Gloucester

Show detailed information about district and contract

DistrictGloucester
Shared Contract District
Org Code1070000
Type of DistrictMunicipal K12
Union AffiliationMTA
Most Recent DocumentMOA
Expiring Year2013
Expired Status
Superintendency Union
Regional HS Members
Vocational HS MembersNorth Shore RVTSD
CountyEssex
ESE RegionNortheast
Urban
Kind of Communityurbanized centers
Number of Schools8
Enrollment3372
Percent Low Income Students32
Grade StartPK or K
Grade End12
download pdf version of this document view accessible version of this document Gloucester

Effective September 1, 2004 to August 31, 2007

Extended to 2009 by Memorandum of Understanding

Extended by MOA to 2010

Extended by MOA to August 31, 2011

Extended by MOA to 2013

 

 

AGREEMENT

 

Between the

 

GLOUCESTER SCHOOL COMMITTEE

 

and the

 

GLOUCESTER TEACHERS ASSOCIATION

 

 

 

ARTICLE ONE

RECOGNITION

 

Section A

The Gloucester School Committee, hereinafter referred to as the Committee, recognizes the Gloucester Teachers Association, hereinafter referred to as the Association, for purposes of collective bargaining, as the exclusive representative of the members of Unit A including Title I teachers, but excluding the Superintendent, Assistant Superintendent, Administrative Assistant to the Superintendent, managerial and/or confidential employees as defined in Chapter 150E of the General Laws of Massachusetts as defined in the election conducted by the Massachusetts Labor Relations Commission on December 1, 1966, (MCR 83).

Unless otherwise indicated, the word “teacher” will be used to refer to any and all personnel covered by this agreement, and references to male teachers will include female teachers.

Section B

The Gloucester Teachers Association, as duly elected representatives of the Teachers in the Gloucester School System covered by this Agreement, agrees that for the term of this Agreement it shall not involve itself or its membership in any violation of the General Laws, Chapter 150E, Section 9A(a), that is, inducing, encouraging, or condoning any strike, work stoppage, slowdown or the withholding in whole or in part of contractual services.

 

ARTICLE TWO

MANAGEMENT RIGHTS

 

Subject to the provisions of whatever agreement may be reached herein related to questions of wages, hours and other conditions of employment, the Gloucester School Committee and the Superintendent of Schools reserve and retain full rights, authority and discretion, in the proper discharge of their duties and responsibilities, to control, supervise and manage the Gloucester Public Schools and the professional staff under governing law, ordinances, rules and regulations. In all matters under this Agreement calling for exercise of judgment of discretion on the part of the Gloucester School Committee and/or the Superintendent, the decision of the School Committee and/or the Superintendent shall be final and binding if made in good faith, i.e., not arbitrarily, capriciously or without rational basis in fact, except where some other standard of grievability or arbitrability is set forth in this Agreement.

 

ARTICLE THREE

NEGOTIATION PROCEDURE

 

Section A - Negotiation Procedure

Not later than January 3 of the calendar year in which this agreement expires, the Committee agrees to enter into negotiations with the Association over a successor agreement in accordance with the


procedure set forth herein, a good-faith effort to reach agreement concerning teachers’ wages, hours and other conditions of their employment. Such negotiations will apply to all teachers and will be reduced to writing and signed by the Committee and the Association.

During negotiations, the Committee and the Association will present relevant data, exchange points of view and make proposals and counter proposals.   The Committee and the Association will make available for each other data needed to clarify the item under discussion, upon request.  Either party may, if it so desire’s, utilize the services of outside consultants, negotiators, and may call upon professional and lay representatives to assist in the negotiations.

 

1.         The Committee and the GTA agree that the sufficiency and quality of the professional development program currently offered by the Gloucester School district needs to be examined and the parties agree to negotiate this issue critically and collaboratively over the next several months so that a more comprehensive program can be implemented by the start of the next school year.

 

2.         The Committee and the GTA agree to negotiate the creation of additional prep time for elementary teachers.

 

3.         The Committee and the GTA agree to assess the current system and to negotiate a better system for the delivery of extra help for students in need of additional educational services, with particular emphasis on the identification of students and the development of strategies to reach children at all grade levels who are not being reached by the current system of voluntary student participation.

 

4.         The Committee and the GTA acknowledge and recognize that in order to resolve the issues described in the previous three (3) paragraphs, the length of the structured work week will be increased as of September 1, 2005, but within the range of hours required in the contracts of the five (5) comparable districts which have been examined.

 

And finally the Committee and the GTA agree that the continuing negotiations on the issues described above will be data driven.

Section B - Negotiable Proposals Not Covered by Agreement

If the Association desires to make any proposal, the precise matter of which is not covered by this agreement, was not raised during negotiations and which is a mandatory subject of bargaining, it may submit such proposal in writing to the Committee by placing it on the agenda of the next regularly scheduled meeting of the Committee.  Such proposals shall be delivered to the office of the Superintendent of Schools at least five working days prior to such meeting.  The Committee and the Association will arrange for the mutually satisfactory time and place for a meeting to negotiate over such proposal within fifteen days after the date of such School Committee meeting, unless by mutual written agreement an extension of time for such meeting is arranged. During the initial and subsequent


negotiation meetings, the Committee and the Association will make available relevant data, exchange points of view, and make proposals and/or counter proposals.

The Committee and the Association will make available for each other data needed to clarify the items discussed.  Either party may, if it so desires, utilize the services of outside consultants, negotiators, and may call upon professional and lay representatives to assist in the negotiations.

Section C

If the negotiators described in Sections A and B hereof have reached an impasse, the procedure described in Chapter 150 E of the General Laws will be followed.

Section D - General

1.         If the Committee adopts or changes policy which directly affects wages, hours or other conditions of employment covered or not covered by this agreement, the Committee will notify the Association in writing within five working days after said policy has been adopted.  The Association will have the right to negotiate with the Committee within five working days after receipt of said notice.

 

2.         Any agreement reached with the Committee, will be reduced to writing, will be signed by the Committee and the Association, and will become an addendum to this agreement.

 

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

 

4.         In the interest of sound education, the Committee and the Association welcome suggestions relating to the formation of, and application for, federal grants. However, the Committee is and must be the sole approving authority.

 

5.         This Agreement shall be printed in a mutually agreeable format, with the cost of the printing shared equally by the parties.

 

 

 

 

ARTICLE FOUR

GRIEVANCE PROCEDURE

 

Section A - Definitions

1.         A grievance is a claim based upon an act or condition which affects the wages, hours and/or other conditions of employment of a teacher, group of teachers, and/or the interpretation or application of the terms of this agreement or any subsequent agreement entered into pursuant to this agreement.

 

2.         An “aggrieved person” is the person or persons making the claim.


 

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

 

4.         A class action grievance is a grievance involving teachers from more than one building.

 

Section B - Purpose

1.         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 proceeding will be kept as informal and confidential as may be appropriate at any level of the procedure.

 

2.         Nothing herein contained will be construed as limiting the right of any teacher having a grievance to discuss the matter informally with any appropriate member of the administration, and having the grievance adjusted without intervention of the Association, provided the adjustment is not inconsistent with the terms of this agreement.

 

3.         In the interests of both the administrator involved and the Professional Rights and Responsibilities Committee of the Association, no contact shall be made with a School Committee member or administrator on an informal basis until the grievance has formally reached the full Committee through the appropriate levels or is settled at a lower level.

 

Section C - Procedure

Since it is important that a grievance be processed as rapidly as possible, the number of days indicated at each level should be made to expedite the process. The time limits specified may, however, be extended by mutual agreement. In the event a grievance is filed on or after June 1, which if left unresolved until the beginning of the following school year, could result in irreparable harm to a party of interest, the time limits set forth herein will be reduced so that the grievance procedure may be exhausted prior to the end of the school term or as soon thereafter as possible.

1.         Level One.

 

            A teacher with a grievance will first discuss it with his principal or immediate supervisor, directly or accompanied by the Association’s School Representative, with the objective of resolving the matter informally.

 

2.         Level Two.

 

(a)        If the aggrieved person is not satisfied with the disposition of his grievance at Level One, or if no decision has been rendered within ten (10) school days after presentation of the grievance, he may file the grievance in writing with the Chairman of the Association’s Committee on Professional Rights and Responsibilities (hereinafter referred to as the PR&R Committee). Within five (5) school days after decision at Level One or fifteen (15) school days after the grievance was presented, whichever is sooner, he will also send a copy to his principal or immediate supervisor who may re-address the grievance within two (2) school days, with a view towards resolving it. Within five (5) school days after receiving the written grievance, the Chairman of the PR&R Committee will refer it to the Superintendent of Schools, unless it has been resolved.


 

(b)        The Superintendent will represent the administration at this level of the grievance procedure. Within ten (10) school days after receipt of the written grievance by the Superintendent, the Superintendent will meet with the aggrieved person and/or his Association representative in an effort to resolve it.

 

(c)        If a teacher does not file a grievance in writing with the Chairman of the PR&R Committee and the written grievance is not forwarded to the Superintendent within thirty (30) school days after the teacher knew or should have known of the act or condition on which the grievance is based, then the grievance will be considered as waived. A dispute as to whether a grievance has been waived under this paragraph will be subject to arbitration at Level Three.

 

3.         Level Three.

 

(a)        If the aggrieved person is not satisfied with the disposition of his grievance at Level Two, or if no decision has been rendered within ten (10) days after he has first met with the Superintendent, he may within five (5) school days after a decision by the Superintendent or fifteen (15) days after he has first met with the Superintendent, whichever is sooner, request in writing that the Chairman of the PR&R Committee submit his grievance to arbitration. If the PR&R Committee determines that the grievance is meritorious and that submitting it to arbitration is in the best interest of the Gloucester School System, it may submit the grievance to arbitration within fifteen (15) school days after receipt of a request by the aggrieved person.

 

(b)        Within ten (10) school days after such written notice of submission to arbitration, the Superintendent and the PR&R Committee will agree upon a mutually acceptable arbitrator and will obtain a commitment from said arbitrator to serve. If the parties are unable to agree upon an arbitrator or to obtain such a commitment within the specified period, a request for a list of arbitrators may be made to the American Arbitration Association by either party. The parties will be bound by the rules and procedures of the American Arbitration Association in the selection of an arbitrator pursuant to the voluntary labor rules of the American Arbitration Association.

 

(c)        The arbitrator so selected will confer with representatives of the Superintendent and the PR&R Committee and hold a hearing promptly and will issue his decision no later than twenty (20) days from the date of the close of the hearings or, if oral hearings have been waived, then from the date the final statements and proofs are submitted to him. The arbitrator’s decision will be in writing and will set forth his findings of fact, reasoning and conclusions on issues submitted. The arbitrator will be without power or authority to make any decision which requires the commission of an act prohibited by law or which is violative of the terms of the agreement.  The decision of the arbitrator will be submitted to the Superintendent, School Committee and to the Association and which shall be final and binding, subject to Massachusetts General Laws, Chapter 150C


.

 

(d)        The costs for the services of the arbitrator, including per diem expenses, if any, and actual and necessary travel and subsistence expenses, will be borne equally by the Committee and the Association.

 

Section D - Rights of Teachers to Representation

1.         No reprisals of any kind will be taken by the School Committee or by any member of the Administration against any party in interest, any School Representative any member of the PR&R Committee or any other participant in the grievance procedure by reason of such participation.

 

2.         Any party in interest may be represented at all stages of the grievance procedure by a person of his own choosing, except that he may not be represented under this contract by a representative or an officer of any teacher organization other than the Association. When a teacher is not represented by the Association, the Association shall have the right to be present and to state its views at all stages of the grievance procedure except at Level One.

 

Section E – Miscellaneous

 

1.         If, in the judgment of the PR&R Committee, a grievance affects a group or class of teachers in more than one building, the PR&R Committee may submit such grievance in writing to the Superintendent directly and the processing of such grievance will be commenced at Level Two. It is agreed that no hypothetical fact pattern shall be grounds for a grievance.

 

2.         Decisions rendered at Levels One and Two of the grievance procedure will be in writing, setting forth the decision and the reasons therefore and will be transmitted by mail promptly to all parties in interest and to the Chairman of the PR&R Committee. Decisions rendered at Level Three will be in accordance with the procedures set forth in Section C, paragraph 3 (c).

 

3.         All documents, communications, and records dealing with the processing of a grievance will be filed separately from the personnel files of the participants.

 

4.         Forms for filing grievances, serving notices, taking appeals, making reports and recommendations, and other necessary documents will be jointly prepared by the Superintendent and the Association and given appropriate distribution so as to facilitate operation of the grievance procedure.

 

 

ARTICLE FIVE

SALARY PAYMENT

Section A

The salary schedule for all persons covered by this agreement is set forth in Appendix “A” which is attached hereto and made a part hereof.


Section B

All persons on an annual salary shall be paid bi-weekly on a 10 month (21 pay periods) or 12-month (26 pay periods) basis at the option of the individual. Teachers paid on the 12 month basis may request the balance of their annual salary on the last scheduled pay day of the school year providing such request shall be made to the appropriate person in the Main Office by May 20. A teacher’s pay selection will remain the same from year to year unless he or she notifies the Payroll Department in writing by August 1st of a change in payment schedule.

Section C

Teachers shall be paid on the last teacher workday prior to a vacation or holiday.

 

 

ARTICLE SIX

 

TEACHING HOURS and TEACHING LOAD

 

Section A

1.         The workday of a classroom teacher will begin twelve minutes before the official starting time for students, but no earlier than 7:30 a.m. During said twelve minutes, teachers may be assigned duties and/or be required to be in their homeroom.  Effective January 3, 2005 unit members at Gloucester High School  shall report to work 10 minutes before the start of the student day.  Currently, the student day begins at 7:30 AM and unit members will report no later than 7:20 AM.

            The teachers shall be permitted to leave when their professional obligations have been fulfilled which shall be no sooner then five (5) minutes after the official dismissal time for students.

 

            Professional obligations shall include providing on a regular basis appropriate after school assistance to students commensurate with the students’ needs, conference with parents, and conferences with colleagues to discuss student and curriculum related matters.

 

            At the beginning of the school year, each teacher shall submit to the building principal a written plan describing how he/she will provide after school assistance to students on a regular basis in accordance with this section.

 

Nothing herein shall prevent any teacher from volunteering to participate in flexible scheduling plans involving later starting and dismissal times, with the teacher’s regular teaching load. Any such obligations for voluntary participation shall end with the contractual year.

 

2.         Each teacher will have a duty free lunch period of at least thirty (30) minutes per day.

 

3.                  Effective September 1, 1999, in addition to the requirements of Section A1, teachers may be required to remain after the regular work day without additional compensation to attend forty (40) hours of after school meetings per year. Twenty hours will be at the sole discretion of the


school principal.  Meeting time will be between one and 1 ½ hours duration and shall commence no later than 15 minutes after student dismissal time.  Under ordinary circumstances, agendas will be distributed no later than 48 hours prior to the meetings and unit members shall receive at least five-work days’ notice prior to any meeting. The hours will be scheduled on Tuesday and Wednesday unless the Association and the Superintendent agree to schedule the time on other days. Twenty hours will be utilized for staff and/or program development at the building level pursuant to the priorities established by the principal, applicable  program leader, and a representative selected by the Association

 

4.         Teachers may be required to perform their core evaluations in the after school meetings described herein, subject to the conditions outlined herein.

 

5.         Teachers shall be required to attend meetings only when they are directly related to the school program. Attendance at other meetings when parents are present is encouraged. However, attendance will be at the option of the individual teacher.

Section B

1.                  The work year of a classroom teacher (other than new personnel who may be required to attend orientation sessions) will begin no earlier than the first Tuesday following Labor Day, and will terminate no later than June 30, but in no event be longer than four (4)  days more than the days when pupils are required to be in attendance as determined by the Committee. In the event the Committee should establish a work year that exceeds by more than four (4) days the minimum pupil attendance days established by the State Board of Education, each teacher shall receive (1) one extra day’s compensation for each such excess day worked by the teacher. The “work year” will include days at the beginning of the school year, conference days and any other days on which teachers’ attendance is required and will exclude Sunday, holidays and (except as absolutely necessary) Saturdays. Saturday work, where justified on grounds of necessity, shall only be scheduled after advanced discussion with the Association concerning the conditions under which such work will be performed. Effective September 1, 1999, two (2) of the additional four (4) full days shall be used for professional development, one and one half days for professional development or classroom preparation at the discretion of the teacher and one half day for administrative purposes.

 

The work year of the Program Leaders shall include their attendance prior to the opening of school at orientation of new members to their departments. In addition, the work year shall include their attendance prior to orientation to review shipments and invoices to insure that the department is equipped for the beginning of classes.

It is the intent of the Administration and the Committee that whenever practicable, in the judgment of the Committee, the school year will be terminated when either the minimum of 180 days or 990 hours is met.

Effective for the life of the contract, up to 100 teachers in the bargaining unit will be given the opportunity to apply for and to be appointed to the position of Challenge Teacher. The work year for these positions shall not exceed 191 days and will be scheduled between July 1 and the following June 30.

 

The positions with the qualifications will be posted annually and will be filled with qualified applicants in accordance with the following standard.  At least 50% of the positions shall be filled by the senior qualified applicant, provided the applicant has acceptable evaluations. The


remaining positions shall be filled by the Superintendent from the remaining applicants and the Superintendent’s decision is not grievable.   Teachers appointed to these positions shall work on the development of a curriculum consistent with the state frameworks; establishment of programs to assist students in the state MCAS tests; improvement of instructional practices; assessment and the provision of tutorial services.  A unit member may continue in the position from year to year.  However, a unit member wishing to continue must file an application and be appointed by the Superintendent each year.

 

2.         Guidance counselors may be required by the Superintendent to work five consecutive days before and five consecutive days after school. If so required to work, counselors will be paid at the per diem rate of 1/184 of the salary unless compensatory time can be mutually agreed upon. The work year, day and hours for guidance counselors will be the same as those for teachers. The High School Guidance Office shall be staffed by a counselor one (1) evening a week between the hours of 7:00 p.m. to 9:p.m. Said counselor shall receive compensation time for the extra hours.

