.

D)         Other Evidence: It is understood that there are some aspects of an Educator’s practice that cannot be readily observed, but that is key to an Educator’s ability to carry out their duties effectively. Timely and appropriate completion of paperwork is an example of one such area. If an Evaluator has concerns related to an area of practice that cannot be readily observed as part of an announced or unannounced observation, they may submit a Word document to the Evidence Board of the Educator’s Baseline Edge portal. Using any type of evidence that was not directly observed must follow the same guidelines that govern observations under this contract. An Evaluator must document that a concern was:

i)           Brought to the Educator’s attention in a timely manner (days, not weeks)

ii)          Included a targeted, constructive, and specific explanation

iii)         Educator must have had an opportunity to respond

iv)         Evaluator must provide a clear picture of the expectation in this area going forward

4)          Rubric

The rubrics are a scoring tool used for the Educator’s self-assessment, the formative assessment, the formative evaluation and the summative evaluation. The parties agree that the rubrics identified in Appendix C will be used for the evaluation process. Rubrics for specific job categories may be amended by mutual agreement of the Association and the School Committee.

5)          Evaluation Cycle: Training

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

B)         By November 1st of the first year of this agreement, all Educators shall complete a professional learning activity around self-assessment and goal-setting. Any Educator hired after the November 1st date, who has not previously completed such an activity, shall complete such a professional learning activity around self-assessment and goal-setting within three months of the date of hire. The Evaluation Task Force will determine the type and quality of the learning activity based on guidance provided by ESE.

6)          Evaluation Cycle: Annual Orientation

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

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

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

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

7)          Evaluation Cycle: Self-Assessment (Note: While conducting a general self-assessment can be a productive and worthwhile activity that helps Educators reflect on their practice, it is understood that most of the Educator’s time and effort will go into drafting Professional Practice and Student Learning goals aligned with School and District goals, and developing an appropriate Educator Plan. There is no required documentation, nor are there any forms associated with the Self-Assessment activity.)

A)         Completing the Self-Assessment

i)           The evaluation cycle begins with the Educator reviewing District and School goals, as well as receiving broad guidelines from their Evaluator about which standards and curriculum areas to focus on.

ii)          The self-assessment includes:

(a)         An analysis of evidence of student learning and growth for students under the Educator’s responsibility. Note: Evaluators must provide data related to MCAS and other district common assessments,

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

(c)         Proposed goals to pursue:

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

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

B)         Proposing the goals

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

Evaluators may give Educators broad guidelines about the areas of curriculum and practice to focus on, but they will not dictate specific goals for the Educator. The intention is that this is a collaborative process guided by the Evaluator, but detailed by the Educator. Evaluators may also work with an Educator to revise and refine final goals. Prior to the goal setting process, school and/or district leaders will provide educators with assessment data, analysis, and copies of school and district goals.

ii)          For Educators in their first year of practice, the Primary 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. Educators in their first year of practice will also participate in the district 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 activities pursuant to 603 CMR 7.12., the Educator may address shared grade level or subject area team goals.

iv)         For Educators on a Self-Directed Growth Plan, or with approval from his/her Evaluator, the goals may be team goals. In addition, these Educators may include individual professional practice goals that address enhancing skills that enable the Educator to share proficient practices with colleagues or develop leadership skills.

v)          For Educators on a Directed Growth or Improvement Plan, the professional practice goal must address specific standards and indicators identified for improvement in the Plan. In addition, the goals may address shared grade level or subject area team goals.

8)          Evaluation Cycle: Goal Setting and Educator Plan Development

A)         By the end of the school year, the School Committee will approve the District Goals for the following year.

B)         School goals that could affect educator goals will be finalized by the end of the school year.

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

D)         To determine the goals to be included in the Educator Plan, the Evaluator reviews the goals the Educator has proposed using evidence of Educator performance and impact on student learning based on the Educator’s goal setting process and other sources that the Evaluator shares with the Educator.

E)         Educator Plan Development Meetings shall be conducted as follows:

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

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

iii)         The Evaluator shall meet individually with Educators on a Directed Growth or Improvement Plan to develop professional practice goal(s) that must address specific standards and indicators identified for improvement in the Plan. In addition, the goals may address shared grade level or subject matter goals.

F)          The Primary Evaluator approves the Educator Plan by November 1st. The Educator shall sign the Educator Plan within 5 school days of its receipt and may include a written response. The Educator’s signature does not indicate agreement or disagreement with its contents. The Evaluator retains final authority over the content of the Educator’s Plan, though the expectation is that this will be a collaborative process between the Educator and the Evaluator.

9)          Evaluation Cycle: Observation of Practice and Examination of Artifacts – Educators without PTS in the first three years of practice in the District, or Educators with PTS during the first year teaching under a new license:

A)   The Educator shall have at least four unannounced observations and one announced observation during the evaluation Plan year.

B)   The first unannounced observation must occur by October 15.

C)   One announced observation must take place by November 15.

D)   Additional unannounced observations must take place between December, and April. See Appendix B for dates and timelines of observations. The dates provided in the Educator Plan timelines are deadlines. Observations may take place sooner than the deadline indicates, but must be reasonably spaced out over time.

10)        Evaluation Cycle: Observation of Practice and Examination of Artifacts – Educators with PTS on a Self-Directed Growth Plan

A)         The Educator whose overall rating is proficient or exemplary must have at least three unannounced observations during the evaluation Plan year.

B)         The first unannounced observation must occur by November 15.

C)         Additional unannounced observations must take place between December and April. See Appendix B for dates and timelines of observations. The dates provided in the Educator Plan timelines are deadlines. Observations may take place sooner than the deadline indicates, but must be reasonably spaced out over time.

Evaluation Cycle: Observation of Practice and Examination of Artifacts – Educators with PTS on Directed Growth Plan

D)         The Educator whose overall rating is Needs Improvement must be observed according to the Directed Growth Plan during the period of the Plan which must include at least five unannounced observations and one announced observation.

