Source: http://educatorcontracts.doemass.org/view.aspx?recno=292
Timestamp: 2014-12-20 15:44:55
Document Index: 711834655

Matched Legal Cases: ['§ 38', '§ 38', '§ 41', '§59', '§59', 'art 1', 'art 1', 'art 2', 'art 2']

DistrictWest Boylston
Org Code3220000
Expiring Year2016
Enrollment1013
Percent Low Income Students14
Recognizing that our primary purpose is
to provide education of the highest possible quality for the children of West
Boylston, and that clear communication and coordination between employer and
employee is essential to achievement of our purpose, we the undersigned parties
to this contract declare that:
 Under the laws of Massachusetts,
the West Boylston School Committee, elected by the citizens of West Boylston,
has the final authority for establishing the educational, administrative and
operating policies for the public school system of West Boylston.
 The Superintendent of Schools of
West Boylston (hereinafter referred to as the "Superintendent") is
designated the chief executive officer of the West Boylston School System by
the School Committee and is empowered with the responsibility for management of
the public schools as directed by the established policies of the West Boylston
 The faculty and staff of the public
schools of West Boylston have responsibility for providing education of the
 Fulfillment of these respective
responsibilities can be facilitated and supported by ongoing dialog and free
exchange of views and information among the Committee, the Superintendent, and
the faculty and staff in the formulation and application of policies relating
to wages, hours, and working conditions established in the School System: and
 To give effect to these
declarations, the principles and procedures that follow are hereby adopted
The Committee is a public body
established under and with the powers provided by the Statutes of the Commonwealth
of Massachusetts. As elected representatives of the citizens of West Boylston,
efficient and economical operation of the West Boylston School System, it is
acknowledged that the Committee has final and absolute authority for the determination
and administration of education policy; the direction, employment and
re-employment of staff and faculty members consistent with law; and the
operation and management of the public schools of West Boylston. Nothing in this Agreement shall be
deemed to derogate from or impair the powers, rights, or duties conferred upon
the Committee by the Statutes of the Commonwealth or the Rules and Regulations
of any pertinent agency of the Commonwealth. As to every matter not expressly covered
by this Agreement and except as expressly or directly modified by the specific
provisions of this Agreement, the Committee retains exclusively to itself all
rights and powers that it has or may hereafter be granted by law, and shall
exercise the same without such exercise being made the subject of any procedure
of grievance or arbitration which may now or, in the future, be so established.
for the purpose of collective bargaining as the representative of Teaching
Association members and other teachers of the West Boylston School System,
including program leaders, up to, but not including the principals,
administrative or staff assistants, central office personnel, and the
Superintendent of Schools. The unit shall also include the school nurse. Unless otherwise indicated, the
employee(s) will be referred to as the "Teacher(s)" without regard to
A. This Agreement becomes effective
July 1, 2013, and terminates June 30, 2016 and embodies all provisions and
matters agreed to by both parties. 1. Not later than December 15, 2015,
the Committee agrees to enter into negotiations with the Association over a
successor agreement in accordance with the procedure set forth herein in a good
faith effort to reach agreement concerning Teachers' wages, hours, working
conditions, and other negotiable conditions of employment. Any agreement so
negotiated will apply to all Teachers, and will be reduced to writing and
signed by the Committee and the Association. 2. If, at any time during the
period of the contract, either the School Committee or the Teachers' Association
feels it would be to the mutual advantage of both parties to discuss language
in this contract or interests which ought to be included in this contract,
either party may request, in writing, a meeting with the other party, stating
the reasons for the request and suggesting a time, date, and place for said
meeting. Such a request by the Teachers' Association shall be directed through
the Superintendent of Schools to the Chairperson of the West Boylston School
Committee. Likewise, such a request should be directed from the Chairperson of
the School Committee through the Superintendent of Schools to the President of
the West Boylston Teachers' Association. If the request for a meeting is
refused by either party, the refusal shall be sent in writing within thirty
(30) calendar days stating the reasons for the refusal. B. If past working conditions are
overlooked, it is agreed that both parties will meet within thirty (30)
calendar days to review same. If impasse is reached, then past working
conditions shall prevail until the date set for collective bargaining.