 

3.         Days in excess of 184 shall be compensated at the teacher’s per diem rate.

 

4.         The work year, day and hours for psychologists will be the same as those for teachers.

 

5.         Work Year New Hires:  Effective the 1999-2000 school year, teachers hired at Step One/Two of the salary schedule will work five days  in addition to the teacher work year and the regularly scheduled orientation session at their per diem rate.  The Association will be invited to a portion of one of these days to make a presentation to the new teachers.

 

Section C

All classroom teachers (except Vocational school teachers) will have no more than the following assignment:

1.         Senior High School

 

            (25) Teaching periods per week

 

            One of the following duties per day: study hall, corridor duty, cafeteria duty, library lunch relief duty, or in-school suspension room duty

 

            (1) Preparation period per day

 

            Homeroom duty or corridor duty during homeroom period

 

            All non-teaching duties shall be assigned from year to year (term to term) on a rotating basis without regard to age, sex, or department membership.

 

            Teachers may be required to perform teacher advisor’s functions during one of their daily preparation periods. Assignments, to the extent practical, will be made on an equitable basis and no teacher will be assigned more than 25 students for this purpose. Teachers will be required to initiate and schedule and meet with each of their advisees individually at least once during each marking period. Additional individual meetings may be necessary depending on the needs of the student. It is recognized that occasional group meetings may be advantageous. Teacher advisors will keep a functional record of these meetings. These records will be submitted to the high school principal as required and then returned to the teacher. Students who do not show for their meetings will be referred by the teacher to the student’s guidance counselor who will investigate the problem.

 

            Teacher advisors will function as academic counselors. They will primarily work to assist students in choices they are making with respect to their high school program, discuss generally career choices and attempt to raise students’ goals and expectations. They will also assist by informing counselors of problems that may be arising in the students’ program.

 

 

2.         O’Maley School

 

            (a) The O’Maley Middle School schedule will be divided into large blocks of time which will be used at the discretion of the teaching team. Total teaching time shall not exceed 240 minutes per day for any teacher.

           

 

            (b) Consistent with the team concept, homeroom duty will be assigned to the teaching team. The duty may be rotated by and among the House members. In the absence of an agreement among the House members, the Principal or his/her designee, will make the assignment. Remaining duties during homeroom time, including but not limited to morning bus duty will be assigned by the building Principal.

 

            (c) Each teacher will be assigned a daily duty-free preparation time of at least 40 consecutive minutes and will be assigned a duty each day, excluding the duties assigned in Section 2a. The duties will be evenly assigned amongst the teaching staff. Exceptions to the duty assignment can be made by the Principal for educationally sound reasons after consultation with the Association. Traveling teachers will not be assigned a duty under this section.

 

            (d) One activity period will be established in each six (6) day cycle as an integral part of the middle school, planned jointly by the staff and the middle school administration. All middle school teachers will participate in these activity periods, each one not to exceed forty-five (45) minutes. The parties will develop a form for pre-approval of supplies for the activity period. All requests processed in accordance with said form will be reimbursed within thirty (30) days of the receipt of the form by the Principal.

 

3.         Elementary Schools

 

(a)        Teachers, other than first year teachers, will be allowed to leave the classroom when a specialist is teaching in the classroom.

 

(b)        K-5 teachers will have cafeteria but no playground duty.

 

(c)        Four (4) one-half days will be provided for a report card review.

 

(d)               K-5 teachers will have a daily preparation period of thirty minutes except in unforeseen or unusual circumstances. Provided however, except in unusual circumstances during the first two days of school, the elementary teachers will accompany the specialists and remain with the specialists throughout the teaching period.

 

(e)        The Association and the Committee agree to establish a subcommittee to monitor the implementation of the report (draft June 22, 2001) covering elementary teacher planning time. The subcommittee shall be comprised of eight (8) members, four (4) chosen by the Association, and four (4) chosen by the School Committee, and will meet from time to time as scheduled by the subcommittee. It shall hold its first meeting no later than January 15, 2002.  The subcommittee shall issue a mid term report to the School Committee and the Association no later than March 1, 2002.  The subcommittee may, if it so chooses, make recommendations to the Association and the School Committee for negotiations. Such recommendations shall be in writing and be a part of a final report. The School Committee and the Association shall meet to negotiate these recommendations no later than 30 days after receipt of the report.

 

 

Section D

 

The following shall have no more than:

1.         Director of Athletics: two (2) teaching periods per day

 

2.     Program Leaders shall teach no more than four (4) periods per day. Coverage                          for the eliminated period of teaching will be provided within existing staff unless the Superintendent decides otherwise.

 

Section E

1.         Nothing herein shall prevent a teacher from volunteering to teach in excess of the foregoing maximum teaching hours, provided that there shall result to him/her a commensurate reduction in non-teaching duties.

 

2.         In cases of subjects meeting less than five (5) periods per week, the teacher’s daily load may vary but will average one (1) free period for preparation per day in addition to their lunch period. However, the Committee will strive to the extent possible to guarantee the teacher one (1) duty-free period for preparation each day.

 

3.         There will be a duty-free recess period of approximately fifteen (15) minutes each day in the elementary schools. This agreement does not preclude convenience arrangements between individual teacher or teachers and the administrators.

 

4.         High school teachers who volunteer to teach an additional class for one year shall be compensated at the rate of 20% of their annual salary.

 

Section F

Secondary school classroom teachers will not be required to teach more than two (2) subjects nor more than a total of four (4) teaching preparations within said subjects during any one (1) day.

 

Section G

Exception to the provisions of Sections C, D, E, and F above, may be made only if the Superintendent of Schools (or his designee) determines that it is necessary to do so in the best interest of the educational process. The Association will be notified in writing of each instance in which the Superintendent so determines. A disagreement over whether an exception is justified will be subject to the grievance procedure and will be initiated at Level Two thereof.


 

Section H

1.         Teachers may sponsor clubs in school without extra compensation, but have the option of requesting compensation in salary negotiations. All such extra-curricular service must be recorded in their permanent records and be considered in any evaluation of their service.

 

 

2.         All clubs and extracurricular activities must be approved by the administrator of the building, the Superintendent of Schools, and the Committee.

 

 

3.         Teacher participation in such activities will be voluntary, but the teacher who volunteers or accepts such position, with or without compensation, shall be required to fulfill his/her obligation for the period for which the obligation was assumed unless a suitable replacement can be found.

 

 

ARTICLE SEVEN

CLASS SIZE

 

Section A

Recognizing that, in general, reductions in class size are conducive to improvements in education, the Committee will strive, to the extent possible in the judgment of the Committee, to achieve an average of not more than twenty-five pupils per teacher in academic, business and vocational classes, exclusive of study halls, music and lectures. A ratio of fifty (50) to one (1) is desirable for study halls and a ratio or no more than forty (40) to one (1) for physical education. For special needs, class size will be as determined by State Law.

A standing committee composed of members of the Association, Committee and the Administration shall review class size each October to study and evaluate progress in this area. The Superintendent shall meet with faculty to discuss class sizes in each building with the Committee’s Chairman of Class Size in attendance.

Section B

Disagreement as to Section A above will not be subject to the grievance procedure as outlined in Article Three of this contract.

 

 

ARTICLE EIGHT

NON-TEACHING DUTIES

Section A

The Committee and the Association acknowledge that a teacher’s primary responsibility is to teach and that his energies should be utilized to this end. The above language is not to be interpreted to suggest any obligation on the part of the Committee to strive to reduce the number or type of non-teaching duties set out in this contract.

Section B

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

 

2.                  Teachers shall not be responsible for attendance registers

 

3.                  Teachers shall not be liable for loss of money collected from students unless the loss is a result of negligence of said employee

.

ARTICLE NINE

TEACHER EMPLOYMENT

 

Section A

Full credit will be given for recent previous teaching experience upon initial employment. Additional credit, not to exceed three (3) years for military experience and not to exceed two (2) years for Peace Corps and other similar work directly related to education may be given upon initial employment.

Section B

Previously accumulated unused sick leave days will be restored to all returning teachers.

 

ARTICLE TEN

TEACHER ASSIGNMENT

 

Section A

Teachers will be notified in writing of changes in their programs for the coming school year, including the schools to which they will be assigned, the grades and/or subjects that they will teach, and any special or unusual classes that they will have, as soon as practicable and under normal circumstances, not later than two (2) weeks after the approval of the school budget by the City Council or the close of school, whichever comes first.

Section B

In order to assure that pupils are taught by teachers working within their areas 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.

 

Section C

To the extent possible, changes in grade assignment in the elementary schools and in subject assignment in the secondary schools will be voluntary.

 

Section D

In arranging schedules for teachers who are assigned to more than one school, an effort will be made to limit the amount of interschool travel. Such teachers will be notified of any changes in their schedules as soon as practicable. Teachers who are assigned to more than one school and/or home students in any one school day will receive twenty two cents a mile if mileage is recorded and attested to on a form provided by the Superintendent, or $15.00 per month.

 

Section E

Effective September 1, 1999, the program leaders will receive 22 cents per mile, the mileage to be recorded and attested to on a form provided by the Superintendent.

Section F

Teacher assignments will be made without regard to race, creed, color, religion, nationality, sex or marital status.

 

ARTICLE ELEVEN

TRANSFERS

 

Although the Committee and the Association recognize that some transfers of teachers from one school to another are unavoidable, they also recognize that frequent transfers of teachers may be disruptive of the educational process and interfere with optimum performance. Except as provided herein, no involuntary transfers will take place if there is a qualified volunteer available. Under most circumstances, qualified volunteers will be considered first. Where the Administration seeks to transfer a member involuntarily, without soliciting volunteers, it shall provide the member with reasons for the transfer. The Superintendent shall meet with the member within five (5) school days of the involuntary transfer. The Superintendent’s judgment is final and binding unless reasons for the proposed transfer were arbitrary and capricious.

Therefore, they agree as follows:

Section A

Transfers will only be made when such transfer would be in the best interest of the teacher and/or the school system in the judgment of the Superintendent of Schools or his designee. Whenever possible, and consistent with the above paragraph, transfers shall be voluntary.

Section B

When involuntary transfers are necessary, a teacher’s area of competence, a major and/or minor field of study, quality of teaching performance, and length of service in the Gloucester School system will be considered in determining which teacher is to be transferred. Teachers being involuntarily transferred will be transferred to a comparable position to the extent possible. A teacher who was involuntarily transferred solely due to a reduction in force or position elimination will be returned to the original position if restored within two years of the involuntary transfer unless the Superintendent has cause to deny the transfer.


 

Section C

Notice of involuntary transfers will be given in writing to teachers as soon as practicable and under normal circumstances not later than two weeks after approval of the school budget by the City Council or the close of school, whichever occurs first. The Association will be notified in writing of all such transfers

.

Section D

Teachers desiring a transfer will submit a written request to the Superintendent stating the assignment preferred. Such requests must be submitted between September 1 and March 1 of each school year to be considered for the next school year. Requests must be renewed each year. All requests will be acknowledged either in writing or by means of an interview, and if requested, reasons for denial will be included therein.

ARTICLE TWELVE

VACANCIES and PROMOTIONS

Section A

Whenever a vacancy occurs in a professional position, it will be adequately publicized by the Superintendent by means of a notice posted in each school as far in advance of the appointment as possible. If qualifications for the position are established, they will likewise be posted and they will not be changed without due notice to the Association.

Section B

All qualified teachers will be given adequate opportunity to make application for vacancies. It is the policy of the Committee to get the best qualified person whether from within the school system or outside the school system

Section C

Appointments will be made without regards to race, creed, color, religion, nationality, sex or marital status.

Section D

Regarding the posting of positions during the summer, the Association will furnish a list of interested members with their summer addresses to the Main Office for use during late June, July and August as a mailing list. The Main Office staff will send out announcements of vacancies with qualifications, salaries to those on the list, regardless of their ability to meet the qualifications for the posted position.

 

ARTICLE THIRTEEN

 

POSITIONS IN SUMMER SCHOOL, EVENING SCHOOL

AND UNDER FEDERAL PROGRAMS

 

 

All openings for summer school and evening school positions and for positions under Federal programs will be adequately publicized by the Superintendent in each school building as early as possible.

 

ARTICLE FOURTEEN

TEACHER EVALUATION

 

Section A

All observation of the work performance of a teacher will be conducted openly and with full knowledge of the teacher. Teachers will be shown a copy of any evaluation report prepared by their supervisors and will have the right to discuss the report with their supervisor. If any teacher refuses to sign, a copy of said report will be mailed by certified mail, return receipt requested, to the teacher at his/her place of residence and the return receipt will be attached to the evaluation and placed on file if the teacher has not signed within five more school days.

Section B

Teachers shall have access to records which concern their work or themselves in accordance with the provisions of the Massachusetts General Laws, Chapter 71, Section 42C, which is made part of this agreement as follows:

School officials of cities and towns keeping school records concerning any teacher or his work shall, at the written request of the teacher, permit the teacher by appointment to inspect the contents of his personnel folder, files, cards and records and to make copies of such contents and records as concerns his work or himself.

Official or original reports/records will be kept in one place. It is understood and agreed that material concerning the teacher obtained at time of employment, and which was guaranteed to the supplier would remain confidential, is not open to the teacher’s inspection and shall be kept in a different place from the material mentioned above.

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

Section C

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

 

ARTICLE FIFTEEN

TEACHER FACILITIES

Section A

When practicable without substantial expenditure or remodeling which reduces instructional areas, each school will be equipped with the following facilities:

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

 

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

 

3.         An appropriately furnished room to be reserved for the exclusive use of the teachers as a faculty lounge. Said room will be of adequate size and will be in addition to the aforementioned teacher work area.

 

4.         A serviceable desk and chair for the teacher in each classroom.

 

5.         A well-lit and clean male teachers’ rest room and a well-lit and clean female teachers’ rest room.

 

6.         A dining area separated from students which may be used by teachers, other school personnel and visitors.

 

7.         Adequate facilities at each school will be reserved for teacher parking.

 

Section B

When practicable without substantial expenditures or remodeling which reduces instructional areas, each school which uses the services of guidance and adjustment counselors shall have available the following facilities:

1.         Adequate office space will be provided for each guidance and adjustment counselor to insure privacy so that the intimacy of the counseling relationship is not jeopardized.

 

2.         A serviceable desk and three chairs will be provided for each office.

 

3.         Each counselor will have a telephone.

 

Section C

All new buildings constructed will contain at least the facilities listed in Section A above, and the Association will be notified of such facilities in new buildings at the appropriate level of planning.

 

 

ARTICLE SIXTEEN

USE OF SCHOOL FACILITIES

Section A

The Association will have the right to use school buildings without rental fee, but will be responsible for other fees involved. Application for use of the building will follow the regular Committee procedure.


Section B

There will be one bulletin board in each school building, which will be placed in the faculty lounge, for the purpose of displaying notices, circulars and other materials. Said bulletin board will be so placed only upon request of the teachers in that building. The advance approval of the Principal should be obtained before material is posted.

Section C

Teachers will not be prevented from wearing pins or other identification of membership in the Association or any other teacher organization.

 

ARTICLE SEVENTEEN

SICK LEAVE

 

Section A

1.         Teachers without professional teacher status will be entitled to ten (10) sick leave days accrued one (1) day per month.

 

2.         Teachers with professional teacher status will be entitled to seventeen (17) sick leave days per year, accrued at a rate of two (2) days per month.

 

3.         In the case of a teacher who cannot report for duty on the first official day of school, sick leave days for that year will not become effective until the teacher actually starts duty.

 

4.                  A teacher whose employment is terminated during the school year or who commences employment during the course of the school year shall accrue sick days in the same manner as prescribed above. Any part of the sick leave allowance not used in any school year shall stand as credit to the teacher’s account. Cumulative sick days shall become a part of cumulative days allowable up to the maximum of 165 days.

 

 

Section B

In addition to personal illness or injury, sick leave as referred to in Section A may be utilized for the following purposes:

1.         One sick leave day may be utilized for emergency illness or injury to a second party that requires a teacher to make arrangements for necessary care.

 

2.         Additional days required for care or arrangement of care for a second party may be granted at the discretion of the Superintendent.

 

Section C

The Superintendent may demand proof under any section of this article.


Section D

1.         Sick Leave Bank Committee - The sick leave bank shall be administered by a

Sick Leave Bank Committee, hereafter called the SLBC, composed of two (2) members designated by the Association and two (2) members designated by the Committee. The SLBC shall determine the eligibility of employees requesting days from the bank and the amount, if any, of days to be granted. The decision of the SLBC with respect to eligibility and entitlement shall be final and binding and shall not be subject to the grievance and arbitration provisions of the contract.

 

 

2.         Days   Each member of the bargaining unit shall contribute one (1) day of his/her personal accumulation as of 9/1/83. Whenever the sick leave bank is exhausted it shall be renewed by the contribution of one (1) additional day by each member of the bargaining unit. Unused days shall be carried over from year to year.

 

3.         Eligibility

 

a.         A written application for sick leave days must be submitted to the SLBC by the teacher or his/her authorized representative if the teacher is unable to complete the .written application

 

b.         The teacher must have exhausted his/her annual and accumulated sick leave.

 

c.         The teacher requesting sick leave bank days must be a member of the bargaining unit.

 

d.         Sick leave bank days may be granted for long-term illness or injury only.

 

 

e.         Medical evidence (outset and continuing) must be submitted to the SLBC if requested by the SLBC.

 

f.          Initial grant up to 15 days. An extension may be granted but each extension may not exceed 15 days.

 

g.         In determining eligibility, the SLBC shall take into account the teacher’s past utilization of sick leave and sick leave bank days and such other factors that may be relevant.

 

h.         The teacher (or authorized representative if the teacher is unable) must indicate, in his/her written request to the SLBC, his/her intent to return to work.

 

i.          No more than one hundred eighty (180) days may be granted in any given year.

 

Section E

If the building principal or the central administration believes that there is a violation of this section demonstrated by a pattern of absenteeism i.e.


                      

·         Monday/Friday

·         Vast majority of days used each year

·         Pattern of using sick leave days to extend vacation/holiday time

·         Consecutive day off/repeat multiple days off

·         They should report the alleged violation to the Superintendent.

 

The Superintendent, or his/her designee, shall be responsible for investigating possible violations. The Superintendent shall contact the Association President to notify him/her of any possible violations. In the event that there is a determination that there is a problem, then they shall attempt to facilitate a solution.

If the Superintendent determines that there is a violation, the teacher will be informed and the provisions of Article Twenty-Seven Sec. B shall be applicable.