E)         The first unannounced observation must occur by October 15.

F)          The first announced observation must occur by November 15.

G)         Additional unannounced observations must take place each month in December, January, March, and April.

H)         The Directed Growth Plan will be written according to the requirements outlined in article 18 around provision of a written plan that will include specific assistance to the Educator and specific areas of improvement to be completed before the end of the Plan.

I)           See Appendix B for dates and timelines of observations.

Evaluation Cycle: Observation of Practice and Examination of Artifacts – Educators with PTS on an Improvement Plan

J)          The Educator must be observed according to the Improvement Plan, which must include both unannounced and announced observations.

K)         The first unannounced observation will occur by September 30.

L)          Two additional unannounced observations will take place in October, two in November, and one in December.

M)         One announced observation will take place by the Formative Assessment review. The announced observation will take the place of one of the unannounced observations for the month in which it occurs.

N)         Additional unannounced observations will occur at least once a month from January on until the end of the Improvement Plan, if the Plan extends beyond the December vacation.

O)         The Improvement Plan will include the requirements of article 19 below around provision of a written plan that will include specific assistance to the Educator and specific areas of improvement to be completed before the end of the Plan.

P)         The minimum time period of the first Improvement Plan will be from the beginning of the school year until the December vacation.

Q)         A successive improvement plan will have a 30 school day minimum time plan (Improvement Plan – Directed Growth Plan – Improvement Plan).

R)         See Appendix B for dates and timelines of observations.

11)        Observations

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

A)         Unannounced Observations

i)           Unannounced observations may be in the form of partial or full-period classroom visitations, but not less than 10 minutes. These observations must result in targeted and constructive feedback. An Evaluator will signal to the Educator that an observation is underway by taking notes and spending a minimum of ten minutes in the room.

ii)          Instructional Rounds, Walkthroughs, and Learning Walks are non-evaluative, collaborative observation protocols designed to assess overall school culture. This does not preclude an Evaluator from providing feedback after such visit, however this feedback will not be part of the formal evaluation process.

iii)         If a principal or department head is accompanied by his/her own Evaluator during an observation, the primary purpose of that second Evaluator’s presence is to evaluate the principal or department head, not the Educator. At the request of the Educator, the Primary and Contributing Evaluator may conduct a joint observation.

iv)         Department meetings, parent meetings, IEP meetings, PLC meetings, grade level meetings, etc… may also be used as observations. In this case, Evaluators will alert the Educator to this fact at the beginning of the meeting by stating, “I am going to act as an observer during this meeting.” The Evaluator will then refrain from participating in the meeting in order to be an objective observer.

v)          The Educator will be provided with at least brief written feedback from the Evaluator within 5 school days of the observation and before the follow up meeting. The written feedback shall include any topics the Evaluator will be raising in the subsequent feedback conversation. At the request of the Educator, the post-observation conversation can happen prior to written feedback being received.

vi)         Each Evaluator will articulate in writing how they will offer times that they are available for follow-up conversations with Educators. This plan will be given to all Educators they will be evaluating at the beginning of the year. Following the receipt of draft written feedback on an observation, Educators will contact the Evaluator for a 15 – 20 minute time slot to discuss the observation. Evaluators will ensure that there are sufficient time slots available before, during, and after school for these follow up conversations. Educators and Evaluators will work together to set up a mutually convenient time to meet.

vii)        This timeframe may be extended due to unavailability on the part of either the Evaluator or the Educator during the five days after the observation. All attempts will be made to schedule the post-observation conversation in a timely manner.

viii)       The Evaluator shall provide the Educator with final written feedback within 5 school days of the post-observation conversation.

ix)         Any observation, series of observations, or collection of evidence 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, or a meeting to review additional evidence within 30 school days.

x)          For any standard where the Educator’s practice was found to be unsatisfactory or needs improvement, the feedback must:

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

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

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

(4th)     State the expectation for what the Educator must do to achieve proficiency in this area.

B)         Announced Observations

i)           All non-PTS Educators, Educators teaching under a new license for the first year only, and PTS Educators on Directed Growth or Improvement Plans shall have at least one Announced Observation of a full class period or lesson (or its equivalent for non-teaching Educators).

(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 shall meet for a pre-observation conference

(1st) At the request of the Evaluator, the Educator shall provide a draft of the lesson, student conference, IEP plan or activity prior to the observation.

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

(c)         The Educator will be provided with at least brief written feedback from the Evaluator within 5 school days of the observation. The written feedback shall include any topics the Evaluator will be raising in the subsequent feedback conversation. At the request of the Educator, the post-observation conversation can happen prior to written feedback being received.

(d)        Within 5 school days of the observation, the Evaluator and Educator shall meet for a post-observation conversation. This timeframe may be extended due to unavailability on the part of either the Evaluator or the Educator during the 5 days after the observation. All attempts will be made to schedule the post-observation in a timely manner.

(e)        Each Evaluator will articulate in writing how they will offer times that they are available for follow-up conversations with Educators. This plan will be given to all Educators they will be evaluating at the beginning of the year. Following the receipt of draft written feedback on an observation, Educators will contact the Evaluator for a 15 – 20 minute time slot to discuss the observation. Evaluators will ensure that there are sufficient time slots available before, during, and after school for these follow up conversations. Educators and Evaluators will work together to set up a mutually convenient time to meet.

(f)         The Evaluator shall provide the Educator with final written feedback within 5 school days of the post-observation conversation.

(g)        For any standard where the Educator’s practice was found to be unsatisfactory or needs improvement, the feedback must:

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

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

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

(4th)     State the expectation for what the Educator must do to achieve proficiency in this area.