1. A "grievance" is a claim by
a Teacher or a group of Teachers based upon a factual and documented event or
condition that clearly demonstrates that there has been a misinterpretation,
inequitable application or violation of a specific provision or provisions of
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
The purpose of the following procedure is
to secure for both parties at the lowest possible administrative level,
equitable solutions to the problems, which may from time to time arise,
affecting the relations between employers and employees. Both parties agree
that these proceedings shall be kept informal and confidential as may be
appropriate at any level of the procedure. C. School Committee Concerns
From time to time, issues arise that
should be vested in the professional correction of personnel in an ethical
setting. The School Committee, recognizing professionalism, shall file a report
of concerns to a Professional Relations Committee made up of three peer members
of the professional concerned to investigate the concerns and meet informally
with the Committee to determine a recommended course of action in the matter. D. Rights of Employees
1. No reprisals of any kind shall be
taken against the aggrieved by the Committee or by any management team member
solely on the basis of participation in the grievance procedure that is encouraged
by both parties as an amenable process to maintain high morale. 2. Representation: Representation at
Informal, Levels I and II shall include only the aggrieved and an employee of
his or her choice, meeting with the Administrator involved. But, should the grievance
reach Level III, the aggrieved shall have the right to due process, to any
representation of his or her choice, and the right to open or closed hearings
as permitted by law. E. Grievance Procedures
1. Since it is important that grievances
be processed as rapidly as possible, time limits shall be established at each
level to expedite the process. The time limits specified maybe extended in the
best interests of resolving the issue provided there is an agreement by both
2. In the event a grievance exists at
any level, or presents on or after the close of a school year, which if left
unresolved until the beginning of the following school year could result in
irreparable harm to a party of interest, the time limits set forth shall be
reduced so that the grievance procedure may be exhausted prior to the beginning
of the next school term or as soon thereafter as practical. The time limits set
in the interests of resolving the issue will be scheduled by mutual agreement
of both parties. 3. The aggrieved person or party of
interest shall file a grievance within fifteen (15) school days after the
person knew or should have known, of the act or condition on which the
grievance is based, then the opportunity to file a grievance shall be
considered waived and is not subject to further grievance or arbitration. 4. Decisions at all levels of the
grievance procedure shall be rendered in writing, setting forth the decision
and the reasons and shall be transmitted only to all parties of interest. F.
G. Grievance Procedure Steps
The aggrieved person or party of interest
with a grievance will first discuss it with his or her principal or immediate
superior with the objective of resolving the matter. 2. LEVEL I:
If the aggrieved person is not satisfied
with the disposition he/she will present a written statement of his/her
grievance to his/her principal or immediate superior within ten (10) school
days of the informal discussion. The parties shall meet again to discuss the
grievance if either party wishes to do so. In any event, the principal or immediate
supervisor shall give a written decision to the aggrieved person or party of
interest within ten (10) school days of receipt of the aggrieved persons
statement. 3. LEVEL II:
with the disposition of his grievance at Level I, or if no decision has been
rendered within ten (10) school days after presentation of the grievance at
Level I the aggrieved may file the grievance in writing to the Superintendent
of Schools within five (5) school days of the decision at Level I or within
fifteen (15) school days after the grievance was presented at Level I, which
ever is sooner. Within ten (10) school days after the
receipt of the written grievance by the Superintendent, the Superintendent
shall render his decision in writing to the aggrieved within ten (10) school
days after the meeting. 4. LEVEL III: If the aggrieved person is not satisfied
with the disposition of his grievance at Level II, or if no decision has been
Level II, the aggrieved may file the grievance in writing to the School
Committee within five (5) school days after receiving the decision at Level II
or within fifteen (15) school days after the grievance at Level II which ever
is sooner. After receiving the grievance, the School
Committee shall meet with the aggrieved person for the purpose of resolving the
grievance within twenty (20) school days, after receipt of the grievance by the
School Committee Chairperson. The School Committee will render a written
decision on the grievance within ten (10) school days of the hearing. 5. LEVEL IV:
with the disposition of the grievance at Level III, or if no decision has been
rendered within ten (10) school days after the hearing by the School Committee or
if the School Committee fails to meet with the aggrieved person within twenty
(20) school days of receipt of the grievance by the School Committee Chairperson, the West Boylston Teachers' Association and only the Association
may submit the grievance to arbitration. a) In the event of a decision by the
Teachers' Association to go to arbitration, the School Committee will be
notified in writing within five (5) school days of receiving the decision, fifteen
(15) school days of the hearing if no decision is rendered or twenty-five (25)
school days from the presentation of the grievance at Level III if no hearing
has taken place. b) The Association will then submit
the grievance to the American Arbitration Association or the Labor Relations
Connection, within ten (10) school days of notifying the Committee of its
decision to go to arbitration. The Committee and the Association will select
their arbitrator pursuant to the processes for doing so under the rules and
regulations of the agency with which the arbitration was timely filed. c) If the demand for arbitration is
not filed within fifteen (15) school days of the School Committee's Level IV
reply to the grievance, the grievance will be deemed withdrawn.
d) The School Committee and the
Association shall share the costs for the services of the arbitrator equally.