 

ARTICLE EIGHTEEN

 

TEMPORARY LEAVES OF ABSENCE

 

Section A

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

1.         At least one day for the purpose of visiting other schools or attending meetings or conferences of an educational nature with the approval of the Superintendent. This day must be directly related to the teacher’s professional growth plan.

 

2.         Association representatives may be allowed to attend Massachusetts Teachers

Association and/or National Education Association conferences and conventions with the approval of the Superintendent.

 

3.         Time necessary for appearance in any legal proceeding connected with the teacher’s employment in the Gloucester School System or connected with the Gloucester School System.

 

4.         Teachers may be allowed up to five days of absence immediately before and/or immediately after the funeral, without loss of pay, on account of a death in the immediate family. “Immediate family” is interpreted as meaning father, mother, parent, parents of spouse, child, husband or wife, brother or sister, or another relative who at the time of death was living in the same home as the teacher. A teacher may be absent one day per occurrence, without loss of pay, to attend the funeral of a relative not in the immediate family as defined above.

 

            A teacher, if excused by the Superintendent, may be absent one school session at any time to attend a funeral.

 

5.         A maximum of ten days per school year for persons called into a temporary active duty of any unit of the United States Reserve or the State National Guard, provided such obligations cannot be fulfilled on days when school is not in session. Teachers will be paid the difference between their regular pay and the pay they receive from the state or federal government.

 

6.         Early dismissals at the end of a school year because of teacher participation in summer


workshops will be at the discretion of the Superintendent. It is understood that such leaves will be granted whenever possible, and if requests cannot be granted, reasons for such refusal will be furnished to the teacher. If priorities become necessary, the teacher who has not been granted such requests previously will take precedence. Priority will also be granted to the teacher who plans to return to the Gloucester school staff the following September. Such leave will be without loss of pay and will not be charged against sick leave.

 

Section B

Leaves taken pursuant to Section A of this article 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.

Section C

Three personal days, which may be consecutive, will be provided upon approval of the Superintendent, who may waive the maximum number of days allowed. Requests shall be limited to items of personal business which cannot be dealt with during the after school, evening, and weekend periods. Personal days are not  “entitlement days”. These days are built into the contract for “emergencies”. Emergencies are activities that cannot be done after normal working hours. A bargaining unit member may not use three personal days per year unless the rationale fits the above criteria.  Religious holidays will count as personal days.

Section D

A teacher who is called for jury duty will receive jury pay in an amount equal to the difference between his base salary and the jury service fee for the days actually spent in jury service. The teacher must furnish evidence satisfactory to the Superintendent that he has performed jury duty on days for which payment is claimed. Jury duty will not be granted if jury service is on a previously authorized leave of absence or layoff. The teacher will notify the Superintendent within five days of his notice to serve on the jury.

Section E

Other temporary leaves of absence may be granted by the Superintendent or his designee with no obligation attached and with no grievance procedure available for a disappointed applicant.

 

 

 

ARTICLE NINETEEN

EXTENDED LEAVES OF ABSENCE

 

Section A

The Committee agrees that a teacher designated by the Association will, upon written request, be granted a leave of absence for up to two years without pay for the purpose of engaging in elected Association (Local, State, or National) activities on a full-time basis. 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 schedule at the level he would have achieved if he had not been absent. A teacher returning from such leave may be assigned to any similar post based on his training and experience.


Section B

A leave of absence of one year without pay will be granted to any teacher who serves as an exchange teacher or two years without pay for any teacher who joins the Peace Corps or Vista and is a full-time participant in any of such programs. Salary may be paid to a teacher serving as an exchange teacher if the program provides a teacher to serve in Gloucester and if the salary is paid by his school district in the foreign country.

Section C

Military leave will be granted to any teacher who is inducted or enlists in any branch of the armed forces of the United States. Upon return from such a leave, a teacher will be placed on the salary schedule at the level which he would have achieved had he remained actively employed in the Gloucester School System during the period of his absence up to a maximum of three years.

 

Section D

 Any teacher intending to take a maternity leave of absence shall notify the Superintendent in writing as soon as practicable of the anticipated commencement of the leave. The teacher may apply in writing for up to six (6) consecutive months. The Superintendent shall grant such leave of absence without pay.

 

The staff member and the Superintendent of Schools shall arrange for a mutually agreed upon date of the leave of absence without pay and shall mutually arrange to have said leave of absence terminate so that the staff member shall return to work at the commencement of a term within the said six-month period, at the expiration thereof or next term thereafter, wherein said six-month leave of absence without pay may be so extended. Upon or in advance of her return to work she shall present proper medical certification evidencing her ability to return to work.

It is the intent of the parties hereto that this section be construed as consistent with Federal, State, and local law and regulations applicable.

It is further understood that should a teacher request to return earlier than as mutually agreed upon, such request shall be granted subject to the, commitments, and administrative convenience of the Gloucester School System as determined by the Superintendent and the aforesaid proper medical certification.

Nothing herein contained shall, other than as explicitly covered, further restrict or modify the vested rights of the Committee to properly manage and administer the Gloucester School System.

Section E

A leave of absence without pay or increment, up to one year may be granted to a teacher with professional teacher status for the purpose of caring for a sick member of his/her immediate family. In cases of teachers without professional teaching status, such leave may not extend beyond the term of the present contract. Leave for teachers with professional teacher status may be extended at the discretion of the Committee.

 

Section F

The Superintendent may grant a leave of absence for at least one school year without pay or increment  to any teacher with professional teacher status to campaign for, or to serve in a public office. Requests for such leaves must be submitted to the Superintendent at least thirty days prior to the beginning of the school year.

Section G

A teacher with professional teacher status may be granted a leave of absence, without pay or increment, for up to one year for medical reasons. Request for such leave will be supported by appropriate medical evidence.

 

Section H

Any teacher whose personal illness extends beyond the period compensated may be granted a leave of absence without pay for such time as is necessary for complete recovery from such medical reasons, except in the case of a teacher without professional teacher status when leave will be granted not to exceed the term of the contract.

Section I

All benefits to which a teacher was entitled at the time his/her leave of absence commenced, including unused accumulated sick leave, will be restored to him/her upon his/her return, and s/he will be assigned to at least the same position which s/he held at the time said leave commenced, if available, or if not, to a substantially equivalent position

Section J

All requests for extensions or renewals of leaves will be applied for in writing at least ninety days prior to completion of leave except for medical emergencies. Decisions regarding said requests will also be in writing.

Section K

An application for a leave of absence under this Article, where applicable, shall mean a contract year in the case of a one year request and, in the case of a six-months’ request, a one semester teacher period within a contract year.

Section L

The Committee will grant necessary leave time to the Association President subject to the approval of the Superintendent.

 

Section M

The Superintendent may grant one year non-extendible leave of absence to a teacher with professional teacher status effective from September 1 to August 31. To be eligible for said leave a teacher must apply on/or before March 15 of the school preceding the leave.

The Superintendent can deny an application for said leave and his/her decision is final and binding.

Section N

A teacher on leave of absence who fails to notify the Committee of his/her intention to return to the system the following school year by May 15 of the leave of absence year shall be deemed to have voluntarily resigned from the Gloucester Public Schools.

 

ARTICLE TWENTY

SABBATICAL LEAVES

 

Section A

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

1.         No more than three members of the professional staff covered by this Agreement will be absent on sabbatical leave at any one time.

 

2.      Requests must be received by the Superintendent no later than March 1, and action must be taken no later than April 15 prior to the school year for which the sabbatical leave is requested. An alternate will be selected from a field of candidates

 

3.         The teacher will have completed at least seven consecutive full school years of service in the Gloucester School System.

 

4.         Teachers on sabbatical leave will receive a supplement which can amount to three-fourths of their annual salary, if needed to add to any grant and thereby bring the teacher’s income equal to and no larger than his/her annual salary.

 

5.         Staff members must devote the entire time of the leave to the purpose for which leave was granted and must not engage in any type of work, teaching or otherwise, for which compensation is received. This prohibition would not apply to a grant received for purpose of study or research.

 

6.         The teacher agrees to return to employment under conditions set forth in the General Laws, Chapter 71, Section 41-A.

 

7.         The teacher will return to at least the same position.

 

8.         Any teacher having previously received a sabbatical leave from the Gloucester School System must serve seven additional years in the Gloucester schools before receiving another sabbatical leave.

 

 

TWENTY-ONE

SUBSTITUTE TEACHERS

 

Section A

Positions which will be vacant for at least one semester will, to the extent possible, be filled by personnel who have met the state certification requirements. If a certified substitute teacher is not available, such vacancy will be filled by qualified non-certified personnel.

Section B

It is the policy of the Gloucester Public Schools to engage paid substitutes to fill temporary absences which occur because of illness or other causes. When such absences occur and no substitutes are available or when it is necessary for a teacher to be absent from his/her duties for a short period of time, regular teachers, on a voluntary basis, may substitute for the absent teacher during their non-teaching time. Such service will be without additional compensation and will be rendered in the spirit of cooperation.

Section C

Retired teachers may apply and the school district may contract with said applicants to teach and/or perform other duties for up to 45 days per year at the per diem rate of $125 .

 

ARTICLE TWENTY-TWO

 

PROFESSIONAL DEVELOPMENT and

EDUCATIONAL IMPROVEMENT

 

 

Section A

 

The Committee will pay the reasonable expenses (including fees, meals, lodging, and/or transportation) incurred by teachers who attend workshops, seminars, conferences, or other professional improvement sessions at the request and/or with the advance approval of the Superintendent.

Allowances in excess of $25.00 necessary for attendance at conventions and/or conferences will be given in advance, wholly or in part, upon request of the Superintendent of Schools and with his/her approval when requests are made at least two weeks in advance to permit a supplemental appropriation request to be prepared.

 

Section B

Effective September 1, 1994 a Professional Development Committee (hereinafter referred to as the P.D.C.) will be established consisting of a member of the central administration, two administrators and three teachers one from each level. The P.D.C. shall approve in-service programs and projects and determine the stipends for additional work and/or credits to be awarded to participants in in-service programs. In the case of a tie vote, either party may petition for expedited arbitration in accordance with the Voluntary Labor Arbitration Rules of the American Arbitration Association.

In determining credits, the P.D.C. cannot award two credits unless the participant’s instructional time exceeds twenty (20) instructional hours. To award three (3) credits the instructional time must exceed thirty (30) hours.

The sum of $35,000 shall be placed in a professional development pool for the purpose of compensating bargaining unit members for additional work and/or projects including but not limited to curriculum revision, teacher mentoring and development of new programs which will directly benefit the school system. Members shall submit proposals to the P.D.C. for approval in accordance with procedures established by the P.D.C.

The P.D.C. shall meet at the end of the course or project to determine whether the requirements of the program have been met. After the review, the credits or compensation shall be finally approved.

The decision of the P.D.C. is final and binding and shall not be subject to the grievance and arbitration procedure.


 

Section C

Curriculum Consulting Council

 

The objectives of this organization are:

1 .  To provide a mechanism for a review of curriculum, instruction, assessment and

      professional development needs and resources across the district.

2.   To promote the articulation of subject matter for grades K‑12 and the development of

      a student monitoring and assessment system.

3.   To provide opportunities for ideas on curriculum, instruction, assessment and

      professional development to emerge and be heard from all levels of the professional

      staff.

 

                          Members o f the Curriculum Consulting Council will be responsible in conjunction with the Assistant Superintendent for Curriculum, Instruction and Assessment and building administrators for representing the curriculum, instruction, assessment and professional development needs of each school in the district. They will be asked to assume an active role at the school and district level. Therefore, it is an expectation that members stay current in the research on effective school practice and on the contents of the Massachusetts Curriculum Frameworks. Members representing a particular school will also be responsible for reporting back to the school's staff on a regular basis. Administrators may attend any or all of the meetings of the Curriculum Consulting Council. The membership of the Curriculum Consulting Council shall consist at a minimum of the following classifications: Assistant Superintendent, Administrators, at least three High School Program Leaders, three O'Maley Teachers, two Fuller Teachers, one Beeman Teacher, one Plum Cove Teacher, one Veterans' Teacher, one West Parish Teacher and one East Gloucester Teacher.

 

The Curriculum Consulting Council will review areas of need articulated by each schools' teachers and administrators and as outlined by the Massachusetts Department of Education. The council will make recommendations for prioritizing district‑wide needs based on this information from individual schools and across the district. The Curriculum Consulting Council will make recommendations in conjunction with the Assistant Superintendent for Curriculum, Instruction and Assessment for establishing district study committees or for referring initiatives back to school‑based teams/departments. It will be the joint responsibility of the district administrators and the Curriculum Consulting Council to establish or to be part of a committee with representation K‑12. The Curriculum Consulting Council will specifically recommend steps and a timeline for articulating the learning standards by grade, for developing units of study over time, for developing district student monitoring and assessment systems and for establishing district study committees. The goal will be to provide common learning experiences based on the Massachusetts Curriculum Frameworks throughout the district with a degree of flexibility in the selection and use of curriculum and instructional practices.

 

If a school chooses to select resources that are different from those recommended and piloted as a result of the study of the Curriculum Consulting Council and/or a curriculum study committee, the school’s representatives in conjunction with the building principal will need to justify its choice of resources to the Curriculum Consulting Council by articulating the alignment of the resource within the Massachusetts Curriculum Frameworks.

 

The final decision regarding curriculum rests with the School Committee and is not subject to the grievance and arbitration provisions of this agreement.

 

 

ARTICLE TWENTY-THREE

TUITION COST REIMBURSEMENT

 

Section A

Subject to availability of funds, teachers will be entitled to reimbursement of the full tuition cost of up to two (2) approved courses satisfactorily completed during the twelve (12)-month period commencing July 1 of any year. A teacher may be reimbursed hereunder for no more than three (3) credit hours per approved course. Satisfactory Completion is defined as a grade of “B” or better, “Pass” in a Pass-Fail System, or a certificate indicating “Satisfactory Completion” if specific grades are not issued.

Section B

An “approved” course is one which is in a teacher’s subject areas or closely related discipline in any area that would directly affect a teacher’s role and be beneficial to the growth of the teacher in his area of responsibility and for which approval for reimbursement from the Superintendent has been obtained prior to the teacher’s commencement of the course. Courses other than those earning university credit may be accepted for tuition reimbursement at the discretion of the Superintendent. The Superintendent’s decision on whether to approve a course is final and binding and not subject to arbitration.

Section C

A maximum limit of $35,000 per fiscal year shall be budgeted for the purposes of this Article.

All reimbursement for approved courses will be distributed in September, following the completion of the courses as follows: The reimbursement shall not exceed the Salem State College tuition rate.

Teachers shall be reimbursed for their first course, and if there are any funds left, the second course. In the event that there are insufficient funds to reimburse teachers for the first course, the funds available shall be distributed by apportioning the said funds such that the numerator is the amount of funds available for the “first course” and the denominator is the total amount of the cost of all the “first courses” taken by the teachers; and if the funds available are insufficient for the second course, they shall be apportioned in a similar manner. Only those teachers who are employed on the date of distribution are entitled to reimbursement hereunder.

 

ARTICLE TWENTY-FOUR

PROTECTION

Section A

Teachers will immediately report all cases of physical assault suffered by them in connection with their employment to the Superintendent of Schools, in writing.

Section B

This report will be forwarded to the Committee or its designee 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 between the teacher, the police, and the courts.

 

ARTICLE TWENTY-FIVE

TEXTBOOKS

Section A

The Committee agrees that it will provide sufficient textbooks to insure that each pupil in a classroom has textbooks when they are needed.

Section B

The Committee and the Association agree that the knowledge of teachers is needed when a search is made for textbook replacement, and further agree that these people will take a vital part in the selection.

 

ARTICLE TWENTY-SIX

DUES DEDUCTION

Section A

No later than October 31st of each year, the Association will provide the Committee with a list of those employees who have voluntarily authorized the Committee to withhold dues for the Gloucester Teachers Association, the Massachusetts Teachers Association, the National Education Association, the first two, or all three of them. The Association may supplement this list at any time between September 1 and December 31, but these supplementary entries shall be at the same rate as if they were submitted prior to November 1. The Association is solely responsible for collecting retroactive deductions (money that would have been deducted if enrolled as of November 1) and the Committee assumes no such responsibility. The current practice as to deduction schedule shall be maintained.

The Committee will notify the Association of any terminations or withdrawals from said list and another supplementary list will be submitted to the Committee only after deductions on the current list have been completed.

Section B

As a condition of his or her continued employment while this Agreement shall continue in effect, every employee covered by this Agreement, if and when not a member in good standing of this Association, shall pay or, by payroll deduction, shall have paid to the Association a service fee equal to the amount required to become a member in good standing of the exclusive bargaining agent and its affiliates to or from which membership dues or per capita fees are paid or received, subject to Mass. General Laws, Chapter. 150 E, Section 12 and the rebate procedures therein; provided however, that in no case shall such condition arise before the 30th day next following the date of the beginning of the employee’s employment or the effective date of this agreement, whichever date shall be later. With regard to an agency service fee affiliate commencing employment after the beginning of the school year, said service fee shall be pro-rated at the rate of 1/10 per month of employment during the school year.


ARTICLE TWENTY-SEVEN

PROPER RELATIONSHIPS BETWEEN EMPLOYEES AND SCHOOL COMMITTEE

 

Section A

In the matter of communications, meetings will be held at convenient stated intervals, where the Administration will report and discuss with all staff members information that is pertinent within the employee family. Such meetings will be called after school with at least twenty-four hour notice by the President of the Association or the Superintendent.

Section B

1. Teachers shall not be officially reprimanded, officially disciplined, dismissed, reduced in rank or compensation, or denied a salary increase of any kind without just cause.

 

2. Any teacher without professional teacher status covered by this Agreement, who is not to be rehired for the following school year, shall be so notified in writing on or before June 15 and shall, upon request, be given a written statement of reasons.

Section C

Teachers shall give the Superintendent thirty (30) days’ notice prior to termination of service.  A teacher who completes the school year and complies with the notice provision herein is entitled to health insurance through August 31.