12)        Evaluation Cycle: Formative Assessment

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

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

C)         The Formative Assessment report provides written feedback to the Educator about his/her progress towards attaining the goals set forth in the Educator Plan and performance on the Standards and Indicators of Effective Teaching Practice.

D)         No less than two weeks before the due date for the Formative Assessment report (see timelines in Appendix B) the Educator shall provide to the Evaluator evidence on the standards and their goals.

E)         The Evaluator and the Educator will meet to discuss the Formative Assessment Report. See timelines in Appendix B. A draft of the Formative Assessment Report shall be provided to the Educator through the password protected Baseline Edge program at least 24 hours prior to the Formative Assessment conversation.

F)          Following the Formative Assessment conversation, the Evaluator shall complete the final Formative Assessment report and provide a copy to the Educator. All Formative Assessment reports must be signed by the Evaluator and Educator in Baseline Edge.

G)         The Educator may reply in writing to the Formative Assessment report within 5 school days of receiving the report using an 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. 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 at the Formative Assessment report time, the Evaluator discerns that there have been significant changes in the performance of the Educator since the last summative rating the Educator received, the Evaluator will indicate that failure to improve in the indicated areas may result in the recommendation for a change in rating and plan type at the Summative or Formative Evaluation period. This statement will be included in the final Formative Assessment report.

K)         For any standard where the Educator’s practice was found to be unsatisfactory or needs improvement, the feedback must:

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

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

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

(4th)      State the expectation for what the Educator must do to achieve proficiency in this area.

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

A)          Educators on two year Self-Directed Growth Educator Plans receive a Formative Evaluation report 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 Directed Growth Plan for the following year.

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 performance overall.

C)          No less than two weeks before the due date for the Formative Evaluation report (see timelines in Appendix B), the Educator shall provide to the Evaluator evidence on the standards and goals.

D)         The Evaluator shall complete the draft Formative Evaluation report and provide a copy to the Educator through the password protected Baseline Edge software program at least 24 hours prior to the conversation.

E)          Following the Formative Evaluation conversation, the Evaluator shall complete the final Formative Evaluation report and provide a copy to the Educator. All Formative Evaluation reports must be signed by the Evaluator and Educator in Baseline Edge.

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

G)         The Educator shall sign the Formative Evaluation report within 5 school days of receiving the report. The signature indicates that the Educator received the Formative Evaluation report. 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 Directed Growth Plan during the next school year.

J)          If the Evaluator is assigning ratings that differ from prior Summative Evaluations, a paper copy of the signed final Formative Evaluation report and any Educator response to the report shall be filed in the Educator’s personnel file at the end of the year. The Educator and Evaluator will initial their digital signature on the hard copy. In addition, the Principal will sign and date the document before it is placed in the personnel file.

K)          For any standard where the Educator’s practice was found to be unsatisfactory or needs improvement, the feedback must:

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

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

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

(4th)      State the expectation for what the Educator must do to achieve proficiency in this area.

14)        Evaluation Cycle: Summative Evaluation

A)          The evaluation cycle concludes with a summative evaluation report. For Educators on a one or two year Educator Plan, the summative report must be written and provided to the educator by 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 progress towards the attainment of the Educator Plan goals.

C)          For an Educator whose overall performance rating is exemplary or proficient and whose impact on student learning and growth 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.

D)         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.

E)          To be rated proficient overall, a PTS Educator shall, at a minimum, have been rated proficient on the Curriculum, Planning and Assessment and the Teaching All Students Standards of Effective Teaching Practice.

F)          The Educator will provide to the Evaluator evidence on standards and goals no less than two weeks before the due date for the Summative Evaluation report. (See Appendix B)

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

H)         The Evaluator shall deliver a signed copy of the Summative Evaluation through Baseline Edge no later than May 15, and at least 24 hours prior to the Summative Evaluation conversation.

I)           The Evaluator shall meet with non-PTS Educators, and PTS Educators rated needs improvement or unsatisfactory to discuss the summative evaluation by June 1.

J)          The Evaluator will meet with the Educator rated proficient or exemplary to discuss the summative evaluation by June 10.

K)         Upon mutual agreement, the Educator and the Evaluator may develop the Self-Directed Growth Plan for the following two years during the meeting on the Summative Evaluation report. This undertaking is optional.

L)          The Educator shall sign the final Summative Evaluation report within five days after receiving it. The signature indicates that the Educator received the Summative Evaluation. The signature does not indicate agreement or disagreement with its contents.

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

N)         A paper copy of the signed final Summative Evaluation report and any Educator response to the report shall be filed in the Educator’s personnel file at the end of the year. The Educator and Evaluator will initial their digital signature on the hard copy. In addition, the Principal will sign and date the document before it is placed in the personnel file.

O)         For any standard where the Educator’s practice was found to be unsatisfactory or needs improvement, the feedback must:

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

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

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

(4th)     State the expectation for what the Educator must do to achieve proficiency in this area.

15)        Educator Plans – General

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

B)         The Educator Plan shall include, but is not limited to:

i)           At least one goal related to improvement of practice tied to one or more Performance Standards;

ii)          At least one goal for the improvement of student learning for the students under the Educator’s responsibility;

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

C)         It is the Educator’s responsibility to work toward attaining the goals in the Plan and to participate in any trainings and professional development provided through the state, district, or other providers in accordance with the Educator Plan.

16)        Educator Plans: Developing Educator Plan

A)         The Developing Educator Plan is for all Educators without PTS, and Educators with PTS in new assignments teaching under a different license for the first year only.

B)         The Educator shall be evaluated at least annually.

17)        Educator Plans: Self-Directed Growth Plan

A)         A Two-year Self-Directed Growth Plan is for those Educators with PTS who have an overall rating of proficient or exemplary, and whose impact on student learning and growth 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 whose impact on student learning and growth 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 and growth to seek to determine the cause(s) of the discrepancy.