Any other expenses incurred shall be paid by the party incurring same, unless
the parties agree to share such expenses. e) The arbitrator's decision shall not
extend beyond the submitted grievance, nor alter, amend, or modify the
provision of this contract. Nor shall the arbitrator render a decision that
shall impinge upon any reserved rights and duties of the School Committee. f) Pending final resolution of any
complaint, the aggrieved shall comply with the instructions of his immediate
Supervisor, Principal, Superintendent and the School Committee. ARTICLE V
A. In the West Boylston Public School
System, requirements for employment and professional Teacher status shall be as
established by law and the policies of the West Boylston School Committee. All positions
within the School System shall have the recommendation of the appropriate
Administrator(s), subject to appointment by the Superintendent. B. Written notification of a decision
to resign must be presented to the Superintendent at least thirty (30) calendar
days before the date of leaving and no resignation shall be honored that will
take effect the first thirty (30) days and the last thirty (30) days of the
school year; however, the School Committee reserves the right to waive this
requirement if it deems it in the best interest of the School System. C. Upon initial employment under
regular contract on a full-time or part-time basis, full credit will be given
for previous teaching experience provided that such experience has been in the
same subject matter area, or general grade level for which the Teacher is being
hired. Otherwise, credit shall be given for previous teaching experience up to
a maximum of five (5) years upon initial employment. D. Before any Teacher begins
employment, a complete physical must be performed at the expense of the School
Committee if the Teacher chooses the school physician or at the Teachers
expense if he/she chooses their personal physician.
E. Final responsibility for
establishing the starting salaries of all Teachers entering the School System
rests with the Superintendent and the School Committee whose approval of the
recommendation for the salary is mandatory. F. A Teacher who desires a change in
grade and/or subject assignment or who desire to transfer to another building
shall file a written statement of such desire with the Superintendent not later
than March. G. Agency Fee
a) Any member of this bargaining
unit employed by the School Committee shall be subject to the imposition of an
agency fee unless said member becomes a member of the West Boylston Teachers' Association/Massachusetts
Teachers' Association/National Teachers' Association. The fee shall be equal to
the cost of collective bargaining and contract administration except that in no
case shall the fee exceed the dues amount in the current fiscal year. b) Collection of agency service fees,
including collection of delinquent fees, shall be solely the responsibility of
the Association, and the School Committee shall not be required to take any
action in regard to the employment of any delinquent employees. Employees who
fail to pay the fee shall not be subject to dismissal, termination or any other
disciplinary action but will be subject to civil liability for payment. c) All members of the bargaining unit
who do not become members of the W.B.T.A. must pay the prescribed Agency
Service Fees (under G.L.C.150E and the regulations of the Massachusetts Labor
Relations Commission thereunder) to the W.B.T.A. or the W.B.T.A. Scholarship
Fund, prior to December 15 of any given year.
A. In consideration of
an annual school year contract consisting of 183 days, between the Monday
before Labor Day and June 30, as a basic contract of employment, the following salary
scales are established for the inclusive dates cited. 2013-2014 July 1,
2013 through June 30, 2014
CAGS/Doctorate
$40,625 $43,673 $46,781 $49,849 2
$42,641 $45,822 $49,648 $52,049 3
$43,661 $46,921 $51,531 $53,293 4
$44,708 $48,270 $53,425 $54,577 5
$46,732 $50,300 $55,340 $57,059 6
$48,771 $52,526 $57,270 $59,561 7
$50,826 $54,733 $59,218 $62,080 8
$52,899 $57,038 $61,187 $64,621 9
$56,427 $59,440 $63,177 $67,181 10
$59,975 $61,951 $67,273 $71,534 11
$63,215 $64,566 $71,394 $75,921 12
$65,312 $70,213 $74,655 $78,902 This salary schedule reflects a 2 %
increase over the 2012-2013 contract year. All teachers who are on steps as of June
30, 2014 shall advance one (1) step on the 2014-2015 contract
$41,437 $44,547 $47,717 $50,846 2
$43,494 $46,739 $50,641 $53,090 3
$44,534 $47,859 $52,561 $54,359 4
$45,602 $49,235 $54,494 $55,668 5
$47,667 $51,306 $56,447 $58,200 6
$49,746 $53,576 $58,415 $60,752 7
$51,843 $55,827 $60,402 $63,322 8
$53,957 $58,179 $62,410 $65,914 9
$57,556 $60,628 $64,441 $68,525 10
$61,175 $63,190 $68,619 $72,965 11
$64,479 $65,857 $72,822 $77,439 12
$66,618 $71,618 $76,148 $80,480 July 1, 2014
This salary schedule reflects a 2 %
increase over the 2013-2014 contract year. All teachers who are on steps as of June
30, 2015 shall advance one (1) step on the 2015-2016 contract.
$42,266 $45,438 $48,671 $51,863 2
$44,364 $47,674 $51,654 $54,152 3
$45,425 $48,816 $53,612 $55,446 4
$46,514 $50,220 $55,584 $56,782 5
$48,620 $52,332 $57,576 $59,364 6
$50,741 $54,648 $59,584 $61,967 7
$52,879 $56,944 $61,610 $64,588 8
$55,036 $59,342 $63,659 $67,232 9
$58,707 $61,841 $65,729 $69,896 10
$62,398 $64,454 $69,991 $74,424 11
$65,769 $67,174 $74,278 $78,988 12
$67,950 $73,050 $77,671 $82,090 This salary schedule reflects a 2%
increase over the 2014-2015 contract year.