 

ARTICLE TWENTY-EIGHT

GENERAL

 

Section A

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

 

Section B

If negotiation meetings between the Committee and the Association are scheduled during the school day, the representatives of the Association will be relieved from all regular duties without loss of pay for that portion of the school day as is necessary in order to permit their participation in such meetings. When it is necessary pursuant to Article Three of this Agreement (grievance procedure) for a School Representative, member of the PR&R committee or other representative designated by the Association to attend a grievance meeting or hearing during a school day, he will upon notice to his principal or immediate superior, and to the Superintendent by the Chairman of the PR&R Committee be released without loss of pay as necessary to permit participation in the foregoing activities. The Association agrees that these rights will not be abused and the Committee and the Association agree that grievance meetings will not be held during class hours except when mandatory under Level Three.

Section C

The Committee agrees to deduct from teachers’ salaries money for NEA and/or MTA services and programs as said teachers individually and voluntarily authorize the Committee to deduct and to transmit the moneys promptly to such Association or Associations. The procedures governing notification to the Committee, the frequency and manner of deduction, revocation of authorization, and the like, will be similar to those set forth in Article Twenty-Six of this Agreement regarding dues deduction, to the extent that those procedures are appropriate.

Section D

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

Section E

The Committee will, upon request, provide the Association 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.

Section F

The Association will be provided with a copy of the minutes of official Committee meetings. A copy of the official agenda of the meeting will be given to the Association at least twenty-four (24) hours prior to said meeting.

Section G

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

Section H

All full faculty meetings at the high school, middle schools and all grade levels or special meetings on the elementary level shall be conducted according to rules promulgated by the Superintendent to insure fair and orderly procedures. Records of meetings shall be kept, approved by the affected body.

Section I

Within thirty days of execution of this agreement, the parties will establish a health and safety committee consisting of two members selected by the Association and two members selected by the Superintendent.  There is no compensation for serving on this committee.

 


 

 

ARTICLE 29

INSURANCE

Section A

All bargaining unit members shall be covered under Workmen’s Compensation pursuant to Massachusetts General Laws Chapter 152. Subject to the availability of sick leave, the Committee agrees to make up the difference between the employee’s regular wages and the amount received from Workmen’s Compensation. The amount of such difference shall be charged to sick leave.

Section B

The Committee agrees to comply with Massachusetts General Laws Chapter 32B and 150E in providing health insurance to its employees. The Committee agrees to a 75% payment of the insurance premium.

 

 

ARTICLE 30

REDUCTION IN FORCE

Section A

In the event a reduction in the number of teachers is deemed advisable by the Superintendent, the following rules shall apply in the determination of which teachers are to be dismissed.

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

 

2.         The Superintendent shall determine which teachers with professional teacher status shall be dismissed in accordance with the following rules:

 

            (a)        Teachers with professional teacher status with the least amount of seniority shall be dismissed first provided that such teachers may be retained by the Superintendent over more senior teachers based upon an analysis of the following factors:

 

(1)        Needs

(2)        Quality of performance by the teacher of his/her duties and responsibilities.

            (3)        Educational background

            (4)        Experience

                        (5)        Nature and diversity of certification

 

                                                (b)        Seniority as used herein shall mean length of continuous service within the bargaining unit. An authorized leave of absence shall not destroy continuity of service. Such time, however shall not be credited as time served, except as hereinafter provided. A sabbatical leave of absence shall be credited as time served.

 

            (c)        The foregoing criteria are not set forth in any order of priority and the Superintendent may give such weight to each of said criteria as he deems appropriate.

 

Section B

1.         The Reduction in Force Rules described above shall first be applied in the following groupings:

          

           (a)        Elementary

            (b)        Secondary (7-12): In the classification in which the reduction is being made.

            (c)        Specialists:

 

                       (1)        Art

                       (2)        Music

                       (3)        Physical Education     

                       (4)        Guidance

                       (5)        Each separate special needs certification area

                       (6)        Librarians

                        (7)        Vocational

 

2.         The teacher(s) with professional teacher status declared “excess” in Step 1 shall then be reviewed with all other teachers in any of the other groupings in which the “excess” teacher is certified. The review shall be in accordance with the Reduction in Force Rules described above. In the event another teacher is then declared “excess” in the Second Step, the same process shall then be applied to that teacher.

 

Section C

Any dismissal or leave of absence taken under this Article in accordance with seniority shall not be arbitrable. The arbitrator will not substitute his judgment for that of the Superintendent.

Section D

1.         The Superintendent, in the event of a contemplated reduction in force, will advise the Association as to which teachers with professional teacher status he will dismiss, hereinafter sometimes called “affected teacher(s)”. The Association and the affected teacher(s), upon receipt of such notification, shall have the right, upon request made to the Superintendent within (5) five school days of such notification, to meet and confer with the Superintendent concerning his contemplated actions, which meeting shall take place within five (5) school days of the Superintendent’s receipt of the Association’s and/or the affected teacher’s written request.

 

2.         The Association, within five (5) school days of the meeting with the Superintendent, shall advise the Superintendent, in writing, as to whether it agrees or disagrees with the Superintendent’s contemplated actions under the standards set forth in Section A of this Article. In the event of disagreement, the specific reasons shall be set forth.

 

3.         The affected teacher will be granted the following options:

 

(a)        To elect an unpaid leave of absence status, in lieu of the dismissal, without challenge of the Superintendent’s contemplated action. The leave of absence shall be for the length of the teacher’s recall rights, infra. Upon expiration of the teacher’s recall rights, the teacher shall be considered to have resigned. A resignation, subject to the conditions outlined herein, and in the form attached hereto as Exhibit A shall be filed with the notice of this election.


 

(b)        To elect an unpaid leave of absence status, in lieu of the dismissal, subject to challenge of the Superintendent’s contemplated action under the provision of this Article. The specific reasons for challenge must be filed with this notice of election. The leave of absence provided hereunder shall be subject to the same terms and conditions set forth in Section 3 (a) above, except that this leave will be granted, subject as above outlined.

 

(c)        The exercise of either option 3 (a) or 3 (b) shall be subject to the affected teacher waiving his or her rights under Chapter 71 Section 42. The option must be exercised within ten (10) days following the aforesaid meeting with the Superintendent and must be on the form attached to this Agreement as Exhibit A or B, as the case may be.

 

4.         In the event the affected teacher elects option 3 (b) the following rules shall be applicable:

 

(a)        The affected teacher shall be given the opportunity to challenge the Superintendent’s contemplated action at a meeting with the Superintendent.

 

(b)        In the event the Superintendent and the affected teacher(s) and the Association fail to satisfactorily resolve the dispute concerning the Superintendent’s contemplated action within ten (10) days after the meeting with the Superintendent, the parties shall attempt to agree upon the selection of an arbitrator. Such arbitrator must be able to hold a hearing within thirty (30) days of his selection and render a decision within thirty (30) days of the hearing. If the parties cannot agree upon an arbitrator, the arbitrator shall be selected under the Voluntary Labor Arbitration Rules of the American Arbitration Association. Such arbitrator must also be able to hold a hearing and render a decision within the time constraints set forth immediately above.

 

(c)        In the event the Association joins in the affected teacher’s election to proceed under this Article, then the costs of the arbitration proceeding shall be shared equally between the Committee and the Association with each party bearing the expenses of preparing and presenting its own case. But if the Association does not join in the affected teacher’s election to proceed under this Article, then the costs of the arbitration proceeding shall be shared equally between the District and the affected teacher with each party bearing the expenses of preparing and presenting its own case. The fact that the Association does not join in the affected teacher’s election to proceed under the Article shall not bar the affected teacher from proceeding to arbitration, anything contained in this Agreement to the contrary notwithstanding. The Association shall not have the right to proceed to arbitration alone.

 

Section E

1.         A teacher with professional teacher status who elects one of the options under Section D3 of this Article shall have recall rights, as hereinafter provided, during the two school years following the year in which notice of dismissal is given or leave of absence in lieu of dismissal is granted.


 

            Example:

 

            Notice of dismissal given: April 1991

            Recall rights: During the school year 1991 - 1992 and 1992 - 1993. Such rights shall not exist for appointments which commence subsequent to the 1992 - 1993 school year.

 

2.         In filling positions which become vacant on other than a temporary basis whenever teachers with professional teacher status have recall rights under this Article, the following rules shall apply:

 

(a)        A new teacher shall not be hired for the position where there is a teacher with professional teacher status with recall rights available and qualified to fill that position.

 

(b)        Recall rights: Same procedure as reduction in force selection process.

 

3.         Recall notices shall be sent by certified or registered mail to the recalled teacher’s last known address, with a copy of such notice being sent to the Association. The recalled teacher shall have two weeks after receipt of the notice to accept the recall, provided, however, that such period may be extended by the Superintendent in his discretion. In the event the recalled teacher does not accept the recall, all recall rights shall terminate.

 

4.         The Association shall be furnished a recall list each September, which list shall be updated in the event of a reduction in force dismissal after submission of the September list. If no objection is made in writing by the Association within 30 days of receipt of the yearly list (or subsequent updated list), the list shall be deemed correct and no dispute with reference thereto shall become the subject matter of a grievance.

 

5.         In the event the Association feels that Section E, Paragraph 2, of this Article has been violated, it must so notify the Superintendent in writing within five (5) days of the date it receives a copy of the notice to the person recalled. If the dispute is not resolved within fourteen (14) days after the Association’s notification is received by the Superintendent, the Association may seek, arbitration pursuant to the procedure set forth in Section D of this Article. The standard of review in arbitration shall be set forth in Section C of this Article.

 

Section F

1.         Teachers with professional teacher status who elect one of the options under Section C 3 of this Article or who do not contest their dismissal under Massachusetts General Laws Chapter 71 Section 42 shall be entitled to retain their group membership in the City of Gloucester group insurance plans, subject to the terms and conditions thereof, provided (a) they pay 100% of the premium cost, (b) the applicable carrier(s) does (do) not prohibit such inclusion, and (c) said inclusion is not contrary to law. The right of continued participation as provided in this paragraph shall continue for the duration of their recall rights.

 

2.         A teacher with professional teacher status recalled under this Article shall have all of the benefits to which he/she was entitled prior to his/her leave of absence, or dismissal, as the case may be, including accumulated sick leave, and shall be placed one step higher on the salary schedule (unless previously on maximum) than he/she occupied upon receipt of notice of termination provided he/she would have advanced to such a step had he/she not been terminated. Seniority shall not accumulate during the period of time a teacher is entitled to recall rights.

 

3.         A teacher with professional teacher status who was recalled under this Article shall, to the extent permitted by law, be restored to professional teacher status.

 

 

ARTICLE THIRTY-ONE

 

SITE BASED MANAGEMENT COUNCIL

 

The Association and the Committee agree to implement site based shared decision making in the Gloucester Public Schools.  The purpose of the program is to allow all individuals who are affected by the implementation of decisions made at a school level to be actively involved in making those decisions.  Site Based Management Councils shall include staff, parents, administrators, secondary school students and other community members.  The parties agree that the following procedures will facilitate the proper implementation of this program:

     

1.         The Site Based Management Council is responsible for making recommendations at each school necessary for the implementation of School Committee policies consistent with Massachusetts Laws and Regulations, Collective Bargaining Agreements and the City Charter.

 

2.         All parents and teachers must be elected by their respective groups in accordance with Massachusetts General Laws, Chapter 71 Section 53, and in accordance with the formula established by said law.

 

3.         The Site Based Management Council shall determine the time and frequency of meetings.

 

4.         All Site Based Management Council decisions shall be by consensus (everyone must be in favor or able to live with the decision) and not a mere majority.

 

5.         The Superintendent of Schools and the President of the Gloucester Teachers’ Association shall review all team decisions for compliance with Laws and Regulations, School Committee policies and collective bargaining agreements.  This Article will be reviewed on/or before June 30, 2000, by the Superintendent of Schools and the President of the Gloucester Teachers’ Association regarding performance and process, and recommendations for change may be implemented.

 

6.         The Site Based Management Council shall not engage in discussing the assignment, performance, transfer, personality, evaluation, competence, hiring, or firing of any employee of the Gloucester Public Schools or any student in Gloucester Public Schools.  Further, matters that involve wages, hours and conditions of employment are subjected to the requirements of Massachusetts General Laws Chapter 150E.

 

7.         Budget-making decisions are outside the scope of the Site Based Management Council’s authority.

 

ARTICLE 32

 

403 B

 

Section A

 

The employer will annually match the first $250 contributed by each employee. All employee contributions and the employer match shall be made in equal installments each pay period. Each member must contribute the full amount to be eligible for this contribution. The School Committee shall forward the contributions to a third party administrator designated by the Association. The School Committee shall provide the Association with reasonable requests for information in conducting the business of the 403B.

 

The School Committee will not be responsible for any administrative costs relating to this program and the only legal responsibility relating to the 403B plan will be to transmit the contribution to the appropriate vendor.

 

 

ARTICLE 33

DURATION

 

The provisions of this Agreement and its appendices, which are attached hereto and made a part hereof, shall be effective September 1, 2001 through August 31, 2003 except as noted below.

In the event there are any questions on the contract, one member of the Committee and one member of the Association will be appointed to answer the same.

 

It is agreed between the parties hereunder signed that should any material or subject matter of the Agreement existing for the period 2001-2003 be omitted or added to or otherwise changed by inadvertent clerical error or otherwise, the parties shall forthwith correct such error upon notification by either party to the Agreement.

IN WITNESS WHEREOF, the parties have hereunto set their hands and seal this   14th day of   December 2001.   

GLOUCESTER SCHOOL COMMITTEE

 

 

Michael J. Faherty

Chairperson

 

GLOUCESTER TEACHERS ASSOCIATION

By: _______________________________________

Clifford J. Brooks

President

 


 

 

 

EXHIBIT A

LETTER TO THE SUPERINTENDENT

FROM TEACHER ELECTING “OPTION 3(a)

 

 

 

 

Date

 

 

 

 

 

Superintendent

Gloucester School Department

Gloucester, MA 01930

 

Dear_________________

 

 

I have received notice that the Superintendent intends to dismiss me from the employ of the Gloucester Public Schools. Please be advised that I hereby elect, pursuant to Article Thirty D3 (a) of the Collective Bargaining Agreement between the Gloucester School Committee and the Gloucester Teachers’ Association, to be put on unpaid leave of absence status for the period set forth in said Article Thirty D 3(a).

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

I do not challenge the Superintendent’s decision under the grievance and arbitration provisions of the Collective Bargaining Agreement. As noted above, I have elected a leave of absence pursuant to Article Thirty D3 (a).

Please consider this my letter of resignation effective _______________ (upon end of recall period.) This resignation is subject to my being recalled pursuant to Article Thirty.

Very truly yours,

 

 

 

 


 

 

 

EXHIBIT B

LETTER TO THE SUPERINTENDENT
FROM TEACHER ELECTING “OPTION 3 (b)”

 

 

(Date)

 

 

Superintendent

Gloucester School Department

Gloucester, MA 01930

 

 

Dear _____________________

 

I have received notice that the Superintendent intends to dismiss me from the employ of the Gloucester Public Schools. Please be advised that I hereby elect, pursuant to Article Thirty D3(b) of the Collective Bargaining Agreement between the Gloucester School Committee and the Gloucester Teachers’ Association, to be put on unpaid leave of absence status for the period set forth in said Article Thirty D (b).

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

I do not waive my right to challenge the Superintendent’s decision under the grievance and arbitration provisions of the Collective Bargaining Agreement. As noted above, I have elected a leave of absence pursuant to Article Thirty D3(b). In this respect, pursuant to Article Thirty D3(b), the specific reasons for my challenge are as follows:

Please consider this my letter of resignation effective _____________ (upon end of recall period). This resignation is subject to my being recalled pursuant to Article Thirty.

Very truly yours,

 

 

 



 

 

 

 

 

 

 

 

 

 

 

 

 

“APPENDIX A”

 

Teachers’ salaries for 2004-2007 are contained  in this appendix.  Those staff members working 184 days shall be paid according to the schedules in this section.  To adjust the annual salaries for those staff members working as  “challenge”  program teachers the salary schedule will be adjusted as follows:

            Those working 185 days   1.0054 of the schedule

            Those working 186 days   1.0108  of the schedule

            Those working 187 days    1.0163 of the schedule

            Those working 188 days    1.0217 of the schedule

            Those working 189 days    1.0271 of the schedule

            Those working 190 days    1.0326 of the schedule

            Those working  191 days    1.0380 of the schedule

            Those working  192 days   1.0434 of the schedule  

           

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 


Section 1 -- TEACHERS SALARY SCHEDULES

Salary Schedule effective September 1, 2004

             TRACK I                TRACK II                   TRACK III                 TRACK IV

 

                BACHELOR’S        MASTER’S                  MASTER’S PLUS        DOCTORATE

                   DEGREE              DEGREE                     30 HOURS OR                 OR MAS + 60

                                                                                                   C.A.G.S

 STEP

 

    1                                                                               $38,132                       $41,309

    2                                           $36,544                       $39,720                       $42,898

    3          $35,275                    $38,211                       $41,389                       $44,566

    4          $36,785                    $39,963                       $43,142                       $46,318

    5          $38,625                    $41,804                       $44,978                       $48,157

    6          $40,556                    $43,734                       $46,911                       $50,089

    7          $42,583                    $45,762                       $48,939                       $52,118

    8          $44,713                    $47,892                       $51,068                       $54,246

    9          $46,948                    $50,127                       $53,304                       $56,483

   10         $49,295                    $52,474                       $55,650                       $58,829

   11         $51,762                    $54,937                       $58,116                       $61,293

   12         $52,262                    $57,528                       $60,704                       $63,883

    13                                                                              $62,454                      $65,683

        Effective September 2004 all unit members on the Masters’ column will receive three credits for movement towards the Masters’ +30 column.

 

Salary Schedule mid-year 2004-2005

 

                TRACK I               TRACK II                    TRACK III                  TRACK IV

 

                BACHELOR’S        MASTER’S                  MASTER’S PLUS        DOCTORATE

                 DEGREE                DEGREE                     30 HOURS OR                 OR MAS + 60

                                                                                                  C.A.G.S

STEP

    1                                                                               $38,132                       $41,309

    2                                           $36,544                       $39,720                       $42,898

    3          $35,275                    $38,211                       $41,389                       $44,566

    4          $36,785                    $39,963                       $43,142                       $46,318

    5          $38,625                    $41,804                       $44,978                       $48,157

    6          $40,556                    $43,734                       $46,911                       $50,089

    7          $42,583                    $45,762                       $48,939                       $52,118

    8          $44,713                    $47,892                       $51,068                       $54,246

    9          $46,948                    $50,127                       $53,304                       $56,483

  10          $49,295                    $52,474                       $55,650                       $58,829

  11          $51,762                    $54,937                       $58,116                       $61,293

  12          $52,262                    $57,528                       $60,704                       $63,883

   13                                                                               $63,454                       $66,883

 

 Those staff members working in the Challenge Program have a longer work year.  The work year can be from  184 days to 191 days.  The salary schedules shall be adjusted by multiplying the salary schedule by  1.00547 for each  day worked in excess of 184 days.  So a unit member whose work year is 191 days  would have a salary of 1.038 of the Appendix A salary schedule position.