18)        Educator Plans: Directed Growth Plan

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

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

C)         The Directed Growth Plan process shall include:

i)           Within ten school days of notification to the Educator that the Educator is being placed on a Directed Growth Plan, the Primary Evaluator and Building Principal shall schedule a meeting with the Educator to discuss the Directed Growth Plan. The Evaluator(s) and Educator will mutually develop a specific plan of assistance to address the areas of need specified in writing by the Evaluator(s).

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

iii)         The Association will be informed that an Educator has been placed on a Directed Growth Plan, but no further details will be provided without the consent of the Educator.

D)         The Directed Growth 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. The Educator’s signature indicates that the Educator received the Improvement Plan. The signature does not indicate agreement or disagreement with its contents.

viii)       A paper copy of the plan shall be placed in the Educator’s personnel file.

E)         The Evaluator shall complete a Summative Evaluation for the Educator at the end of the period determined by the Plan, but at least annually, and in no case later than May 15th.

F)          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.

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

19)        Educator Plans: Improvement Plan

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

B)         The parties agree that in order to provide students with the best instruction, it may be necessary to place an Educator whose practice has been rated as unsatisfactory on an Improvement Plan. An Improvement Plan will begin in September and will have a minimum duration through December vacation, and last no more than one school year.

C)         The Evaluator must complete a Summative Evaluation for the Educator at the end of the period determined by the Improvement Plan.

D)         An Educator on an Improvement Plan shall be assigned an Evaluator, who will be responsible for providing the Educator with guidance and assistance in accessing the resources and professional development outlined in the Improvement Plan.

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

F)          The Improvement Plan process shall include:

i)           Within ten school days of notification to the Educator that the Educator is being placed on an Improvement Plan, the Primary Evaluator and Building Principal shall schedule a meeting with the Educator to discuss the Improvement Plan. The Evaluator(s) and Educator will mutually develop a specific plan of assistance to address the areas of need specified in writing by the Evaluator.

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

iii)         The Employee Association will be informed that an Educator has been placed on an Improvement Plan, but no further details will be provided without the consent of the Educator.

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. The Educator’s signature indicates that the Educator received the Improvement Plan. The signature does not indicate agreement or disagreement with its contents.

viii)       A paper copy of the Improvement Plan shall be placed in the Educator’s personnel file.

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

20.        Career Advancement

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

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

21.        Rating Impact on Student Learning and Growth

District Determined Measures (DDM’s) are measures of student learning and growth related to the Massachusetts Curriculum Frameworks, or other relevant frameworks, that are comparable across grade or subject level district-wide.

The School Committee and the Association believe that the interpretation and application of data from District Determined Measures reflects a best practice for the profession which, if used to benefit students, is an important part of understanding how children learn, thereby improving instructional practice. Teachers know what measures best reflect effective instructional practices and their expertise is crucial to productive use and analysis of DDM’s.

The purpose of DDM’s is to provide educators and evaluators with additional information including, but not limited to, trends and patterns in student learning and growth, to better inform educator plans, as well as school and district goals.

These measures shall include, but shall not be limited to: portfolios, approved commercial assessments, and district-developed pre and post unit and course assessments, and capstone projects. Administrators and teachers by department and grade level teams will collaboratively generate DDM’s and determine the measure of student growth from the DDM’s.

The parties agree that the identification and creation of DDM’s is to be a collaborative process between teachers and administrators subject to approval by the Superintendent and the Association. In addition, the parties agree to satisfy any bargaining obligation with respect to District Determined Measures.

The DDM Working Group representing teachers and administrators formed in 2013-2014 shall continue. This Working Group is co-chaired by the Superintendent of Schools or his/her designee and the President of the Association or his/her designee. The purpose of this group is to participate in the continuous improvement of the district’s DDM’s and to serve as a resource to inform choices and support the process for the selection of District Determined Measures.

The effect of a determination of low impact on student learning and growth after three years may result in a One-Year Self-Directed Growth Plan.

The district agrees to pilot the use of the common assessments in Appendix D during the 2014-2015 school year as District Determined Measures, and to seek a waiver for the other areas indicated in the chart.

22.        Using Student Feedback in Educator Evaluation

ESE will provide model contract language, direction and guidance on using student feedback in Educator Evaluation by July 1, 2014. Upon receiving this model contract language, direction and guidance, the parties agree to bargain with respect to this matter.

23.        Using Staff Feedback in Administrator Evaluation

ESE will provide model contract language, direction and guidance on using staff feedback in Administrator Evaluation by July 1, 2014. Upon receiving this model contract language, direction and guidance, the parties agree to bargain with respect to this matter.

24.        Transitioning from Existing Evaluation System

A)         The Superintendent, Association President, and Director of Human Resources shall agree on a process for identifying the Educator Plan that each Educator will be placed on during the Educator’s first year being evaluated under the new procedures.

B)         The parties agree to address the workload issue of Evaluators for the initial evaluation cycle by attempting to balance Evaluators workload such that 50% of teachers under their supervision are on a 1 year plan and 50% of teachers on a 2 year plan for each Evaluator. The mechanism for determining which PTS teachers will be on the first or second year of a Self Directed Growth Plan will be by drawing names. The drawing procedure will be administered by one AEA representative and one administrative representative. All pilot teachers will be placed on the first year of a two-year Self-Directed Growth Plan. The existing evaluation system will remain in effect until the provisions set forth in this Article are implemented in the 2013-2014 school year. The relevant timeframe for adopting and implementing new systems is set forth in 603 CMR 35.11(1).

C)         Under the current Evaluation Handbook, a teacher may be placed on a Plan of Assistance at any point during the evaluation cycle after the Evaluator makes the determination that the teacher is not meeting the criteria of the Principles of Effective Teaching by notifying the teacher and the President of the Association in writing, (p.9, A Handbook of Teacher Evaluation Procedures for the Arlington Public Schools). The equivalent plan under the new evaluation system is a Directed Growth Plan.