All teachers who are on steps as of June
30, 2016 shall advance one (1) step on the 2016-2017 contract. In order to move horizontally on these
salary scales (e.g. from Bachelors to Maters), a Teacher must give the
Superintendent written notification of anticipated eligibility to move
horizontally no later than December 1st preceding the effective date
of the anticipated move. The Superintendent shall provide Teachers with a
general notice of this December 1st notification deadline by
November 20th each year.
B . Teachers who have completed
creditable teaching experience in the Town of West Boylston shall be paid a
yearly longevity increment as follows:
13  19 years  For the 2013-2014
contract year, the payment shall be $1250. . For the 2014-2015 and 2015 
2016, the longevity payment shall be $1500.
20+ years - For the 2013-2014 contract
year, the payment shall be $1750. . For the 2014-2015 and 2015  2016, the
longevity payment shall be $2,000.
1. Each teacher shall fulfill
certification requirements as required by the Massachusetts Department of
2. All courses that are submitted
for eligibility to advance horizontally on the salary schedule must be approved
in advance by the Superintendent of Schools. Official transcripts or a letter
from the instructor verifying that a teacher has successfully completed such
courses by obtaining a grade of at least a B or better must be submitted to the
superintendent by August 15 for a lane change to be effective with the start of
the contract year. For fall session courses, official transcripts or a letter
from the instructor verifying a teacher has successfully completed such courses
by obtaining a grade of at least a B or better must be submitted to the
Superintendent by February 15th. Mid-year lane movements will be
adjusted for the 14th check in a twenty-six (26) check pay year.
3. Each teacher will be notified, in
writing, of all West Boylston School System professional development points
(PDPs) and corresponding training titles earned during a school year. The notification
will be given, if possible, by the last day of each academic year. 4. Subject to the annual aggregate dollar
limitation described in this section, the Committee shall reimburse teachers
who successfully complete courses taken in accordance with Paragraph C.1 or C.2
above the actual cost of tuition, textbooks and lab fees associated with such
courses during a three (3) year period, not to exceed $1,650. Tuition
reimbursement shall be paid upon presentation of evidence of successful
completion of the course. The total amount of the tuition reimbursement
payments made during any fiscal year shall not exceed $14,000 in the aggregate
and reimbursement payments up to this ceiling shall be made to teachers in the
order in which evidence of successful course completion is presented to the Superintendent.
The total aggregate amount shall be divided into three (3) pools that reflect the
periods during which time courses may be taken. One half of the amount shall be
utilized for summer courses, which shall be defined as courses that begin
between June 1 and August 30. One fourth of the amount shall be utilized for
fall courses, which shall be defined as courses that begin between September 1
and January 15. One fourth of the amount shall be utilized for spring courses,
which shall be defined as courses that begin between January 16 and May 31. In
the event that any money is unused, it shall be rolled over for use in the next
period within a fiscal year. With the prior written approval of the
Superintendent of Schools or his/her designee, a teacher may attend workshops
or conferences, and receive up to a total of $250.00 reimbursement per contract
year in lieu of courses taken for credit or audited that are reimbursed. D. Any Teacher, having earned sixty (60)
or more graduate credits above the level of the Master's degree, shall have the
right to submit a written request to the School Committee through the
Superintendent of Schools for special consideration for horizontal advancement
to the CAGS/Doctorate scale. School Committee approval shall be based on, but
not limited to, evaluations of official transcripts by the Superintendent of
Schools, letters of recommendation or support from appropriate administrators
of accredited institutions of higher learning, or other pertinent documentation
to support such a request for "equivalency."
E. Additionally, the Superintendent
shall have the right to grant additional increments for administrative or
special duties or for work of an exceptional nature based on the recommendation
of the Superintendent of Schools. An increment shall be considered to be a full
step on the salary scale.
F. Further, the Superintendent
reserves the right to withhold increments from an individual Teacher during any
contract year or years for just cause. An increment shall be considered to be a
full step on the salary scale. ("Just Cause" shall not be interpreted
as economic conditions.)
G. All Teachers shall be paid their
complete salary between the opening day of the school year of their contract
year and the end of June of the same contract year.
1. Sick Day Buy-Back:
Upon retirement, Teachers who have
accumulated twenty (20) years of service in the West Boylston School System
will receive $20 per day for unused sick days from day 101 to 150. Notice must
be given one (1) year in advance (December 1 of the preceding year) for
budgeting purposes. Section H.1 (Sick Day Buy-Back) shall be eliminated as of
the 2015-2016 contract year. 2. Early Retirement Notification
Full-time Teachers, age 55 or older, who
have completed fifteen (15) years of service in the West Boylston Public
Schools and are on the maximum step of the salary schedules contained in
Section VI.A of this Agreement shall be entitled to a retirement payment of
$10,000 as described in this section upon retirement if they comply with the
To qualify for the retirement incentive
payment, a Teacher must give written notification of retirement to the
Superintendent no later than October 15 of the year prior to the effective date
of the Teacher's retirement and the retirement must be effective as of the
conclusion of a school year. The Committee shall make payment to the Teacher in
one (1) installment in the September or January following the effective date of
retirement at the election of Teacher.