 

 


 

 

Salary schedule effective September 1, 2005

Track 1

Track 2

Track 3

Track 4

Step

Bachelors'

Masters'

M+30    CAGS

M+60    Doctorate

1

$38,704

$41,929

2

$37,092

$40,316

$43,541

3

$35,804

$38,784

$42,010

$45,234

4

$37,337

$40,562

$43,789

$47,013

5

$39,204

$42,431

$45,653

$48,879

6

$41,164

$44,390

$47,615

$50,840

7

$43,222

$46,448

$49,673

$52,900

8

$45,384

$48,610

$51,834

$55,060

9

$47,652

$50,879

$54,104

$57,330

10

$50,034

$53,261

$56,485

$59,711

11

$52,538

$55,761

$58,988

$62,212

12

$53,046

$58,391

$61,615

$64,841

13

$64,406

$67,886

 

 

Salary Schedule effective Dec 2005

Track 1

Track 2

Track 3

Track 4

Step

Bachelors'

Masters'

M+30    CAGS

M+60    Doctorate

1

$38,704

$41,929

2

$37,092

$40,361

$43,541

3

$35,804

$38,784

$42,010

$45,234

4

$37,337

$40,562

$43,789

$47,013

5

$39,204

$42,431

$45,653

$48,879

6

$41,164

$44,390

$47,615

$50,840

7

$43,222

$46,448

$49,673

$52,900

8

$45,384

$48,610

$51,834

$55,060

9

$47,652

$50,879

$54,104

$57,330

10

$50,034

$53,261

$56,485

$59,711

11

$52,538

$55,761

$58,988

$62,212

12

$53,046

$58,391

$61,615

$64,841

13

$65,406

$68,886

 

 

Salary Schedule effective mid year 2005-2006

Track 1

Track 2

Track 3

Track 4

Step

Bachelors'

Masters'

M+30    CAGS

M+60    Doctorate

1

$39,285

$42,558

2

$37,648

$40,966

$44,194

3

$36,341

$39,366

$42,640

$45,913

4

$37,897

$41,170

$44,446

$47,718

5

$39,792

$43,067

$46,338

$49,612

6

$41,781

$45,056

$48,329

$51,603

7

$43,870

$47,145

$50,418

$53,694

8

$46,065

$49,339

$52,612

$55,886

9

$48,367

$51,642

$54,916

$58,190

10

$50,785

$54,060

$57,332

$60,607

11

$53,326

$56,597

$59,873

$63,145

12

$53,842

$59,267

$62,539

$65,814

13

$66,387

$69,919

 

Salary Schedule September 2006

Track 1

Track 2

Track 3

Track 4

Step

Bachelors'

Masters'

M+30    CAGS

M+60    Doctorate

1

$39,972

$43,303

2

$38,307

$41,683

$44,968

3

$36,977

$40,055

$43,386

$46,716

4

$38,560

$41,891

$45,224

$48,553

5

$40,488

$43,821

$47,149

$50,480

6

$42,513

$45,844

$49,175

$52,506

7

$44,638

$47,970

$51,300

$54,633

8

$46,871

$50,203

$53,532

$56,864

9

$49,213

$52,546

$55,877

$59,208

10

$51,673

$55,006

$58,336

$61,667

11

$54,259

$57,588

$60,921

$64,250

12

$54,784

$60,304

$63,634

$66,965

13

$67,549

$71,143

 

 

Salary Schedule effective mid year 2006-2007

Track 1

Track 2

Track 3

Track 4

Step

Bachelors'

Masters'

M+30    CAGS

M+60    Doctorate

1

$40,672

$44,060

2

$38,978

$42,413

$45,754

3

$37,624

$40,756

$44,146

$47,534

4

$39,235

$42,624

$46,015

$49,403

5

$41,197

$44,588

$47,974

$51,364

6

$43,257

$46,647

$50,036

$53,424

7

$45,419

$48,809

$52,198

$55,589

8

$47,691

$51,081

$54,469

$57,859

9

$50,074

$53,465

$56,854

$60,244

10

$52,578

$55,969

$59,356

$62,746

11

$55,209

$58,596

$61,987

$65,375

12

$55,743

$61,359

$64,747

$68,137

13

$68,731

$72,388

 

Salary schedule effective September 1, 2005

Track 1

Track 2

Track 3

Track 4

Step

Bachelors'

Masters'

M+30    CAGS

M+60    Doctorate

1

$38,704

$41,929

2

$37,092

$40,316

$43,541

3

$35,804

$38,784

$42,010

$45,234

4

$37,337

$40,562

$43,789

$47,013

5

$39,204

$42,431

$45,653

$48,879

6

$41,164

$44,390

$47,615

$50,840

7

$43,222

$46,448

$49,673

$52,900

8

$45,384

$48,610

$51,834

$55,060

9

$47,652

$50,879

$54,104

$57,330

10

$50,034

$53,261

$56,485

$59,711

11

$52,538

$55,761

$58,988

$62,212

12

$53,046

$58,391

$61,615

$64,841

13

$64,406

$67,886

 

 

Salary Schedule effective Dec 2005

Track 1

Track 2

Track 3

Track 4

Step

Bachelors'

Masters'

M+30    CAGS

M+60    Doctorate

1

$38,704

$41,929

2

$37,092

$40,361

$43,541

3

$35,804

$38,784

$42,010

$45,234

4

$37,337

$40,562

$43,789

$47,013

5

$39,204

$42,431

$45,653

$48,879

6

$41,164

$44,390

$47,615

$50,840

7

$43,222

$46,448

$49,673

$52,900

8

$45,384

$48,610

$51,834

$55,060

9

$47,652

$50,879

$54,104

$57,330

10

$50,034

$53,261

$56,485

$59,711

11

$52,538

$55,761

$58,988

$62,212

12

$53,046

$58,391

$61,615

$64,841

13

$65,406

$68,886

 

 

Salary Schedule effective mid year 2005-2006

Track 1

Track 2

Track 3

Track 4

Step

Bachelors'

Masters'

M+30    CAGS

M+60    Doctorate

1

$39,285

$42,558

2

$37,648

$40,966

$44,194

3

$36,341

$39,366

$42,640

$45,913

4

$37,897

$41,170

$44,446

$47,718

5

$39,792

$43,067

$46,338

$49,612

6

$41,781

$45,056

$48,329

$51,603

7

$43,870

$47,145

$50,418

$53,694

8

$46,065

$49,339

$52,612

$55,886

9

$48,367

$51,642

$54,916

$58,190

10

$50,785

$54,060

$57,332

$60,607

11

$53,326

$56,597

$59,873

$63,145

12

$53,842

$59,267

$62,539

$65,814

13

$66,387

$69,919

 

Salary Schedule September 2006

Track 1

Track 2

Track 3

Track 4

Step

Bachelors'

Masters'

M+30    CAGS

M+60    Doctorate

1

$39,972

$43,303

2

$38,307

$41,683

$44,968

3

$36,977

$40,055

$43,386

$46,716

4

$38,560

$41,891

$45,224

$48,553

5

$40,488

$43,821

$47,149

$50,480

6

$42,513

$45,844

$49,175

$52,506

7

$44,638

$47,970

$51,300

$54,633

8

$46,871

$50,203

$53,532

$56,864

9

$49,213

$52,546

$55,877

$59,208

10

$51,673

$55,006

$58,336

$61,667

11

$54,259

$57,588

$60,921

$64,250

12

$54,784

$60,304

$63,634

$66,965

13

$67,549

$71,143

 

 

Salary Schedule effective mid year 2006-2007

Track 1

Track 2

Track 3

Track 4

Step

Bachelors'

Masters'

M+30    CAGS

M+60    Doctorate

1

$40,672

$44,060

2

$38,978

$42,413

$45,754

3

$37,624

$40,756

$44,146

$47,534

4

$39,235

$42,624

$46,015

$49,403

5

$41,197

$44,588

$47,974

$51,364

6

$43,257

$46,647

$50,036

$53,424

7

$45,419

$48,809

$52,198

$55,589

8

$47,691

$51,081

$54,469

$57,859

9

$50,074

$53,465

$56,854

$60,244

10

$52,578

$55,969

$59,356

$62,746

11

$55,209

$58,596

$61,987

$65,375

12

$55,743

$61,359

$64,747

$68,137

13

$68,731

$72,388

 

 

PROVISIONS AFFECTING SALARY SCHEDULE

 

Credits which are to be included for Track III or Track IV must be earned in addition to the receipt of a Masters Degree. In service credits between Track III and IV can not exceed 15 credits.

B.   VOCATIONAL TEACHER SALARY CONSIDERATIONS

 

Eight years of trade experience plus completion of a two-year vocational teacher-training program to be the equal of a first year teacher with a bachelor’s degree.

Additional teaching and/or vocational experience to be counted year for year for advancement toward the maximum.

Vocational teachers earning thirty credits toward the bachelor’s degree should be moved to a master’s track and advanced to the step corresponding to the maximum on this track.

Vocational teachers working toward a master’s degree should be granted an incentive payment of $200.00 after the accumulation of fifteen (15) credits beyond the bachelor’s.

Vocational teachers holding a Master’s Degree should be advanced to the Master’s plus 30 track.

Vocational teachers earning thirty (30) credits beyond their Master’s will be advanced to the Doctorate Track.

C.  INCENTIVE PAYMENT

In addition to the annual increment, the following incentive payments will be made to a person on Track I engaged in a definite master’s program.

$200.00 at level one (10 credits) 

$360.00 at level two (20 credits)

 

Only credits which are part of a master’s program may be used for this purpose. An incentive payment of $265.00 will be paid in addition to any Track II step for fifteen (15) credits earned in addition to the acquisition of the Master’s degree. To be eligible for academic incentive payment, credits must be earned while in the actual employ of the Gloucester School System.

These incentive payments shall be made only for two successive years, at each level, to those people who present proof to the Superintendent that they are in a Master’s program. The program shall be approved by the Superintendent as in Section K.

The incentive payment between Tracks II and III shall be made for two successive years. If the teacher is in a program, then the program must be approved by the Superintendent. If the teacher is not in a program, then the courses to be used for the incentive payment must be approved by the Superintendent.

DFAILURE TO ADVANCE ON A SALARY SCHEDULE DUE TO LACK OF CREDITS

 

Teachers who are not receiving annual increments because of lack of credits will advance to the step value of a salary schedule adopted as the result of these negotiating sessions. When increments are resumed because of credits earned, teachers will progress one increment per year.

 

 

E.   EXPERIENCE

 

Full credit will be given for recent previous teaching and/or administrative experience upon employment. Additional credit not to exceed three (3) years for military experience and not to exceed two (2) years of Peace Corps and other similar work directly related to education may be given upon initial employment. (refer to: Article Nine, Section A)


 

F.   TRAINING

 

The training classification is based on academic degrees, and evidence of degree status in the form of transcript or other official statement from the accredited college or university involved will be required of all teachers.

A teacher who attains a higher training classification while in the service of the Gloucester Public Schools will become eligible for salary payment under the new classification immediately, prorated, upon receipt of the degree during the course of the school year.

GPROGRESS ON THE SCHEDULE

 

Teachers rendering satisfactory service and fulfilling the minimum in service training requirements shall receive annual increments as indicated in the salary schedule. Salary increases of any kind are not automatic and will be granted only where there has been a continuation of high standards of teaching or demonstrated improvement in the efficiency of service. This applies not only to annual salary increments granted for additional experience, but also to salary adjustments granted for additional training. The Committee reserves the right to withhold increments from a teacher doing unsatisfactory work; in such case the recommendation for such action must be made by the Superintendent and the teacher be notified and informed of the reasons for its necessity. The Committee may at its discretion, request from the Superintendent and the supervisory personnel involved, evaluations of any or all members of the professional staff. For purposes of applying the schedule, ninety (90)-scheduled school days or more, as established in the school calendar, excluding personal days, will constitute a teaching year.

 

HANNIVERSARY DATE

 

Upon the adoption of this basic salary schedule, all provisions of the previous salary schedule not consistent with this schedule are hereby revoked, subject to Section G, where applicable.

I.   MINIMUM REQUIREMENTS

No teacher shall received more than four annual increments in salary unless he presents evidence to the Superintendent of approved professional study equal to five (5) units of credit earned during the four (4) year period. Of the five (5) units of credit, at least three (3) units must be earned at an approved degree granting college or university, except as noted below:

A maximum of two (2) units of credit may be granted for extended travel or school directed professional improvement programs, such as system wide teacher improvement programs recommended by the Superintendent and with the approval of the Committee.

Before a teacher embarks on a program leading toward a higher preparation track or for the required salary schedule credits for advancement within a track, he shall submit the proposed program to the Superintendent for approval. The Superintendent shall submit to the Committee annually a list of personnel and the approved courses submitted for credit.

Two (2) units of credit will be granted for travel outside of the continental United States of at least four (4) consecutive weeks and travel within the continental United States of at lease six (6) consecutive weeks. The teacher requesting credit for travel must submit to the Superintendent for his approval the proposed itinerary indicating the educational benefits to be derived. The acceptance of travel credits shall be on conditions that the teacher submit to the Superintendent for his approval a written summary of the trip indicating the educational benefits derived. This summary must be submitted before November first following the completion of the travel unit.

Five units of credit, equivalent to satisfactory completion of course work during a four-year period for salary adjustment may be granted for the authorship of a book published by a publisher of recognized standing or merit.

Two units of credit may be granted during a four year period for salary adjustment for authorship of a published magazine article or other publication concerned with educational, literary or public affairs.

Approval of a work for credit for annual increments will be given by a majority vote of a committee composed of the Vice Chairperson of the Committee, the Superintendent and a faculty member appointed by the Executive Committee of the Association. The evaluation committee shall meet at the call of the Superintendent upon submission of a published work. Only one such award may be made to an individual faculty member in any four (4) year period.

The Superintendent may recommend the granting of a fifth successive increment for a teacher lacking the required five (5) credits after a private hearing for extenuating circumstances and satisfactory proof of capability to earn the credits before the sixth year of service is commenced.

In the case where an increment is withheld for failure to meet minimum requirements, the individual and the Association will be notified in writing, the Association via a letter to the Chairperson of the PR & R Committee. The information will be kept confidential.

J.   TEACHERS AT AGE 55 OR OVER

The parties subscribe to a feeling that older teachers can still improve. A back-to-the-campus effort for a person in the higher salary brackets does not appear to be a serious imposition that reduces a teacher’s professional image or status.

Teachers at age fifty-five (55) who have reached the maximum step for their track will be granted the maximum step on the salary schedule regardless of the number of steps and will not be expected to produce evidence of credits earned to remain at that step for their remaining years of service. They may still qualify for incentive payments if they elect to move from one track to another to attain a higher maximum figure.

Teachers at age fifty-five (55) or older who indicate a desire to retire after two more years of service and who have served the Gloucester Public Schools for at least ten (10) years, may contract for such termination. Such a terminal two-year contract would guarantee, with successful service, an annual salary at the maximum step of any approved schedule for the teacher’s appropriate track.

K.  EVIDENCE OF CREDITS

 

Credits for step advancement must be submitted to the Superintendent not later than July 1, to be effective the following September. Credits earned after July 1, but before September 1, will be accepted if notice of intent to submit is given to the Superintendent prior to July 1. Upon submission of credits which will affect the placement of a teacher upon the salary schedule or the qualification of a teacher for an incentive payment, the Superintendent shall issue a new salary provision in his or her contract showing the increased salary before it goes into effect.

L.   PROFESSIONAL DEVELOPMENT INCREMENTS

 

A Professional Development Increment shall be paid once annually no later than the first pay period in December  in a separate check to teachers in accordance with the schedule that follows.  To be eligible to receive the increment a bargaining unit  member must earn 120 P.D.P.’s in a given five(5) year period.  In the time period from 1996 through the year 2001 a unit member must reach a prorated number of P.D.P.’s to receive the increment.  For example:  A unit member has served in the Gloucester Schools for 13 consecutive years at the start of the 1998-1999 school year.  To receive the increment the unit member must have 48 P.D.P.’s and must have a total of 96 P.D.P.’s by the start of the fifteenth year.  To continue to receive increments the unit member must have a total of 120 P.D.P.’s earned in each five year period starting in 1994 with benchmark targets in 1999 and 2004 and so on.  Should a unit member fail to reach the required number of P.D.P.’s that member can advance upon achieving the proper number.  If the unit member makes up all required P.D.P.’s at the benchmark target dates the individual shall be placed on the appropriate service increment and treated as though each prorated level had been reached in a timely fashion.  For example:  A unit member begins the 13th year of employment in 1998.  That member does not have the 48 P.D.P.’s for the 1998-1999 school year but does have the 48 by the 1999-2000 school year.  Beginning in the 1999-2000 school year the member will receive the increment.  If the unit member has the requisite 96 P.D.P.’s by the start of the 2001-2002 school year that  member  would be eligible to receive the 15-year increment.

To qualify for the increment the unit member must have continuous years of service in the Gloucester Schools.  Time spent on paid or unpaid leave or lay-off shall not count as a break in service.

Years of Continuous Service as of Sept. 1 Increment

            15 - 19 years                                                                $  500

            20 - 24 years                                                                $1000

            25 -  +  years                                                                $1500

 

The above steps are subject to the teachers successfully accumulating 120 hours of accredited Professional Development Points within the five (5) years period or a prorated amount.

 

M.               Teachers who possess the National Teacher Certificate and who provide mentoring services to teachers, receive an annual stipend of $1500.