D)         Any Evaluator who intends to recommend that a teacher be placed on a Directed Growth Plan for the 2013 -2014 school year shall do so in writing to the Superintendent and the President of the Association by May 15 of 2013. The standard for placing an Educator on a Directed Growth Plan will be a minimum of one year of documentation of evaluation, supervision and support, including feedback with specific areas of deficiency that were not subsequently rectified. In this case, a Directed Growth Plan shall be written according to article 18 above.

25.        General Provisions

A)         Only Educators who are licensed with appropriate supervisory licenses, and who are employed by the district as administrators, and whose positions are included in the Evaluator list in Appendix A, may serve as Evaluators of Educators. No additions or substitutions can be made to this list without notice to and agreement of the Association.

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 ensure 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 all the information as included in the six training modules as specified by the Department of Education. In addition, the Superintendent will ensure that all Evaluators have specific training around discourse necessary to support a coaching model. A folder documenting trainings held, including agendas and attendance records, will be kept in the Superintendent’s office.

D)         Should there be a serious disagreement between the Educator and the Evaluator regarding an overall summative performance rating of unsatisfactory or needs improvement, 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. At the Educator’s request, a member of the Association may also attend the meeting.

E)         The parties agree to establish a joint labor-management Evaluation Task Force, which shall review the evaluation processes and procedures annually through the first three years of implementation and recommend adjustments to the parties that will be subsequently bargained.

F)          Any changes to the evaluation system that are bargained shall be made in time for ratification by the 3rd Thursday in May.

G)       Violations of this article are subject to the grievance and arbitration procedures.

H)       The parties recognize that the time-lines and dates associated with the newly negotiated Educator Evaluation System, while agreed upon in good faith, are, to some extent untested. Thus for the 2014-2015 school year, the Association agrees that missed timeline alone of less than ten (10) school days shall not be the subject of a grievance alleging a violation of the new Educator Evaluation System. The parties agree to monitor the implementation of the new Educator Evaluation System during the 2014-2015 school year, including the actual implementation of the timelines, and agree to negotiate any proposed revisions to the timelines in June 2015.

I)         The Association and the Administration will collaborate on a template to be used for the creation of Directed Growth and Improvement Plans.

J)        There will be no mid-year plan changes in 2014-2015.

K)        The following meeting dates will be dedicated to meeting the requirements of the new Evaluation System:

•     September Early Release: Work on Goals and Educator Plan Development

•     One district meeting in January and one district meeting in April will be designated as PLC time for the purpose of collaboration and Evidence Collection. These meetings will be scheduled before the January and April due dates for Evidence Collection.

Arlington Effective Educator Development System

APPENDIX A – APS EVALUATION CHARTS

ARLINGTON HIGH SCHOOL

STAFF POSITION

PRIMARY EVALUATOR

CONTRIBUTING EVALUATOR(s)

Alternative Programs - Workplace

Principal/Assistant Principal/Dean

Principal/Assistant Principal/Dean

Alternative Programs - Germaine Lawrence

Special Education Coordinator

Principal/Assistant Principal/Dean

Computers & Technology

Principal/Assistant Principal/Dean

Principal/Assistant Principal/Dean

English

English Curriculum Director

Principal/Assistant Principal/Dean

English Language Learners (ELL)

ELL Curriculum Director

Principal/Assistant Principal/Dean

Family & Consumer Science

Principal/Assistant Principal/Dean

Director of Health, Wellness and Counseling

Guidance Department & Social Workers

Dean

Principal/Assistant Principal/Dean

History & Social Sciences

History & Social Sciences Curriculum Director

Principal/Assistant Principal/Dean

Librarian/Media Specialist

Principal/Assistant Principal/Dean

Principal/Assistant Principal/Dean

Mathematics

Mathematics Curriculum Director

Principal/Assistant Principal/Dean

Nurse

Director of Nursing

Principal/Assistant Principal/Dean

PE, Health & Wellness

Director of Health, Wellness & Counseling

Principal/Assistant Principal/Dean

Performing Arts

Performing Arts Curriculum Director

Principal/Assistant Principal/Dean

Reading Specialist

English Curriculum Director

Special Education

Coordinator/Principal/Assistant

Principal/Dean

Science & Technology/Engineering

Science &

Technology/Engineering Curriculum Director

Principal/Assistant Principal/Dean

Title I Reading Teacher (GL)

Ass’t. Superintendent

GL Administrator

Visual Arts

Visual Arts Curriculum Director

Principal/Assistant Principal/Dean

World Languages

World Languages Curriculum Director

Principal/Assistant Principal/Dean

AHS Special Education:

 

 

Learning Specialist

Special Education Coordinator

Principal/Assistant Principal/Dean

OT

Special Education Coordinator or Director

Principal/Assistant Principal/Dean

Psychologist

Special Education Coordinator or Director

Principal/Assistant Principal/Dean

PT

Special Education Coordinator or Director

Principal/Assistant Principal/Dean

SLC Classroom Teacher

Special Education Coordinator

Principal/Assistant Principal/Dean

SLC Social Worker

Special Education Coordinator or Director

Principal/Assistant Principal/Dean

SLP

Special Education Coordinator or Director

Principal/Assistant Principal/Dean

Team Chair

Special Education Coordinator or Director

Principal/Assistant Principal/Dean

OTTOSON MIDDLE SCHOOL

STAFF POSITION

PRIMARY EVALUATOR

CONTRIBUTING EVALUATOR(s)

A.C.E.