The retirement notification is binding
unless there are extenuating circumstances approved by the Superintendent.
Section I, Athletic Stipend Positions
Section J, Student Activity Positions
Section K, Academic Stipend Positions
The Parties agree to form a
committee to look at the stipends for these positions to determine if
some positions should be added, deleted or their stipends changed in order to reflect
the work spent on the activity or sport. The parties agreed that the
percentage increases in Paragraph 3 would be applied retroactively for the
2012-2013 contract year to the stipend schedules, in Sections I, J, K and be
available for the work of this committee. The Parties agree the total amount of
money (pool) available for these stipend positions will increase by two percent
(2 ) overall in the 2013 -2014 contract year. The stipend salary schedule shall
be increased by two percent (2 ) for the 2014-2015 contract year. The stipend
salary schedule shall be increased by two percent (2 ) for the 2015-2016
I. Athletic Stipend Positions: Salaries
1. Salaries for athletic stipend
positions shall be as follows.
J. Student Activity Stipends: Salaries
1. Stipends for extra-curricular
activities stipends shall be as follows:
1. Salaries for extra-curricular
activity stipend positions shall be as follow:
Student Activity Position
T.O.A.D.S. Coordinator
HS Music Activities
MS Music Activities
Producers Club Advisor
MS Science/Math Enrichment
MS Yearbook Assistant
HS Literary Magazine
MS Store Coordinator
Late Bus Monitor
WB In It To End It
K. Academic Stipend Positions: Salaries
1. Salaries for academic stipend
positions shall be as follows: K. Academic Stipend Positions: Salaries:
positions shall be as follow:
Program Leader K  1
Program Leader 2  3
Program Leader 4  5
MHS Language Arts/English
MS/HS Physical Education/Health
Team Leader Grade 6
Team Leader Grade 8
SPED Preschool Program Coordinator
SPED MS Program Coordinator
SPED HS Program Coordinator
Website Assistant (2)
NEASC Steering Committee (2)
Elem ELL Coordinator
M/H ELL Coordinator
Student Intervention Team Member
Non-Violent Restraint Trainer
K. The duties of a Program Leader shall
be in addition to the normal teaching duties assigned to a teacher.
L. The School Committee shall have and
retain the right to fill only those positions deemed necessary under paragraphs
I through K of the Article and which have been appointed by the Superintendent
of Schools. M. Teachers responsible for supervising
students on an overnight, District-sponsored, curricular-based event will be
remunerated fifty dollars ($50.00) per overnight.
N. Those stipends will be disbursed in
two payments within the academic year. Said payments will accompany the first
paychecks in December and May. ARTICLE VII
AND TEACHING LOAD
A. The opening and closing of the
school year and school day shall be determined by the School Committee.
B. The workday of Teachers shall begin
fifteen (15) minutes prior to the start of the first period class. Teachers may
leave the school upon departure of busses, but not until students have been
provided with assistance or remedial instruction and parental conferences have
been held as previously scheduled and other duties defined in Section G-2 have
been fulfilled. Meetings will not be scheduled for
Fridays or days preceding holidays except for emergency purposes.
If the Committee institutes double school
bus runs, the parties shall meet to discuss the impact of such bus scheduling. The Committee shall be permitted to
implement after-school detention not to exceed forty-five (45) minutes beyond
the closing of school. Teachers shall be assigned after-school detention duty
on a rotating and equitable basis and the workday shall be extended to include
such assigned detention duty. After-school detention duty shall not be assigned
on Fridays or days prior to holidays or vacation periods.
C. The first and third Mondays of the
month shall be designated as Meeting Day. When Meeting Day falls on a holiday
or a day on which school is not in session, the following Monday shall serve as
the Meeting Day. Staff, departmental, grade level, curriculum-related meetings
and any other meetings or conferences called by the Administration, Principals,
Supervisors or Program Leaders shall be held on Meeting Day. Agendas will be
provided to staff members on the school day prior to the meeting. The
Administration may call meetings on other days in the event unanticipated
circumstances make such a meeting necessary. Meetings and conferences may be
held from the time of student release until one hour thereafter.
In addition, Teachers may be required to
participate in four (4) evening meetings or parent/Teacher nights per year.
Attendance at all meetings or conferences is mandatory. D. Six (6) afternoons per school year,
Teachers will be given released time for the purpose of curriculum development,
evaluation and/or meetings and conferences. E. Teachers shall have an
uninterrupted duty-free lunch period equal in time to that of the students in
his or her school. Such lunch period shall be scheduled so as to provide
coverage for the responsibility of children as needed or required by the
particular circumstances of each individual school. Elementary teachers shall
have a 30 minute uninterrupted duty-free lunch. F. The Teacher's basic workload will
include all assignments made by the administration during the normal school
The following definitions apply: o Block teaching period: a
period of eighty-eight (88) minutes of instructional time
o Half Block teaching period: a
period of forty-four (44) minutes of instructional time
o Preparation period: a daily
duty-free continuous period for the Teacher to prepare for any teaching related
responsibilities, the length of time of which may vary by grade level. o Content preparation: any
course or assignment that requires a separate organization and preparation
of any curricula, activities, or instructional materials.