 

SALARY SCHEDULE BY RESPONSIBILITY

Section 2 - Instructional Positions

                                                                                                                            01-03          

 

Challenge Director                                                                                               2142

Supervising Program Leader                                                                                5407

Program Leaders                                                                                                  3671

Assistant Program Leaders                                                                                   1000           

Director of Adult Education                                                                                 4851

Adult Ed. Teacher (Per Hour)                                                                              18.44

H.S. Band Director (1 rehearsal per week)                                                           1929

Summer Band Director (5 days)                                                                             868

Summer Parade Director (2 parades)                                                                      433

Administrator of Co-op Program                                                                            913

Administrator of Project Person                                                                             913

Head Teacher (Elementary)                                                                                 1957

Multiple Intelligence Project Leader                                                                     1229

 

Section 3 - Extracurricular Positions

 

Art & Phys Ed Teachers with after-School Duties (per hr)                                   1 4.07

Intramural Athletics (by other than Phys Ed

teachers, per hour)                                                                                               14.07

Staff Development

 (Summer,Vacation Periods,after school per hr)                                                   24.47

Summer School (per hour)                                                                                   24.47

Staff Development Leadership

(Presenters Planning Time)(per hr)                                                                       27.70

Student Enrichment(Summer,Vacation Periods,after school( per hr)                    24.47

 

 

High School

Faculty Sponsors:

      Chorus                                                                                                           1030

      Supervisor of Stage Crew (min. of two plays)                                                1005

      Flicker (Literary)                                                                                            1305

      Flicker (Financial)                                                                                          1104

      Elicitor                                                                                                           1806

      Gilnetter                                                                                                         1375

      Dramatics (minimum of 3 plays)                                                                   2060

      Wardrobe Person                                                                                           903

      Computer Club                                                                                              502

      National Honor Society                                                                                  603

      Senior Class Advisors (2)                                                                               1305

      Junior Class Advisors (2)                                                                               702

      Sophomore Class Advisors (1)                                                                       603

Freshman Class Advisors (1)                                                                         502

 

 

 

                                                                                                                            01-03         

 

Student Council                                                                                                   805

 Debate Team Advisor                                                                                         734

      College Bowl Advisor                                                                                    618

      Science Team Advisor                                                                                    618

      Advanced Placement Advisor                                                                        773

      Mock-Court Advisor                                                                                      618

Community Service Club Liaison                                                                        500            

Drama Music Director                                                                                          1000

Climbing Coordinator                                                                                          3000                                   

Middle School  

                                      

Faculty Sponsors:

      Band                                                                                                              805

      Chorus                                                                                                           805

      Student Congress                                                                                           603

      Orchestra                                                                                                       374

      Drama Club                                                                                                   588

      School Newspaper (minimum 2 issues)                                                         502

      Math Club                                                                                                      502

 

Elementary School

Faculty Sponsors:

      Self Esteem                                                                                                    588

      Before School Sports at Fuller School                                                            588

      Chorus                                                                                                           588

      Band                                                                                                              588

      Academic Teams                                                                                           588

 

Section 4

Part-time teachers shall receive a pro-rated salary based on their years of teaching experience and obtained degree level as approved by the Superintendent.

 

Section 5 - Athletic coaching positions

                                                                                       

5A - Salaries                                                                                      01-03          

 

Athletic Director                                                                                  7000

Faculty Manage                                                                                    3500

Cheerleader Advisor (1 season)                                                              750

Cheerleader Advisor (2 seasons)                                                          1500

 

Trainer:

      Fall                                                                                                  2030

      Winter                                                                                             1353

      Spring                                                                                               678

 

 

                                                                                                            

Football:

      Head Coach                                                                                    6900

      Assistant Head Coach (2)                                                                3000

      Junior Varsity (2)                                                                            2400

      Freshmen (2)                                                                                  1700

 

Hockey:

      Head Coach(2)                                                                               3200

       assistants (4)                                                                                  1800

 

Basketball - Boys:

      Head Coach                                                                                    3200

      Junior Varsity                                                                                 1900

      Freshmen                                                                                        1500

 

Baseball:

      Head Coach                                                                                    3200

      Junior Varsity                                                                                 1900

      Freshmen                                                                                        1100

 

Spring Track:

      Head Coach                                                                                    3200

      Junior Varsity                                                                                 1400

 

Winter Track:

      Head Coach                                                                                    3200

      Assistant                                                                                        1100


 

Cross Country:                                                                                  01-03

      Head Coach                                                                                    3200

 

Soccer:

      Head Coach                                                                                    3200

      Junior Varsity                                                                                 1900

      Freshmen                                                                                        1100

 

Tennis - Boys

Head Coach                                                                                    2000

Golf                                                                                                    

Head Coach                                                                                   2000

                                                                                                      

Rifle Team:

Head Coach                                                                                   1200

Gymnastics Boys - Girls:

Head Coach                                                                                   2000

Field Hockey:

      Head Coach                                                                                    3200

      Junior Varsity                                                                                 1900

      Freshmen                                                                                        1100

 

Tennis - Girls:

Head Coach                                                                                    2000

Basketball - Girls:

      Head Coach                                                                                    3200

      Junior Varsity                                                                                 1900

      Freshmen                                                                                        1500

 

Softball:

      Head Coach                                                                                    3200

      Junior Varsity                                                                                 1900

      Freshmen                                                                                        1100

 

Track - Girls:

      Head Coach                                                                                    3200

      Assistant                                                                                         1400

 

Intramural/Club Coach                                                                         400


 

 

 

 

 

Section 6 - General Conditions

1.   If any position exists or is established and is not listed in this Agreement, the Committee will negotiate with the Association over the appropriate salary for such position. If a new position occurs, and no salary has been negotiated, the Superintendent will ask for a negotiating session prior to the advertisement of the position. The presence of two negotiators for each side or a contracted representative will be deemed a quorum for effective effort.

 

2.   If there is any substantial change in the duties of any existing position, the Committee will negotiate with the Association regarding possible modifications in the salary for such position.

 

 

Agreed to this first day of December 14, 2001.

 

 

 

 

_______________________________          _____________________

For the School Committee                                           For the Association

 

 

 


 

Memorandum of Agreement

between the

Gloucester Teachers Association

and the

Gloucester School Committee

The parties hereby agree to the following changes to the September 1, 2004 to August 31, 2007 collective bargaining agreement between the Gloucester Teachers Association and the Gloucester School Committee:

1.         Article 6, Teaching Hours and Teaching Load, Section A (3), modify to include the following at the end of the Section:

"For the 2008-2009 school year, teachers may be required to attend twenty (20) hours of after school meeting times per year. Ten hours will be at the sole discretion of the school principal. Meeting time will be no longer than one (1) hour and shall commence no later than 15 minutes after student dismissal time."*

2.         Article 6, Teaching Hours and Teaching Load, Section B (1), modify to include the following at the end of the first paragraph:

"For the 2008-2009 school year, the teacher work year will be reduced by one professional development day."*

3.         Article 6, Teaching Hours and Teaching Load, Section B (1), modify to include the following at the end of the Section:

"For the 2008-2009 school year, the $15,000 of Challenge teacher funding will be allocated to teacher salaries."*

4.         Article 23, Duration, modify to reflect the September 1, 2007-August 31, 2009 agreement.

5.         Appendix A, Effective on the 92nd day of the 2007-2008 school year:

"Increase the Teacher Salary Schedule by 1%"

6.         Appendix A, Effective on the first day of the 2008-2009 school year:

"Increase the Teacher Salary Schedule by 2%."

7.         Teachers retiring during the time period between the 92nd day of the 2007-2008 school year and December 31, 2008 shall receive a payment of $1,000.

8.         Teachers required to move between classrooms and/or school buildings for the 2008-2009 school year as a result of the District K-5 reorganization will receive $500. Every effort will be made to notify teachers of their assignments by June 6, 2008. A copy of the impacted teachers is attached hereto.


 

9.         The Superintendent and the Association agree to work collaboratively to develop a process for listening to teachers' concerns regarding elementary level initiatives.

* These provisions sunset at the end of the 2008-2009 school year.

__________________________________             ________________________________

Andrea Pretzler, President                                         Amy-Beth Healey Vice Chairperson

Gloucester Teachers Association                                 Gloucester School Committee

Date: 6.5.2008                                                             Date: 6.4.2008

 


 

MEMORANDUM OF AGREEMENT

Between the

GLOUCESTER TEACHERS ASSOCIATION and the

GLOUCESTER SCHOOL COMMITTEE

The parties hereby agree to the following changes to the September 1, 2007-August 31, 2009 agreement:

1.         Article 4, Grievance Procedure, Section C, pages 8-9,

Modify as follows:

Section C-Procedure

3.         Level Three

Replace the current language with the following:

a)                  "If the aggrieved person is not satisfied with the deposition of his grievance at Level Two, or if no decision has been rendered within ten (10) days after he has first met with the Superintendent, he may within five (5) school days after a decision by the Superintendent or fifteen days after he has first met with the Superintendent, request in writing that the Chairperson of the PR&R Committee submit his grievance to the Chairperson of the School Committee."

b)                  Within ten (10) school days after submitting the grievance to the School Committee Chairperson, the Chairpersons of the School Committee and the PR&R Committee will agree upon a date for a grievance hearing for the purpose of monitoring and interpreting the contract.

New Section:

4.         Level Four

Change the current Level Three to Level Four and change the reference in the current Section A to Level Two to "Level Three" and the references to Superintendent to "School Committee."

2.         Article 6, Teaching Hours and Teaching Load, Section A, paragraph 3, page 10:

Delete "after school" and Replace with "outside the regular school day" after 'on a regular basis.'

3.         Article 6, Teaching Hours and Teaching Load, Section A (3), pages 10-11,

Modify to read: "Teachers may be required to attend twenty (20) hours of after school meeting times per year. Meeting time will be no longer than one (1) hour and shall commence no later than fifteen (15) minutes after student dismissal time. The twenty hours will be used, inter alia, for collaborative school-based work on improving teaching and learning, and the assessment, recording and reporting of student achievement, professional learning community building and essential school administration. The Principal will consult with faculty on the details of the program and the schedule of meetings."

4.         Article 6, Teaching Hours and Teaching Load, Section B (1), page 11,

first sentence, Modify language to reflect a pre-Labor Day start for teachers for the 2010-2011 school year.

5.         Article 6, Teaching Hours and Teaching Load, Section B (1), page 11,

first two sentences, Reduce 'four (4)' to "three (3)".

6.                  Article 6, Teaching Hours and Teaching Load, Section B (1), pages 11-12, Delete references to Challenge teacher in the last two paragraphs.

7.                  Article 10, Teacher Assignment, Sections D and E, page 18,

Modify to read: "the IRS rate of mileage reimbursement."

8.         Article 18, Temporary Leaves of Absence, Section C, page 24,

Add the following: "Teachers may convert unused personal days into sick days on an annual basis."

9.         Article 23, Tuition Reimbursement, Section C, page 30, Increase $35,000 to $50,000.

10.       Article 30, Reduction in Force, Section A (2), page 34,

Modify to include a new subsection (d): "teachers with professional status shall be notified of their layoff for the following school year by May 7th of the current school year."

11.       Article 33, Duration, First paragraph, page 39,

Modify to reflect a September 1, 2009 through August 31, 2010 agreement.

12.              Appendix A, Teacher Salary, pages A5-A36, Delete.

13.              New Article, Ongoing Meetings,

"The Superintendent of Schools and the Association shall meet on a monthly basis throughout the school year to discuss matters of mutual interest or concern. Meetings may be held on a more frequent basis at the request of either party."

 

___________________          __________________________

For the Association             For the Committee

Dated: ____________________ Dated: ____________________


 

 

GLOUCESTER PUBLIC SCHOOLS

GLOUCESTER, MASSACHUSETTS

Edited July 2009

PROFESSIONAL

GROWTH

CYCLE

GLOUCESTER PUBLIC SCHOOLS

PERFORMANCE EVALUATION COMMITTEE

June 22, 1999

Through a consensus process, the Performance Evaluation Committee has reached agreement on the teacher supervision, assessment and growth system described in this document.

James R. Gutstadt, Chairperson ___________________________________________________

Sherilyn Carroll, Beeman School __________________________________________________

Ann Caulton, O'Maley ___________________________________________________________

Natalie Daley, G.H.S. ____________________________________________________________

Victory Harvey, West Parish _______________________________________________________

Joseph Sullivan, G. H. S. __________________________________________________________

Margaret Wilmot, School Committee _________________________________________________

Revised/Updated by the Performances Evaluation Committee - March 2003

 

Attested,

________________                           ______________________          ______________

Clifford Brooks                         Date     Thomas A. Consolati                     Date

President                                                 Superintendent                             Date

Gloucester Teacher Association              Gloucester Public Schools


 

IMPLEMENTATION REQUIREMENTS

In order for the Gloucester Public Schools Professional Growth Cycle to work effectively, the following resources are essential,

1)                  Time for teachers to reflect and complete documentation.

2)                  Training for supervisors in supervision techniques.

3)                  Training for teachers in understanding this process, including goal-setting.

4)                  Training for teachers in effective teaching, e.g. Jon Saphier's The Skillful Teacher.


Introduction: Purpose, Assumptions and Overview

Purpose

The purpose of the Gloucester Public Schools Professional Growth cycle is to:

1)    support and promote ongoing improvement in teachers' instructional skills and increased knowledge of District and State guidelines, leading to increased student achievement

2)   incorporate ongoing professional development

3) provide a fair and professional means to assess teacher effectiveness.

Assumptions

The challenges facing public education today require an on-going commitment to the professional growth of its teachers with teaching and learning at its core. The Professional Growth Cycle, as described in this document, offers a process for integrating teacher supervision, improvement and assessment into a dynamic and effective system for continuous teacher growth and increased student achievement. Some critical assumptions underlie this approach to improving teacher effectiveness:

1)         The key to improved student learning is improved instruction supported by a culture of on-going professional development and collegiality. Teaching is important and the quality of instruction has a direct and significant impact on student learning.

2)                  The ultimate goal of teacher supervision is to support teacher growth to improve instruction. Effective student learning results from a 4ynamic collaboration between faculty and administration.

3)                  Teachers are learners. They can and should take ownership for their own growth and learning within a supportive and collegial environment.

4)                  Any model of supervision, evaluation or teacher growth must demonstrate respect and trust.

5)                  It is important to give teachers choices about how and in what areas to focus their growth as educators. Goal-setting is a critical component f any growth and supervision model.

6)                  This model will provide a common language for talking about teaching.

7)                  Frequent objective feedback is conducive to improved teacher effectiveness.

Overview

The Professional Growth Cycle is a four-year process that incorporates goal-setting, growth activities, observations and feedback, supervision and support, and a final Summative Assessment. A teacher sets goals (Year 1) and engages in activities to achieve those goals. During the implementation of these growth activities, s/he is supported, observed and given feedback by the supervisor (Years 2 and 3). A final Summative Assessment is written (Year 4) which uses information collected in the three preceding years and which addresses the five major performance areas. A more detailed explanation follows.


Year 1

*Reflection & Goal-setting

*Meeting(s) between supervisor and teacher to discuss the Growth Plan (pg. 6)

*Final document: Growth Plan by Nov. 15

*Implementation of Gr. Activities

Year 2

*Implementation of 2 or more Growth Activities (pg. 7)

*1 review meeting w/ teacher and supervisor

*Final document: Mid-Cycle Summative Assessment by June 1/8

Year 3

*Growth activities continued

*Observations w/feedback (Informal Feedback Form)

*Final document: Progress Report by June 1/8

Year 4

*Summative Teacher Assessment reflecting the 5 Performance Areas. Incorporates data collected from formal and/or informal observation, teacher input, goals, student work, or other sources

*Final document: Summative Assessment by June 1/8


 

YEARLY ACTIVITIES

YEAR 1

Overview: This is a year of self-reflection following the Year 4 Summative Assessment. The teacher will consider possible areas for professional growth based on: classroom observations and supervisor feed-back, the teacher's own needs and/or interests, the district's goals and state Frameworks, and the Summative Assessment. By November 1, the teacher will submit a Growth Plan (pg. 6) which describes his/her goals, strategies for achieving them, a timeline, and any support/resources that are needed. The primary purpose of this plan is to improve the teacher's instructional effectiveness. The teacher begins to participate in growth activities this year.

Teacher Activities

Timeline

1. Reflect on areas for professional growth.

Sept./Oct.

2. Meet w/ teacher to discuss possible goals, activities, support.

Sept./Oct.

3. Set final goals and complete the Growth Plan

Nov.1

4. Sign Growth Plan

Nov. 15

5. Initiate growth activities

 

 

On-going

 

Supervisor Activities

Timeline

1. Meet w/ teacher to discuss possible goals, make suggestions or recommendations

Sept./Oct.

2. Review Growth Plan, clarify w/ teacher, if necessary

By Nov. 1

3. Sign Growth Plan

By Nov. 15

YEAR 2

Overview: The teacher continues to participate in growth activities in support f the goals set forth in the Growth Plan. These activities may include, but are not limited to: peer observation, course work, curriculum development, peer mentoring, study group, reflective journals, action research, team-teaching, adult instruction, teacher portfolio, video self analysis, etc. During the fall, the teacher and supervisor will meet to discuss progress toward the goals. During Year 2, the teacher completes a portion of the Mid-cycle Summative Assessment which describes the growth activities undertaken and the evidence of using new knowledge and skills with the students.

Teacher Activities

Timeline

1. Continue w/growth activities as outlined in the Growth Plan

On-going

2. Seek support/resources from supervisor, as outlined in growth plan

As needed

3. Meet 1 or more times with supervisor to review progress

By Jan.30

4. Modify goals, if appropriate

By June 1/8

5. Complete/submit MCSA

By May 15

 

Supervisor Activities

Timeline

1. Provide informal feedback

On-going

2. Provide support/resources

As needed

3. Hold 1 or more review meetings w/ teacher

By Jan. 30

4. Complete and sign MCSA

By June 1/ 8

YEAR 3

Overview: During this year, the teacher will continue to conduct his/her growth activities in support of the original or modified goals. The teacher and supervisor will continue to meet (at least once) to discuss the teacher's progress towards these goals. Over the course of' Year 3, there will be several informal observations with feedback (pg.9) from the supervisor. An updated Progress Report will be submitted by June 8th.