Principal/Assistant Principal

Principal/Assistant Principal

Alternative Programs (STARS)

Principal/Assistant Principal

Special Education Coordinator

Computers & Technology

Principal/Assistant Principal

Principal/Assistant Principal

English

English Curriculum Director

Principal/Assistant Principal

English Language Learners (ELL)

ELL Curriculum Director

Principal/Assistant Principal

Family & Consumer Science

Assistant Principal

Principal/Assistant Principal

Guidance & Social Workers

Principal/Assistant Principal

Principal/Assistant Principal

History & Social Sciences

History & Social Sciences Curriculum Director

Principal/Assistant Principal

Mathematics

Mathematics Curriculum Director

Principal/Assistant Principal

Nurse

Director of Nursing

Principal/Assistant Principal

PE, Health & Wellness

Principal/Assistant Principal

Principal/Assistant Principal

Performing Arts

Performing Arts Curriculum Director

Principal/Assistant Principal

Reading Specialist

English Curriculum Director

Principal/Assistant Principal

Science & Technology/Engineering

Science & Technology/Engineering Curriculum Director

Principal/Assistant Principal

Visual Arts

Visual Arts Curriculum Director

Principal/Assistant Principal

World Languages

World Languages Curriculum Director

Principal/Assistant Principal

OMS Special Education:

 

 

Learning Specialist

Special Education Coordinator

Principal/Assistant Principal

OT

Special Education Coordinator or Director

Principal/Assistant Principal

Psychologist

Special Education Coordinator or Director

Principal/Assistant Principal

PT

Special Education Coordinator or Director

Principal/Assistant Principal

SLC Classroom Teacher

Special Education Coordinator

Principal/Assistant Principal

SLC Social Worker

Special Education Coordinator or Director

Principal/Assistant Principal

SLP

Special Education Coordinator or Director

Principal/Assistant Principal

Team Chairs

Special Education Coordinator or Director

Principal/Assistant Principal

Out of District Team Chair

Special Education Director

Superintendent

ELEMENTARY SCHOOLs

STAFF POSITION

PRIMARY EVALUATOR

CONTRIBUTING EVALUATOR(s)

Elementary Classroom Teachers

Building Principal

N/A*

ELL

ELL Curriculum Director

Building Principal

Math Coaches

Math Curriculum Director

Building Principal

Nurse

Director of Nursing

Building Principal

PE, Health & Wellness

Building Principal

N/A

Performing Arts

Performing Arts Curriculum Director

Building Principal

Reading Coaches

Assistant Superintendent

Building Principal

Reading Specialist

Building Principal

N/A*

Visual Arts

Visual Arts Curriculum Director

Building Principal

Elementary Special Education:

 

 

Building Based Social Worker

Special Education Coordinator

Building Principal

Classroom Teacher

Special Education Coordinator

Building Principal

Learning Specialist

Building Principal

Special Education Coordinator

OT

Special Education Coordinator

Building Principal

Psychologist

Special Education Coordinator

Building Principal

PT

Special Education Coordinator or Director

Building Principal

SLC Social Worker

Special Education Coordinator or Director

Building Principal

SLP

Special Education Coordinator

Building Principal

Team Chairs

Special Education Director or Coordinator

Building Principal

* For elementary classroom teachers, a curriculum director or Special Education Coordinator may conduct one or more observation if requested by the evaluator or educator. If the curriculum director or coordinator plans to observe a teacher, the teacher will receive advance notice in a reasonable time frame.

MENOTOMY PRESCHOOL

STAFF POSITION

PRIMARY EVALUATOR

CONTRIBUTING EVALUATOR(s)

Regular Education Preschool Teacher

Early Childhood Coordinator or Special Education Director

Superintendent or his/her Designee

Special Education:

 

 

Classroom Teacher

Early Childhood Coordinator or Special Education Director

Superintendent or his/her Designee

OT

Early Childhood Coordinator or Special Education Director

Superintendent or his/her Designee

Psychologist

Early Childhood Coordinator or Special Education Director

Superintendent or his/her Designee

PT

Early Childhood Coordinator or Special Education Director

Superintendent or his/her Designee

SLP

Early Childhood Coordinator or Special Education Director

Superintendent or his/her Designee

Social Worker

Early Childhood Coordinator or Special Education Director

Superintendent or his/her Designee

Team Chair

Special Education Director or Coordinator

Superintendent or his/her Designee

APPENDIX B - TIMELINES

Timeline for a TWO YEAR SELF-DIRECTED GROWTH PLAN

For Educators with PTS with a rating of Proficient or Exemplary

Activity:

Completed By:

Superintendent, principal or designee meets with Evaluators and Educators to explain evaluation process

September 15

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

Educator submits proposed goals

October 1

Evaluator meets with Educators in teams or individually to discuss Educator Plans

October 15

Evaluator approves Educator Plans

November 1

Evaluator completes Unannounced Observation of each Educator

November 15

Evaluator completes 2nd Unannounced Observation

January 31

Evaluator completes 3rd Unannounced Observation

April 30

Educator submits evidence on standards and goals

April 30

Evaluator completes Formative Evaluation Report (Year 1) Evaluator completes Summative Evaluation Report (Year 2)

May 15

Evaluator conducts Formative Evaluation Conversation (Year 1) Evaluator conducts Summative Evaluation Conversation (Year 2)

 

A) If recommendation is to move Educator to Directed Growth Plan

June 1

B)  If staying on Self-Directed Growth Plan

June 10

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

June 15

Note: Evaluator and Educator sign Directed Growth Plan for subsequent year, if Educator is moving to Directed Growth Plan

End of School Year

Timeline for ONE YEAR SELF-DIRECTED GROWTH PLAN

1) For PTS Educators deemed to have a “Low Impact” on student learning and growth, when Rating Student Impact comes into play down the road.