In the event that the administration
decides to change the length of the teaching block, the administration shall
notify the Association and upon request of the Association, will bargain about
The basic load will be:
1.a) In high school schedules: no
more than three (3) block teaching periods. A scheduled preparation period of
the same length as a block teaching period will be included in each teachers
schedule as described in Paragraph G.2 below. Teachers may be assigned one (1)
meeting per week equal in length to one-half of a preparation block, for the
purposes of attending a scheduled Sped meeting. No homeroom, cafeteria, corridor,
or lavatory duties will be assigned.
b) Teachers with an average class
size of less than fifteen (15) may be assigned a duty for half of a preparation
period three times weekly. Duties shall include supervision/ monitoring of the
hall, library or VHS lab. Homeroom or bathroom duties shall not be assigned.
Special education staff shall not be assigned duties. If a Teacher is schedule
for a meeting during his/her assigned duty, the Teacher shall be released from
Teachers with an average class size of
less than fifteen (15) students who also teach an AP course may be assigned
only two (2) duties per week.
If at any time, a Teachers class average
increases to fifteen (15) students or above, they will be dropped from the duty
rotation immediately.
For purposes of this sub-section, a
Teachers average class size shall be calculated by taking the total number of
students divided by the number of blocks they teach in a given year.
c) Middle School Teachers shall
teach fifty-eight (58) minute instructional periods. In a seven (7) day
rotating schedule of six periods a day, Middle School teachers shall teach five
(5) periods on two of the days and four (4) periods on five of the seven days.
Middle school teachers will have an
uninterrupted preparation period every day which is equal in length to that of
an instructional period. Should a scheduled advisor/advisee period conflict
with a regularly scheduled plan period, the teacher will be given a preparation
period during another period in the same day.
On five days of the rotating seven (7)
day schedule, the teachers will have an additional non-instructional
fifty-eight (58) minute period for professional activities such as
collaborative planning, interdisciplinary planning, parent conferences, and
teacher meetings. As per contract: Teachers shall have an uninterrupted
duty-free lunch period equal in time to that of the students in his or her
School. (Article VII; Section E)
Teachers who teach in both the Middle
School and High School schedules shall teach either: (1) three middle school
periods and one high school block period each semester, and have a daily
uninterrupted eighty-eight (88) minute preparation block or (2) middle school
periods and two (2) high school blocks with an uninterrupted fifty-eight (58)
minute preparation period one semester and two (2) middle school periods and done
high school block with two (2) uninterrupted fifty-eight (58) minute
preparation periods in the other semester.
Teachers who teach at both the middle school
and the elementary school shall teach no more than a total of five (5)
instructional periods (instructional periods are defined as fifty-eight (58)
minute in the middle School and 45 minutes in the Elementary School )during the
school day, and no more than thirty-five (35) instructional periods over a
seven (7) day cycle. These teachers will not be given additional supervisory or
duty assignments in consideration of needed travel, organizational and planning
time. In addition, they will have a preparation period each day equivalent to
the length of the instructional period at the middle school.
2.a) Teachers who teach in the
elementary self-contained classrooms: a full classroom day, which includes a
forty-five (45) minute duty-free preparation period during which the classroom
will be under the supervision of another qualified professional: for example,
a specialist, etc. The preparation period described in this paragraph will
satisfy the requirements of Paragraph G.2 below.
b) In elementary classrooms that
are not self-contained: no more than six (6) teaching periods and no more than
three (3) subjects. A scheduled preparation period of forty-five (45) minutes
shall be included in each Teachers schedule every day as described in Paragraph
G.2 below. For purposes of this section a subject shall be defined as a content
area i.e., science, math, language arts, social studies, etc.) Full-time
specialists shall have one preparation period of forty-five (45) minutes, a
thirty (30) minute duty-free lunch, and fifteen (15) minute duty-free break.
c) One uninterrupted thirty (30)
minute common planning period will be scheduled for all elementary Teachers
d) In addition, teachers shall be
provided a fifteen minute (15) duty-free break during the day. 3. The School Committee has the right
to assign teaching periods above the normal workload in order to deal with
unusual scheduling demands. However, the total number of teaching periods
assigned to Teachers above the normal workload shall not exceed a total of
seven (7) half-block periods per week in any building. Under no circumstances
may a Teacher be assigned more than a total of thirty (30) half-block teaching
periods per week or be deprived of his or her scheduled preparation period. The
School Committee will try to avoid assigning extra teaching periods (above
the normal workload) under the provisions of this paragraph, and will attempt
to schedule the normal teaching day for each Teacher. No Teacher will be
assigned extra teaching periods for two consecutive years. 4. Teachers may exceed the
limitations of the provisions of paragraphs F.1, F.2, and F.3, if mutually agreeable
to the School Committee, the Teachers' Association, and the Teacher involved in
the variance. 5. Upon request by the Association, a
list of Teacher assignments will be provided at the beginning of each semester.