Teacher Activities

Timeline

1. Conduct growth activities

On-going

2. Seek support from supervisor

As needed

3. Meet with supervisor to review progress.

By Feb. 1

4. Complete and submit Year 3 Progress Report

By June 8

 

Supervisor Activities

Timeline

1. Review teacher progress and provide feedback/observations

On-going

2. Provide needed support/resources

As needed

3. Hold review meeting(s)

By Feb. 1

4. Review and sign Progress Report

By June 8

 

YEAR 4

Overview: The supervisor is responsible for writing a Summative Assessment (pg. 11) for the teacher based on the 5 performance expectations (pg. 12). This assessment will incorporate data collected from formal and/or informal observations, teacher input, goal accomplishment, samples of student work, or other sources. The teacher and supervisor will meet and discuss the final document by June 8th. (June 1st if a teacher is being considered for non-reappointment).

Teacher Activities

Timeline

1. Submit to the supervisor a list

of all professional development activities

since the last summative assessment

As requested

2. Submit any documentation in support of 5 performance areas.

As requested

3. Continue with Growth Activities

On-going

4. Meet w/ supervisor to discuss

By June 8

Summative Assessment

 

 

Supervisor Activities

Timeline

1. Conduct formal and/or informal observations

On-going

2. Collect data and supporting documentation from teacher

On-going

3. Write teacher's Summative Assessment

By May 1

4. Meet w/ teacher to review

By June 8

Summative Assessment

 

 

Growth Plan

Name_________________________ School__________________________________________________

Date_______________________

1.         Goal(s):

A.____________________________________________________________________________________

______________________________________________________________________________________

 

B.____________________________________________________________________________________

______________________________________________________________________________________

C.____________________________________________________________________________________

______________________________________________________________________________________

2.                  How will the achievement of your goal(s) improve the performance/learning of your students?

_____________________________________________________________________________________

_____________________________________________________________________________________

3.                  Growth Activities (pg. 8):

_____________________________________________________________________________________

_____________________________________________________________________________________

4.                  Approximate timeline of activities leading to goal(s) completion date:

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

5.                  What type of support (time, materials, training, etc.) will you need from your supervisor?

______________________________________________________________________________________

______________________________________________________________________________________

6.                  How will you measure the achievement of your objectives (evidence of successful completion)?

______________________________________________________________________________________

Teacher's Signature_____________________ Date_________________________

Supervisor's Signature_____________________ Date________________________


 

SUGGESTED PROFESSIONAL GROWTH ACTIVITIES

1)                  Peer Observation: During the school year, teachers observe each other's classes 3 or 4 times. They provide each other with feedback relative to classroom instruction and their goal(s).

2)                  Action Research: A teacher develops a hypothesis relative to instructional practice, curriculum, classroom management, etc. Working individually or with other teachers, s/he implements the strategies or activities that will test the hypothesis. Findings would be summarized in a brief paper and shared with other staff.

3)                  Study Groups: A group of 4-8 teachers meets regularly over the course of one or two years to learn new strategies, implement them in their classroom, and discuss the results with the group. A study group can be formed to help support a teacher's goal.

4)                  Teaching a Course or Workshop: A teacher with interest and expertise in a specific area of curriculum or instruction plans and presents a workshop or course to other staff The program must relate to school, district, or state-wide goals or initiatives.

5)                  Teacher Portfolio: A teacher collects 'artifacts' that reflect his/her curriculum or instruction, e.g. assessment instruments, unit lesson designs, student work, lesson plans, etc. The teacher reflects on this portfolio and analyzes it in relationship to his/her goals. A written summary is presented to the supervisor.

6)                  Weekly Journal: Over the course of the year, the teacher reflects on his/her teaching, on what did or didn't work and possible explanations. Each week, the teacher records his/her thoughts. This journal can be shared with other teachers or the supervisor and/or could be used to assess progress towards achievement of his/her goal(s).

7)                  Mentoring: A teacher works with a new teacher, or with a teacher in need of support, throughout the school year. This mentoring process includes periodic classroom observations, feedback, and regular discussions about teaching.

8)                  Team Teaching w/ an Administrator or Principal: A teacher plans, teaches, and evaluates an instructional unit with the Principal or another administrator. The preparing, teaching and assessing of the unit would be the joint responsibility of both parties.

9)                  Video Self-Analysis: During the year, the teacher videotapes three lessons. S/he analyzes the lessons and writes a summary describing their effectiveness and possible changes.

10)              Curriculum Development: A teacher develops and implements a unit of instruction based on the Curriculum Frameworks.

11)              Other: with the approval of the supervisor, e.g. visiting other schools.


 

Informal Feedback

Teacher________________________ Date/Time of visit____________________________

While in your room I noticed______________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

I have a question about___________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

Informal Feedback

Teacher ______________________Data/Time of visit______________________________

While in your room I noticed______________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

I have a question about __________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

Informal Feedback

Teacher __________________________Data/Time of visit___________________________

While in your room I noticed______________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

I have a question about __________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

Progress Report

Teacher_________________________ Date______________________________ Year: 2/3

Goals: _______________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

Professional growth activities in support of goals (refer to p.8 or section 3 of Growth Plan)

Student or classroom outcomes

1

1.

2

2.

3

3.

4

4.

5.

5.

Changes or modifications to goals (if any): __________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

Teacher comments: _____________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

Supervisor comments: __________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

Teacher's signature____________________ Date____________________

Supervisor's signature____________________ Date____________________


 

GLOUCESTER PUBLIC SCHOOLS

Gloucester, Massachusetts

SUMMATIVE ASSESSMENT

School Year: ____________________________ Date: ____________________

Teacher: ________________________________ School: ____________________

Assignment: _____________________________________________________________

Goals: ______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

Performance Areas:

1.                  Classroom Teaching/Student Services

2.                  Contributing Member of the Stuff

3.                  Communication with Parents and Community

4.                  Routine Administrative Duties and Obligations

5.                  Professional Growth as an Educator

Supervisor's Signature__________________________ Date____________________

Teacher's Signature____________________ Date____________________

Teacher's Comments (may comment here or on a separate sheet):


PERFORMANCE AREAS FOR THE SUMMATIVE ASSESSMENT

The examples given under each area are intended as suggestions and as a guideline for supervisors. Teachers are not expected to fulfill all the roles that are listed.

1.         Classroom teaching

This area of the Summative Assessment includes the effective teaching principles directly related to instruction: planning, class management, assessment, high standards/expectations, instructional strategies and techniques, and equity/diversity practices. See Professional Standards for Teachers (pgs. 13-24) far an extensive list of descriptors in each area.

Data about classroom teaching can be gathered in several ways. The most important  manner is through classroom observations, both formal and informal. Formal observations should include a pre-and post-conference. In addition, specific evidence of effective teaching may be collected. These 'artifacts' may include lesson plans, unit planning materials, assessments, student work samples, homework assignments, worksheets or other materials that directly reflect the teacher's instruction.

2.         Contributing Member of the Staff

Teachers play a positive role in their schools and the district, as well as their classroom. This section includes behaviors that demonstrate ways in which a teacher works with other professionals. Some examples of ways to fulfill this role:

*                    contributes to the implementation of school-wide initiatives, procedures, programs

*                    works well with building staff

*                    makes contributions to curriculum, team, school or district goals

3.         Communication with Parents and Community

How well the teacher promotes positive parent and community relationships is the focus of this section. The supervisor should note any way the teacher has extended himself or herself to communicate with parents and ma Ice connections between the school and the community. Difficulties or obstacles to effective communication would be noted here. Some speflc descriptors may include:

*                    communicates regularly and effectively with parents, thought letters, conferences, presentations, exhibitions, etc.

*                    uses community resources

4.         Fulfillment of Routine Administrative Duties and Obligations

The supervisor will comment in this section on how well the teacher carries out routine functions. Some examples of descriptors:

*                    completes reports accurately and on time

*                    arrives at meetings and other non-teaching duties punctually

*                    performs non-classroom duties such as bus duty, hail supervision, cafeteria duty, etc.

*                    maintains accurate and complete records as required by school, district, state/federal policies, administrative regulations, or law

5.         Professional Growth as an Educator


 

This section will address the teacher's professional growth. It will include a list of workshops, courses, seminars, etc. that the teacher has participated in over the course of his or her growth cycle, as well as new ideas or strategies that have been implemented in the classroom. Refer to Suggested Growth Activities (pg. 8).

Appendix B: Professional Standards for Teachers-Examples in Classroom Practice

A. Plans Curriculum and Instruction

Standards

Descriptor/Indicator

Examples of Evidence

1. Draws on content of the relevant curriculum frame-works to plan activities addressing standards that will advance students' level of content knowledge.

·         Knows content of relevant Curriculum Frameworks.

·         Lesson plans identify standards to be learned based on Frameworks.

·         Relates classroom activities to specific Framework provisions.

 

2. Plans sequential units of study that make learning cumu­lative, connect learning across disciplines, and are based on learning standards within the Frameworks.

·         Plans a hierarchy of lessons and units that demonstrate the sequence and relativity of all activities and their relationship to the appropriate Framework.

·         Teacher can produce written evidence of planning that shows sequence and a progressive building toward learning objectives within the Frameworks.

 

 

·         Students can articulate the relationship between current and previous learning activities and the overall goals of the unit.

3. Draws on results of formal and informal assessments and knowledge of human development to plan learning activities appropriate for range of students within a classroom.

·         Identifies prerequisite skills, concepts and vocabulary that students need to know in order to be successful.

·         Pre and post assessment tools show relevance to the subject matter and to the range of students within the classroom.

 

·         Understands the use of assessment in the planning of future and remedial work.

·         Several different types of assessments are included in lesson plans.

 

·         Demonstrates formal knowl­edge of the stages and indicators of human development.

·         Lessons demonstrate alterna­tive approaches for diverse learners.

 

·         Understands the relationship between human development and the ability of students to learn and retain material.

·         Teacher can express theory of human development and its application in lesson delivery.

4. Plans lessons with clear objectives and measurable outcomes.

·         Formulates objectives based on previous student outcomes.

·         Lesson plans identify objectives and expected outcomes.

 

·         Formulates and refines a clear learning objective or objectives for each lesson. Selects learning activities appropriate to the age, level, and performance of students. Relates conclusion of the lesson to the objectives of the lesson.

·         Plans include varied instructional strategies to achieve the objectives and outcomes. Students can identify the objectives and expected outcomes of the lesson.

5. Plans the pedagogy appropriate to the specific discipline and to the age and cognitive level of the students in the classroom.

·         Understands the capabilities of students in classroom.

·         Articulates relationship between the age and cognitive level of students and the planned pedagogical approach.

 

·         Is aware of varied teaching techniques such as direct instruction, practice, discussion, problem-solving, Socratic dialogue, homework, and research projects and the appropriate use of each.

·         Plans show multiple pedagogical approaches to achieve desired objective.

6. Seeks resources from colleagues, families, and the community to enhance learning.

·         Uses community resources to supplement and enhance learning activities.

·         Students have opportunities to interact with a variety of people from the community.

 

·         Consults with colleagues, formally and informally, to increase learning opportunities.

·         Plans and lesson delivery demonstrate the relationship between the use of the community resource and the lesson objectives.

 

·         Uses families as resources to support classroom instruction.

·         Administration is aware of occasions when community arid staff resources are being used.

 

 

·         District-wide information, which is provided to teachers on sources of outside expertise, is used.

7. Integrates technology and media n the management of the work of teaching and in student learning.

·         Is aware of and competent in all available technology.

·         Plans show opportunities for students to use multi-media platforms within learning activities.

 

·         Understands the use of technology as a teaching and learning tool to increase the quality of instructions.

·         Teacher uses available technology.

 

·         Understands the use of technology in planning, communicating, and record keeping.

 

8. Uses information in Individual Education Plans (IEPs) to plan strategies for inte­grating students with special needs into regular classrooms.

·         Understands components of IEPs and plans teaching and learning strategies for students with special needs that are com­patible with regular classroom operations.

·         Students with special needs are integrated into regular classroom routines and lessons without diverting attention from tasks at hand.

 

 

·         Teacher collaborates with school-based specialists, resource personnel, and admin­istrators to meet the special learning needs of all students.

B. Delivers Effective Instruction

Standards

Descriptor/Indicator

Examples of Evidence

1. Set high standards and expectations.

·         Is aware of school and district expectations.

·         Teachers, students, and parents can articulate performance standards and expectations.

 

·         Identifies specific and challenging performance expectations for student learning.

·         Feedback to students is related to the standards.

 

·         Judges student work against the standards and expectations.

·         Standards and high expectations are overtly explained in class work student arid parent communication.

 

·         Informs parents about the standards and expectations and enlists their help in achieving them.

 

2. Clarifies learning objectives and gives students models of quality work to illustrate expectations.

·         States or otherwise communicates the objectives of the lesson to students, preferably at the outset of the lesson.

·         Students understand the objective of each lesson.

 

·         Explains relevance of new unit and connects it with previous work and future units.

·         A well thought-out introductory lesson is used to start a new unit.

 

·         Provides exemplars of student work to show quality and level of performance expected.

·         Students understand arid can defend their grade(s) by referencing known performance expectations.

 

·         Believes that students can achieve high standards and builds that belief within students.

 

3. Provides regular and frequent feedback to students on their progress.

·         Adheres to school policy on student conferences, grading, and return of student work, including homework.

·         Records of student conferences and meetings with parents are available for review.

 

·         Is available to students after school and during unassigned times.

·         Students receive frequent assessment and specific feedback, both verbally arid in writing, on individual pieces of work that allows students to connect arid improve performance.

 

·         At the elementary level, informs parents about progress and performance.

·         Appropriate examples of feedback are available for students and parents to review.

 

·         At the middle and high school level, maintains a system where students are aware of their grade(s) between formal reporting periods.

·         Trends in a student's performance are noted early and parents and the student are informed in a timely manner.

 

 

·         Students can explain their performance level between formal reporting periods.

 

 

·         Provides reteaching opportunities for students who require it.

4. Models clear writing and speaking in communication with students and families.

·         Uses correct language at all times in speaking to or with students.

·         Information written by teacher in class is grammatically correct, well planned, and age appropriate.

 

·         Writes in a legible and gram­matically correct manner.

·         Students' oral and written communication errors are corrected in a supportive arid calm manner.

 

·         Selects language that communicates effectively and respectfully with parents and students.

 

 

·         Demands and expects clear and civil communication from all students.

 

5. Employs multiple teaching and learning strategies.

·         Employs a variety of teaching techniques such as direct instruction, practice, discussion, problem-solving, Socratic dialogue, homework, and research projects.

·         Evidence of multiple strategies can he seen in plan book, classroom observation, and grading system.

6. Uses a variety of teaching techniques and provides many and varied opportunities for diverse learners to achieve competence.

·         Demonstrates the training, talent, willingness and intent to utilize numerous instructional strategies.

·         Notes in plan book about the use of and the success or failure of strategy demonstrate teacher reflection on strategy.

 

·         Knows which techniques are likely to he most effective for a given lesson objective and group of students.

·         Information gathered from checking for understanding and from formal and informal assessments is used to modify instruction or reteach objective.

 

·         Uses homework to reinforce lesson objectives and checks it for understanding.

·         Students feel supported in responding to questions.

 

·         Is skilled in using questioning to stimulate thinking and does not abandon a student who offers an incorrect answer. Knows how to prompt correct answers and encourages student to respond.

·         Teacher demonstrates flexibility in switching to another instructional strategy if the one planned is not succeeding.

 

·         Regularly checks for understanding. Regularly summaries key concepts.

·         Evidence is available to show that teacher varied strategies for type(s) of learners with in classroom. Students actively summarize their learning through a variety of strategies.

7. Integrates reading and writing across disciplines to meet the learning objectives.

·         Teaches and reinforces reading and writing strategies as appropriate for the discipline within the context of assignments.

·         Students are using reading and writing strategies and assignments to further their learning.

 

·         Uses reading and writing assignments to further the learning objectives.

·         Reading and writing assignments are linked to learning objectives.

 

·         Seeks opportunities to collaborate with grade level colleagues to develop, assign, and assess reading and writing assignments that promote inter­disciplinary learning.

·         Students can explain the purpose of reading and writing assignments and their application across content areas.

8. Builds on students' prior knowledge and experience.

·         Incorporates previous learning into new units of study.

·         Builds cumulative review into assessment of current work.

 

·         Selects appropriate review work in preparation for introduction of new concepts and units.

·         Students' grasp of previous knowledge is reinforced by formal and informal assessments.

 

·         Shows connection between current topics and previous learning.

·         Students can reference previous work and its application in current lesson or unit.

9. Designs, analyzes, and uses assessment data.

·         Demonstrates an awareness and use of multiple forms of assessments both formal and informal and formative and summative.

·         Plan book and student records exhibit the use of multiple forms of assessment.

10. Uses a variety of formal and informal assessments to accurately measure student progress toward, and achievement of, the learning objectives, and to plan or modify further instruction.

·         Confers with previous teacher and previous grade level performance indicators.

·         Records and information that may be helpful to a receiving teacher are shared.

 

·         Regularly uses a variety of informal and formal assessments of student progress for instructional revisions and decision-making.

·         Use of a variety of assessment opportunities can be found in plan books and student records.

 

·         Develops and uses authentic assessment which describes a student's learning process as well as his/her learning achievements.

·         Analyses of student work and new or modified lessons for individuals or for the group based on that analyses are evident.

11. Translates evaluation of student work into records that accurately convey the level of student achievement.

·         Maintains accurate record keeping in accordance with school district policies and grade level and school expectations.

·         Can explain results from tests and other assessment instruments in language understandable to students and parents.

 

·         Reports progress of student against the standards, not only to previous work.

·         Reports cards are complete and accurately reflect student progress toward or mastery of the learning standards.

C. Manages Classroom Climate and Operations.

Standards

Descriptor/Indicator

Examples of Evidence

1. Creates an environment that is conducive to learning.

·         Promotes confidence and perseverance in all students.

·         Students' attempts to solve problems and exert effort are constantly reinforced.

 

·         Maximizes and recognizes progress made through effort.

·         Positive expectations of overall class competence are used to motivate individuals within the group.

 

·         Understands that getting a student to internalize confidence and a belief in hard work can be a long, gradual process.

·         Teachers use perseverance and positive attributions when students make errors.

 

·         Communicates the components of effective effort to students and families.

·         Students can express their teacher's belief in them.

 

 

·         Various assessment instruments are used at the right time to reinforce the student's belief in. his/her own capacity to learn.