Activity:

Completed By:

Superintendent, principal or designee meets with Evaluators and Educators to explain evaluation process

September 15

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

Educator submits proposed goals

October 1

Evaluator meets with Educators in teams or individually to discuss Educator Plans

October 15

Evaluator approves Educator Plans

November 1

Evaluator completes Unannounced Observation of each Educator

November 15

Educator submits evidence standards and goals

January 21

Evaluator completes 2nd Unannounced Observation

January 31

Evaluator completes mid-cycle Formative Assessment Reports

February 7

Evaluator holds Formative Assessment Conversation with Educator

February 28

Evaluator completes 3rd Unannounced Observation

April 30

Educator submits evidence on standards and goals

April 30

Evaluator completes Summative Evaluation Report

May 15

Evaluator conducts Summative Evaluation Conversation

 

A) If recommendation is to move Educator to Directed Growth Plan

June 1

B) If staying on Self-Directed Growth Plan

June 10

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

June 15

Note: Evaluator and Educator sign Directed Growth Plan for subsequent year if Educator is moving to Directed Growth Plan.

End of School Year

Timeline for DEVELOPING EDUCATOR PLAN

Or an Educator with PTS teaching under a new license: 1st year only

Activity:

Completed By:

Superintendent, principal or designee meets with Evaluators and Educators to explain evaluation process

September 15

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

Educator submits proposed goals

October 1

1) Evaluator meets with Educators in teams or individually to discuss Plans

October 15 Between

2) Evaluator completes 1st Unannounced Observation

September 15 and October 15

Evaluator approves Educator Plans

November 1

Evaluator completes Announced Observation of each Educator

November 15

Evaluator completes 2nd Unannounced Observation

December 31

Educator submits evidence on standards and goals

January 21

Evaluator completes mid-cycle Formative Assessment Reports

February 7

Evaluator holds Formative Assessment Conversation with Educator

Note: Educator will be given a written notice at this meeting if teacher performance indicates POSSIBLE non-renewal. This is not a non-renewal letter, rather it indicates that teacher performance is not where it should be.

February 28

Evaluator completes 3rd Unannounced Observation

March 31

Evaluator completes 4th Unannounced Observation

April 30

Educator submits evidence on standards and goals

April 30

Evaluator completes Summative Evaluation Report

May 15

Evaluator conducts Summative Evaluation Conversation

If decision is made to move an Educator from a Directed Growth to an Improvement Plan, decision must be communicated by June 1 (PTS only)

June 1

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

June 15

Evaluator and Educator sign Improvement Plan for subsequent year if Educator is moving to an Improvement Plan (PTS only)

End of School Year

Timeline for DIRECTED GROWTH PLAN

Activity:

Completed By:

Superintendent, principal or designee meets with Evaluators and Educators to explain evaluation process

September 15

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

Educator submits self-assessment and proposed goals

October 1

1) Evaluator meets with Educators in teams or individually to discuss Plans

2) Evaluator completes 1st Unannounced Observation

October 15

Between

September 15

and October 15

Evaluator approves Educator Plans

November 1

Evaluator completes Announced Observation of each Educator

November 15

Evaluator completes 2nd Unannounced Observation

December 31

Educator submits evidence on standards and goals

January 21

Evaluator completes 3rd Unannounced Observation

January 31

Evaluator completes mid-cycle Formative Assessment Reports

February 7

Evaluator holds Formative Assessment Conversation with Educator

Note: Educator will be given a written notice at this meeting if teacher performance indicates POSSIBLE non-renewal. This is not a non-renewal letter, rather it indicates that teacher performance is not where it should be.

February 28

Evaluator completes 4th Unannounced Observation

March 31

Evaluator completes 5th Unannounced Observation

April 30

Educator submits evidence on standards and goals

April 30

Evaluator completes Summative Evaluation Report

May 15

Evaluator conducts Summative Evaluation Conversation

If decision is made to move an Educator from a Directed Growth to an Improvement Plan, decision must be communicated by June 1 (PTS only)

June 1

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

June 15

Evaluator and Educator sign Improvement Plan for subsequent year if Educator is moving to an Improvement Plan (PTS only)

End of School Year

Timeline for IMPROVEMENT PLAN

Timelines will be specifically indicated in the Improvement Plan (individualized for each case)

Activity:

Completed By:

Superintendent, principal or designee meets with Evaluators and Educators to explain evaluation process

Note: Teacher Assistance Plan is in place from previous June

September 15

Evaluator completes 1st Unannounced Observation

September 30

Evaluator completes 2 Unannounced Observations in October and November, one in December, and at least one a month after that for the duration of the plan

Monthly

Evaluator completes one Announced Observation by Formative Assessment Conversation (this will take the place of one of the Unannounced Observations for the month in which it occurs)

Mid-Cycle

Educator submits evidence on standards and goals

2 weeks prior to

Formative

Assessment

Evaluator completes mid-cycle Formative Assessment Reports

Mid-Cycle

Evaluator holds Formative Assessment Conversation with Educator

Mid-Cycle

Educator submits evidence on standards and goals

2 weeks prior to Summative Evaluation

Evaluator completes Summative Evaluation Report

End of Plan

Evaluator conducts Summative Evaluation Conversation

End of Plan

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

End of Plan or June 1

APPENDIX C - RUBRICS

The following rubrics have been agreed to for use in the relevant job categories:

1)   Classroom Teachers: DESE Model Rubrics

a.   http://www.doe.mass.edu/edeval/model/PartIII_AppxC.pdf

2)   Social Workers and Guidance Counselors

a.    DESE Specialized Instructional Support Personnel Rubrics http://www.doe.mass.edu/edeval/model/PartIII_AppxD.pdf

b.    Supplemented by the DESE Evaluation Tool: Role Specific Indicators to Supplement the Model Rubrics -

http://masca.org/index.php?option=com_content&view=article&id=363:role-specific-indicators (With a specific focus on supplemental standards ID and IIE)

3)   Nurses

a.    DESE Specialized Instructional Support Personnel Rubrics http://www.doe.mass.edu/edeval/model/PartIII_AppxD.pdf

b.    Supplemented by the Implementation Support for School Nurses -http://www.msno.org/wp-content/uploads/2013/03/ESE-School-Nurse-Adaptation.pdf (With a specific focus on supplemental standards ID and IIE)

APPENDIX D - DDM CHART (attached)

APPENDIX E - MEDIA RELEASE FORM

Name ______________________________________         Date __________________________

School _____________________________________          Department ____________________

Arlington Public Schools Agreement on Evidence Collection for the Arlington Effective Educator Development System – Section 3, B, v:

Audiotapes, videotapes, and photographs may be used as evidence by mutual consent of the Educator and Evaluator. Documentation of agreement will be in writing using the form as designed by the Evaluation Task Force and renewed each year. Educators may submit any of the above named types of evidence at their own discretion at any time.