6. Any Teacher having five (5) or more
content preparations per day will be considered for reduction of supervisory
duties (as defined in G.1). For purposes of calculation, each AP class counts
as an additional course preparation. The Association recognizes the
responsibility and obligation of the building administration to provide
supervision of students. This paragraph applies only to Teachers whose workload
includes duties. 7. The actual daily working hours (starting/ending time) of a Teacher may be modified to accommodate
educational program needs. No Teacher, however, shall be required to work in excess
of the total time required of Teachers assigned to a regular daily building
schedule. 8. Teachers regularly assigned to
both buildings on a daily basis will be given no duty assignments.
9. The building administration shall
make an affirmative effort to provide special education program leaders with
three (3), forty-five (45) minute blocks per week for completion of
role-related responsibilities. G. Teachers participation in
non-classroom assignments will be in accordance with the following schedule:
1. The Teacher's assignments may
include homeroom duty, cafeteria supervision, assembly supervision, corridor
duty, recess and noon duty, late bus supervision, lavatory duty, and other necessary
non-teaching duties during the school day, and such special assignments as may
be created by the absence of Teachers or by other circumstances necessitating
program changes. A playground/cafeteria monitor will be hired for elementary
supervision purposes and will be assigned at the discretion of the
Administration. Monitors will be provided at the secondary level to fulfill the
requirements of section F.1, above. The administration will make a good faith
effort to procure substitutes for monitors when necessary. Duties will be
distributed equitably at the discretion of the administration. 2. In addition, it is further agreed
that a Teacher's basic load will include all relevant activity necessary to
produce good teaching and maintain professional status. These activities should
include preparation of lessons; maintaining a current plan book complete with
substitute file and seating chart; development of tests; evaluation of
pupil work; all required reports; committee work (departmental, curriculum,
etc.); faculty meetings, conferences; meetings and communication with parents;
open house programs; and team/departmental meetings. H. At the discretion of the principal,
middle/high school guidance counselors shall work between three (3) and five
(5) days beyond the teachers contract year at the per diem rate to be included
in their contract. These three (3) to five (5) days will take place between the
close of school in June and the opening of school in August. These extra
workdays will be mutually agreed upon between the counselors and the
1. Job-sharing shall mean the sharing
of the performance of duties and responsibilities of a full­time teaching
position by two part-time teachers.
2. A job-sharing situation will be
considered only if two (2) professional status teachers jointly develop a plan
for the job-sharing and approach the Superintendent with it together;
individuals cannot request job-sharing. The plan shall include the following
a. The position to be shared; b. The manner in which the job is to
be shared; e.g. the percentage of the job each is to work;
c. Any other relevant information to
the implementation of the proposal. 3. The application to job-share must
be submitted to the building principal by February 15th of the
4. Decisions about job-share
proposals will be made at the discretion of the Superintendent and principal by
April 1. In approving job-sharing requests, the Superintendent will consider
the merits of the request and the impact that the job-sharing will have on the
school system. The decision whether or not to grant job-sharing requests shall
not be grievable or arbitrable.
5. In the event that one (1)
professional employee involved in the job-sharing is unable to complete the
school year, the other individual will make every effort to resume the position
of full-time or propose a plan acceptable to the Superintendent and principal
which would allow the continuation of the job-sharing arrangement.
6. A job-sharing arrangement may not
exceed one (1) school year. Teachers may reapply the following year, however.
7. The following working conditions
shall apply to teachers participating in job-sharing:
a. Both teachers will be present and on
duty for the first and last day of the student school year. b. Both teachers will be required to
attend the districts professional development activities including those
held on full-day and half-day professional development days.
c. Both teachers will be present for
parent-teacher conferences. d. Both teachers will arrange meeting
time to evaluate students and mark report cards. e. The total cost of the job-sharing
shall not exceed the cost of one (1) teacher in terms of benefits and health
8. Each teachers salary shall be
prorated. The salary step for each teacher shall be the same as (s)he would be
entitled to if employed on a full-time basis. Sick leave and personal leave
will be prorated and seniority shall accrue on a prorated basis in accordance
with Article XI.
9. The number of job-sharing positions
shall be at the discretion of the Superintendent.
Superintendent, a mini-grant program may be available for Teacher-initiated projects
related to an area of benefit to the West Boylston School System. Projects will be submitted in writing
after May 1 for work to be done during the period of July 1 - June 30. Teachers will present in writing to their
principal a brief but definitive outline of their project. Such an outline
shall include the following: the title, a statement of the project, the
rationale, the procedure (when, where and how) expected outcomes and funding
request. After the Teacher has reviewed the project
with the building principal, the principal and Teacher will, in turn, present
the proposed project to the Superintendent, for final approval and
determination of funding. The amount of funding for each project will be
determined by the Superintendent based upon the responsibilities involved
in the project. Teachers will provide a written report of
the results of their project upon its completion to the building principal and
the Superintendent. The acceptance or rejection of a
proposed project and the determination of funding shall be made by the
Superintendent and shall not be subject to grievance, arbitration or other
The amount budgeted each fiscal year to
fund Teacher-initiated projects described above shall be determined by the
School Committee in its sole discretion and shall not be subject to grievance,
arbitration or other review.