2. Creates a physical environment appropriate to a range of learning activities.

·         Is able to create a classroom environment that is conducive to learning through the use of decor, student participation and purposeful use of time.

·         The classroom is an inviting, stimulating place to the eye.

3. Maintains appropriate standards of behavior, mutual respect, and safety.

·         Understands, supports, and adheres to the disciplinary policies and procedures in the district.

·         Students understand class-room and school expectations.

 

·         Sets expectations and conveys those expectations to students.

·         All safety procedures are implemented in the classroom or activity setting.

 

·         Takes action in disciplinary situations appropriate to the behavior and age level.

·         Individual problems are dealt with as they arise, with minimum disruption of other students.

 

·         Seeks advice and assistance from support personnel as needed and keeps them informed about potential problem areas.

 

4. Manages classroom routines and procedures without loss of significant instructional time.

·         Understands the importance of an orderly classroom in furthering the learning.

·         Daily routines are well organized, and carried out by students and teacher without the need for detailed instruction.

 

·         Carries out routine tasks without disruption.

·         Duties and privileges are rotated among students on a scheduled basis.

 

·         Uses grade level and age-appropriate assignments to get routine tasks completed.

·         There is a quick and, well-planned beginning to student participation in the class.

 

 

·         Teacher can respond to distractions and individual student needs while preserving the focus and flow of the class.

5. Promotes climate of community, inclusion, and mutual support among students.

·         Understands how to build alliances and support mechanisms among students.

·         Students ask for and get help from one another.

 

·         Understands how to give students ownership of class-room goals and activities.

·         Students develop instructional materials such as questions, projects, and assessments.

 

 

·         Students participate in a discussion without fear of mistake; errors are honored.

 

 

·         Students take intellectual risk.

D. Promotes Equity and an Appreciation of Diversity

Standards

Descriptor/Indicator

Examples of Evidence

1. Acts on the belief that all students can master a challenging curriculum and includes all students in the range of academic opportunities and in higher order thinking.

·         Demonstrates belief that students can achieve high standards and expresses this belief to students.

·         Instruction is modified or lesson re-taught based upon outcomes of formal and informal assessments.

 

·         Modifies instruction to meet the diverse needs of students within the classroom.

·         Modifications to instruction Are noted in plan book.

 

·         Tries a variety of strategies to engage diverse learners in order to stimulate their interest in the lesson.

·         Students are confident in taking risks with new material and feel supported in trying challenging academic work.

 

·         Continually assesses success of instructional strategy and changes approach if warranted.

·         Accurate records of student performance, consultation with resource personnel, and special service needs are maintained.

 

·         Identifies students who are not meeting expectations and develops a plan that designates student and teacher responsibilities

 

 

·         Provides opportunities for extra help as needed.

 

2. Assesses the significance of student differences in performance levels, learning styles, cultural heritage, language, socio-economic backgrounds, and. physical and emotional disabilities and adapts classroom activities appropriately.

·         Demonstrates appreciation for and sensitivity to the differences in students.

·         Curriculum materials and classroom artifacts reflect the students' background and culture

 

·         Knows background and culture of students in the classroom and community.

·         Accurate records of student performance, consultation with resource personnel, and special service needs are maintained.

 

·         Varies instruction to accommodate learning styles and needs.

 

 

·         Seeks out and collaborates with colleagues and/or support personnel to meet the special learning needs of all students.

·         Cultural or language barriers are taken into consideration and accommodations made when working with families.

 

·         Identifies need for remedial or special services and advocates for services to be provided.

 

3. Helps all students understand essential political principles of the United States, its underlying ideals and government institutions.

·         Understands the theory of American government and its political institutions and processes.

·         Teacher and students model respect for democratic ideals in the operation of classroom life.

 

 

·         Students understand basic American ideals of freedom, individual rights, and government by the people.

E. Meets Professional Responsibilities

Standards

Descriptor/Indicator

Examples of Evidence

1. Understands his or her legal responsibilities.

·         Abides by district policies and applicable laws governing teacher conduct and school operation.

·         Participates in training pro­grams offered by district.

 

 

·         Consults with and informs appropriate personnel when legal question arises.

2. Conveys knowledge of and enthusiasm for his/her academic discipline to students.

·         Is well versed in the back­ground, history, and application of the subject being taught.

·         Enthusiasm for content area is evident.

 

·         Conveys anecdotes about the subject to stimulate student interest.

·         Students can express the value and application, of the lesson within the content area.

3. Maintains interest in current research and development in the academic discipline and applies knowledge in classroom practice.

·         Reads timely material about the academic discipline through publications such as profession­al journals, professional associa­tion newsletters, and research papers or articles.

·         Adjusts instruction, as war­ranted based upon research and development.

 

·         Maintains familiarity with the range of pedagogical research.

 

 

·         Shares information about research and development in the field with students.

 

4. Participates in building a professional community by collaborating with colleagues to continuously improve instruction, assessment, and student achievement.

·         Participates in grade level, content area and school-based or district-wide planning meetings.

·         Productive contributions to an atmosphere of collaboration, rather than blame, on behalf of student achievement is evident in meetings.

 

·         Assists in evaluating and redesigning curriculum and instruction to improve student achievement.

·         Supportable facts, rather than hearsay or innuendo, are the discussion points in conver­sations.

 

 

·         Engages in peer observation and feedback.

 

 

·         Offers and asks for assistance from colleagues.

5. Works actively to involve parents in their child's academic performance.

·         Informs parents about grade level or content area expectations for semester/year.

·         Parents can express under­standing about their child's academic work.

 

·         Provides opportunities for parents to interact with student and teacher about the student's performance.

·         Parents feel welcomed in school. Parents and teachers work together on behalf of the child.

 

·         Seeks information from parents about the student that can influence performance and shares information about student progress.

 

6. Reflects critically upon his/her teaching and identifies areas for further professional development as part of a pro­fessional development plan that is linked to grade level, school, and district goals.

·         Selects valuable and applicable training in his/her field and incorporates training into class-room practice.

·         Classroom practices are adjusted based upon advanced training.

 

·         Understands grade level, school and district goals and plans his/her professional development in accordance with those goals.

·         Continued professional development is consistent with short-and long-term goals of the teacher and school.

 

·         Can self-identify areas for improvement and reflects upon suggestions from evaluators in developing personal growth plan.

 

7. Understands legal and ethical issues as they apply to responsible and acceptable use of the Internet and other resources.

·         Teachers own use of the Internet reflects good legal and ethical judgment.

·         Directs and monitors student use of resources while in school.

 

·         Lesson plans and instructional strategies demonstrate appropriate use of the Internet by students.

·         Maintains Internet access safeguards appropriate to age level and provided by district.

 


Process for 'Novice' and 'At-risk' Teachers

The process for Novice and/or At-risk teachers is, in effect, a condensed and modified one-year cycle of supervision and assessment. A Novice teacher is defined here as one who has not yet attained Professional Status. An At-risk teacher is one whose performance is considered less-than-satisfactory in one or more of the five performance areas, as determined by the supervisor.

Novice Teacher

The teacher and supervisor will meet to set goals for the year and complete time Growth Plan, no later than October 1. For the novice teacher, this planning will be initially directed by the supervisor, with decreased direction as the teacher gains confidence and proficiency. More than three goals may be established, necessary.

Over the course of the year, at least one formal observation will be conducted by the supervisor. In addition, informal observations will take place as often as necessary, at the supervisor's discretion. The teacher will also have the option to be observed and given feedback by a peer or mentor teacher.

A Summative Assessment is completed by the supervisor no later than June 8. The teacher and supervisor also write a new Growth Plan for the following year by October 1 of that year.

At-Risk Teacher

A teacher whose performance is less-than-satisfactory in one or more of the five performance areas may be taken out of the growth cycle at any time by the principal. Reasons for this must be provided with appropriate documentation. The teacher and principal (and supervisor, will meet to discuss these reasons, along with goals for the following year, as determined by the principal. An Individual Improvement Plan (pgs. 26-27) is completed which includes the teacher's areas of need, goals, support and resources to be provided by the supervisor, and the type and depth of the supervision that is planned (observations, meetings, etc.).

A Summative Assessment is completed by June I. This document will also include one of the following recommendations from the principal:

1)                  Teacher should return to the 4-year growth cycle

2)                  Continue with an Improvement Plan

3)                  Initiate the dismissal process

4)                  Other


 

INDIVIDUAL IMPROVEMENT PLAN

Teacher ____________________ Supervisor____________________

Grade/Subject____________________ Date____________________

I.          AREAS IN NEED OF IMPROVEMENT AND TEACHER GOATS

II.                 ACTIONS TO BE TAKE BY THE TEACHER

III.               SUPPORT/RESOURCES TO BE PROVIDED BY THE SUPER VISOR

IV.               SUPERVISION PLAN

V.                  EVIDENCE/INDICA TORS OF IMPROVEMENT

1.                  ARES IN NEED OF IMPROVEMENT AND TEACHER GOALS:

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

II-V: Activities, Person Responsible and Timeline:

Activity____________________ Person Responsible____________________ By when?

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________


 

INDIVIDUAL IMPROVEMENT PLAN (CON'T)

II-V: Activities, Person Responsible and Timeline:

Activity____________________ Person Responsible____________________ By when?

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

Teacher's Signature___________________________ Date __________________________________

Supervisor's Signature________________________ Date __________________________________

Principal's Signature________________________ Date__________________________________

GTA Rep's Signature________________________ Date __________________________________


GLOSSARY

Evaluation

A process that requires a supervisor to make judgments and decisions regarding the effectiveness and job status of a teacher, using data gathered during the supervisory process.

Formal Observation Process

A process that includes: a pre-conference between the teacher and supervisor to agree on the goals, date and time of the observation, the observation, and a post-conference which results in a written document.

Growth Activities (pg. 8)

Activities which contribute to professional growth and improved instruction.

Growth Plan (pg. 7)

A document written by the teacher during the year of reflection which delineates one or more goals with accompanying growth activities. These will guide the teacher through the four-year cycle of professional growth.

Informal Observation (pg. 9)

Any brief unplanned observation which may include oral or written feedback.

Peer Observation

An observation requested or arranged by a teacher which involves another teacher observing a class or lesson and giving appropriate feedback.

Performance Areas for Summative Assessment (pg. 12)

Five areas of professional performance used by a supervisor in making a final assessment of teacher growth.

Professional Standards for Teachers (pgs. 13-24)

A description of the five areas of effective.

Progress Report (pg.10)

A short summary written by the teacher and submitted to the supervisor no later than June 8 of Year 2 and Year 3, which describes the growth activities undertaken during the year with student/classroom outcomes and any modifications of goals.

Supervision

An on-going, systematic process which involves frequent, high quality support and feedback to teacher given by a trained administrator.

Summative Assessment (pg. 11)

A document based on information gathered over the four-year cycle that reflects the supervisor's assessment of the teacher's effectiveness in the 5 performance areas.


 

APPLEALS PROCESS

If there is an unresolved issue regarding the Growth Plan, Progress Report, an observation or the Summative Assessment, the teacher should take the following steps:

1)                  Meet with the supervisor within 5 school days to resolve the issue informality.

2)                  If the issue is not resolved, the teacher may appeal in writing within 30 school days to the Principal. If the 30 days run into the end of the school year, 'school days' will change to normal 'work days'. The teacher may request another observation ('by the same or an alternate supervisor) and/or a meeting with the principal (or designee) and a 3rd party supervisor.

3)                  Upon receipt of the written appeal, the principal will, within 5 school days, take one of the above actions.

4)                  If the issue remains unresolved, the teacher may enter the grievance process at level 2.

5)                  The decision to put a teacher on an Individual Improvement Plan and/or the sufficiency of the Plan is subject to the grievance procedure.

RESOURCES

Burke, Kay. Designing Professional Portfolios for Change Arlington, IL: SkyLight, 1997.

Glatthorn, Allan. Fostering Teachers Professional Development Through Differentiated Supervisions East Carolina University, 1991.

Gloucester Public Schools. Professional Development Plan. 1998

Massachusetts Department of Education. "Principles of Effective Teaching. '1998

Rettig, Perry. "Differentiated Supervision: A New Approach " Principal, January, 1999.

Saphier, Jon. How to Make Supervision and Evaluation Really Work. Carlisle, MA.: Research for Better Teaching, 1993.

Southern Berkshire Regional School District. “Teacher Performance Review and Assistance.” 1997.

Vann, Allan. 'An Alternative Assessment for Master Teachers". Principal, January, 1996.

Walen, Elizabeth and Mimi DeRose. “The Power of Peer Appraisals”. Educational Leadership

October, 1993.


SUMMATIVE ASSESSMENT

Reflection and Organizing Guide ("Brag Sheet")

Name: ________________________________________________________________________________

1.         Classroom Teaching: Include comments and/or any document in support of progress toward goal(s) completion and/or evidence of effective teaching (pg. 13-20)

Comments: __________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

  Documentation included

2.                  Contributing member of the Staff: Include comments and/or any documentation of how you play a positive role in your school or the district as well as your work with other professionals (pg. 11) Comments: ___________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

  Documentation included

3.         Communication with Parents and Community: Describe or document ways in which you promote positive relationships with parents or the community (pg. 11)

Comments: __________________________________________________________________________

  Documentation included

4.         Routine Administrative Duties and Obligations: Comment or document any ways that demonstrate how well you carry out routine functions and responsibilities (pg. 12)

Comments:____________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

  Documentation included

5.         Professional Growth as an Educator: Please list any workshops, courses, seminars or other professional development activities that you've participated in over the course of the your growth cycle.

Activity                                                                                           Date(s)

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

  Proof(s) of Participation attached


Mid-Cycle Summative Assessment

Teacher________________________ Date________________________ Year: 2

Goals:_______________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

Professional growth activities in support of goals (refer to p. 7 or section 3 of Growth Plan)

Evidence of effective incorporation of new knowledge and/or skills

1

1

2

2

3

3

4

4

5

5

Supervisor'sComments:________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

Changes/Modifications to goals (if any): ______________________________________________________________________________________

______________________________________________________________________________________

Teacher's signature________________________ Date________________________

Supervisor's signature________________________ Date ________________________

Teacher's Comments (may comment here or on a separate sheet):


MEMORANDUM OF AGREEMENT

BETWEEN

THE GLOUCESTER TEACHERS ASSOCIATION

AND

THE GLOUCESTER SCHOOL COMMITTEE

The parties hereby agree to the following changes to the September 1, 2011-August 31, 2012 agreement and further agree to pilot the new Educator Evaluation system as delineated in the DESE model language for the 2012-2013 school year subject to the following specific modifications :

1.  All Educators will be provided with professional development on self-assessment and goal setting toward the implementation of the Educator Evaluation system on September 6, 2012, September 18, 2012, October 16, 2012 and November 6, 2012.

2.  All Educators will be provided with follow-up professional development and/or additional common planning time related to the implementation of the Educator Evaluation system on February 6, 2013.

3.  All Evaluators will be provided with the necessary training to properly pilot the Educator Evaluation system prior to evaluating any Educators.

4.  All Educators will be provided with time within the contractual workday and the contractual work year to be dedicated toward completing the Educator Evaluation requirements and related activities. Specifically:

a.    Elementary Educators will be provided with an additional two hours per month of either enrichment time, after school meeting time pursuant to Article 6, Section A (3) of the agreement, common planning time (non-contractual "prep*' time) and/or periodic release time. This is in addition to other identified initiatives (e.g., Common Core curriculum, common assessments, etc.)

b.    Elementary Specialist Educators will be provided with release time comparable to the allocation of time provided for and described in subsection (a) above.

c.    Middle School Educators will utilize "common curriculum." time and "team meeting" time to work toward the completion of evaluation related requirements and activities. This is in addition to other identified initiatives (e.g., Common Core curriculum, common assessments, etc.).

d.   High School Educators will utilize "common planning time" and "professional learning communities" time to work toward the completion of evaluation related requirements and activities. This is in addition to other identified initiatives (e.g., Common Core curriculum, common assessments, etc.).

e.    High School Vocational Educators will be provided with release time comparable to the allocation of time provided for and described in subsection (d) above.

f.   Elementary, Middle and High School Special Education Educators will be provided with release time comparable to the allocation of time provided for and described above in the respective levels to which they are assigned.

5.  The parties agree to pilot the DESE rubrics for the 2012-2013 school year.

6.  The parties agree to pilot the DESE forms for the 2012-2013 school year.

7.  No Educator will be placed on an Improvement Plan under the pilot Educator Evaluation system for the 2012-2013 school year.

8.  Educators will be placed on their respective evaluation cycles for the 2012-2013 school year as follows:

•     All pre-professional status educators will be placed on a one year Developing Educator Plan. All pre-professional status educators in their first and second year of employment with the Gloucester Public Schools will receive a minimum of one announced observation in addition to their unannounced observations.

•     All professional status teachers who would have been evaluated during the 2012-2013 school, year under the old evaluation system will be placed on a two year Self-Directed Growth plan for the 2012-2013 and 2013-2014 school years.

•     All professional status teachers who were evaluated under the old evaluation system during the 2011-2012 school year s will be placed on the two-year Self-Directed Growth Cycle for the 2013-2014 and 2014-2015 school years.

9.  All unannounced observations will be for a minimum often (10) minutes in duration.

10.  Walkthrough visits are considered to be non-evaluative and will be conducted in a manner that is reflective of the classroom environment.

11.  All announced observations will be for a minimum of thirty (30) minutes in duration.

12.  Program leaders at Gloucester High School will not be responsible for writing formative or summative evaluations. Program Leaders will act as Supervising Evaluators.

13.  The Association retains all of its grievance and arbitration rights pursuant to Article 24 of the Agreement and is not waiving any rights pursuant to Article 27, Section B, the just cause provision.

14.  The parties will commence bargaining on the Educator Evaluation system and the entire successor agreement no later than November 1, 2012 and any utilization of the protocols included in the DESE model contract language for the 2012-2013 school year s will not set any precedent and/or practice for bargaining and/or the further implementation of the Educator Evaluation system.

This Memorandum of Agreement is subject to the ratification of the parties.

___________________________                                    ____________________________

Andrea Pretzler                                                                  Val Gilman

President                                                                             Vice Chair

Gloucester Teachers Association                                       Gloucester School Committee

___________________________                                    ____________________________

Date                                                                                   Date