Please indicate your agreement to have any of the following methods of evidence collection used by your Evaluators by checking the box and signing your initials near the checkmark. The absence of a checkmark indicates that the Educator is not comfortable with an Evaluator undertaking this type of evidence collection at this time.

Student Work

•   Photographs of student work

•    Audiotapes of student discussions

•    Videotapes of students at work

Educator

•    Photographs of Educator teaching and/or room displays

•    Audiotapes of Educator instructing and/or leading a discussion

•    Videotapes of Educator at work

Signed: ________________________________________________________________

APPENDIX F

Arlington Effective Educator Development System

Quick Overview 2014-2015

Observations

PTS Teachers:

•     Three unannounced 10-minute observations minimum

•    by November 15

•    by January 31

•    by April 30

Non-PTS Teachers/Directed Growth Plans (D.G. Plans still have five Unannounced Observations including Jan. 31)

•     Four unannounced 10-minute observations minimum

•   by October 15

•    by December 31

•    by March 31

•    by April 30

•     One announced observation of a full class period or lesson (or its equivalent for non-teaching educators)

o by November 15

•     Important to note: “Any observation, series of observations, or collection of evidence 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, or a meeting to review additional evidence, within 30 school days.”

Follow-up meetings:

•     Evaluator provides written initial feedback within five days of observation and before the follow-up meeting

•     Educator must sign-up for 15-20 minute meeting with Evaluator within five days of observation

•     Evaluator must provide final feedback within five days of meeting

•     Conference date must be included on Baseline Edge observation form

Evidence:

•     All formative evidence must be submitted by the educator by January 21

•     All final evidence must be submitted by the educator by April 30

•     The following evidence is required:

•       Three pieces of evidence supporting professional practice goal

•       Three pieces of evidence supporting student learning goal

•       Three pieces of evidence supporting standard I

•       Three pieces of evidence supporting standard II

•       Three pieces of evidence supporting standard IV (New for 2014-2015)

•      At least one piece of evidence must support indicator IB, IIA, and IVA – other pieces can support

any indicator in the standard

•      Evidence may count towards more than one standard, if appropriate.

•    Non-PTS Teachers: The assumption is that an educator is proficient in Standard III. If an evaluator believes the educator is not proficient in this standard, he/she should discuss this with the educator early on so that the educator can provide evidence to the evaluator on the standard in question.

Formative/Summative Evaluation:

PTS Teachers on Two Year Self-Directed Growth Plan:

•     Evaluator completes Evaluation Report by May 15

•     Evaluator & Educator have final meeting…

•    by June 1 (if educator is moving to Directed Growth Plan)

•    by June 10 (if educator is staying on Self-Directed Growth Plan)

•     Educator must sign Evaluation Report within five days of receipt

•     Hard copy of all Summative Evaluations will go in the Educator’s personnel file

•     Educator and Evaluator must initial digital signature on hard copy (only if ratings are changing from prior ratings for Formative Evaluation)

•     Principal must sign and date evaluation reports before they go in the personnel file

•     All signed Evaluation reports will be sent to Kelly Pigott in the Human Resources office for processing

Non-PTS Teachers/Directed Growth Plans/PTS Teachers on One Year Self-Directed Growth Plan:

•     Evaluator completes Formative Assessment Report by February 7

•     Evaluator & Educator have Formative meeting by February 28

•     Evaluator completes Summative Evaluation Report by May 15

•     Evaluator & Educator have Summative meeting by June 1

•     Educator must sign final report by June 15

•     Educator and Evaluator must initial digital signature on hard copy

•     Principal must sign and date evaluation reports before they go in the personnel file

•     All signed Evaluation reports will be sent to Kelly Pigott in the Human Resources office for processing

APPENDIX G - ADDITIONAL INFORMATION Agreements for the 2014-2015 School Year

1)          The School Committee and the AEA agree that Evaluators will not use the overall rating of Exemplary in the 2014-2015 school year.

2)          The School Committee and the AEA agree that evaluations for PTS Educators for the 2014-2015 school year will cover Standards I, II and IV.

3)          On the 2nd Teacher Day in August, administrators will provide an overview of the updates to the evaluation system agreed to in the Spring of 2014.

4)          Evidence Exemplars: Over the summer, Evaluators will select and post samples of Proficient evidence from their department or school to the AEEDS Google site under Evidence Collection.

5)          Student Goals: Evaluators will explain that Student Goals must be measurable, but the precise measure does not need to be included as a percentage. Ex. All students in my 3rd grade class will write an opinion writing piece in which they introduce the topic, state an opinion, supply a minimum of two reasons that support the opinion, and a concluding statement. (Versus 85% of the students in my class will….)

6)          Late Hires: The Human Resource office will ensure that educators hired after the new teacher orientation dates understand where to access information on the evaluation system, and what their specific timelines and number of observations will be. The observations will be proportional to the amount of time they will be teaching in the school year.

7)          Additional Observation Forms: Additional observation forms beyond those routinely provided, can be obtained by contacting Kelly Pigott in the Human Resources Office.

APPENDIX H

BASELINE EDGE FORMS (attached)