teacher-initiated projects with the prior approval of the Superintendent, or in
District-initiated after-school activities such as MCAS tutoring, curriculum development and administrative detention (aside
from those listed in Article VII) will be compensated at the rate of
twenty-five dollars ($25.00) an hour. ARTICLE IX
Whenever any vacancy occurs for
professional positions within the West Boylston Public Schools during the
contract year (July through June), said position shall be advertised by the
Superintendent of Schools by staff bulletins distributed to each school for
bulletin board posting as far in advance of the appointment as possible. During
July and August, notices of vacancies shall be mailed to the Association
President and to any Teacher who requests same in writing from the
Superintendent of Schools for this service before June 15th. Whenever possible,
Teachers will be notified when Teacher reassignments are pending.
1) From time to time, a task force
may be formed by either party for the purpose of addressing evaluation procedures
in compliance with State law. The task force will consist of the Superintendent
of Schools and two administrators representing the School Committee and three
(3) Teachers selected by the West Boylston Teachers' Association. When
activated, the task force shall review School Committee policy AFC/GCN, and
recommend any procedural changes a majority of the task force agrees upon.
Recommendations of the task force shall be subject to ratification by both
parties to this agreement. If the task force reaches impasse or one (1) or both
parties fail to approve the recommendations of the task force, the parties
shall be deemed to be at impasse.
2) The evaluation instrument and
procedure that conforms to the requirements of MA. 603 CMR sect. 35.00 are specified
a. No Teacher shall be disciplined,
reprimanded, reduced in rank or compensation or deprived of any professional
advantage without due process.
A. In the event it becomes necessary
to reduce the teaching staff, the Superintendent shall follow the proper
1) Teachers with professional teacher
status (PTS) shall not be laid off if there are positions for which they have a
valid certification (license) held by Teachers without PTS.
2) If it is necessary to reduce
Teachers with PTS, the Teacher with the least seniority (as seniority is
defined below) in the affected discipline area shall be the first to be laid
off and additional layoffs shall proceed in reverse order of seniority.
3) If there is a junior Teacher who is
demonstrably superior in performance, the junior Teacher may be retained.
However, the Superintendent may retain a junior Teacher only when such Teacher
is demonstrably superior in performance and/or qualifications as determined by
formal evaluations and professional development or by virtue of special skills
relevant to the position to be filled.
4) A professional status Teacher who
is to be laid off in a particular discipline and is qualified to teach in
another discipline will be placed in the second discipline for the purpose of
determining if he/she or another Teacher from the discipline is to be laid off.
In making a determination of qualified pursuant to this Article, the
Superintendent shall consider:
b) major and minor fields of
concentration c)teaching experience in West Boylston in
the discipline d)teaching experience outside the system
in this discipline e)related experience in business and
f) professional development experience in
the discipline within the past five years. g)
5) `Seniority is defined as the most
recent period of continuous employment in the West Boylston School District in
years, months, and days. Effective July 1, 2006, part-time teachers will accumulate seniority according to the percentage of their full-time equivalent (FTE). Teachers will retain the seniority that they
accumulated prior to July 1, 2006.
B. Except in unusual circumstances,
the Association and Teacher(s) so affected by a potential or actual reduction
in force shall be notified of pending action prior to public hearing of the
school budget of the contract year preceding the school year in which the
reduction is to be effected, but in no event later than June 15th of the Teacher's
current contract year.
C. To the extent permitted by
applicable state and federal laws, laid off Teachers may continue in the Towns
group health and life insurance program. The Teacher shall be responsible for
paying the entire cost of the premium. D. A Teacher with professional teacher
status who is laid off as a result of a reduction in teaching staff shall be
eligible to be recalled to his or her position if that position is reinstated
within the twelve (12) months immediately following the effective date of his
or her lay off. E. Teachers shall be recalled subject
to the conditions of this section in reverse order of the layoff. During the
recall period, the laid off Teacher will have preference for any vacancy or new
position for which he/she is eligible in accordance with the criteria
established for seniority in paragraph A. above. F. The Superintendent shall prepare a
list specifying the seniority of each Teacher and copies will be forwarded to
the President of the WBTA by October 15. If no challenge to the list is made by
the Association within thirty (30) school days of receipt of the list, the list
will stand as written. Final copies will be sent to each school. G. The decision to reduce Teachers
shall not be subject to any grievance or arbitration proceedings currently, or,
in the future established. H. Nothing in this section shall limit
the management rights of the Superintendent to terminate the employment of any
Teacher under Massachusetts State Law. ARTICLE XII
1. Absences Charged Against
Personal Illness A. Personal Illness
1. A maximum of fifteen (15) days
annually shall be granted with full pay. The unused annual sick leave days
shall be cumulative to a maximum of one-hundred fifty (150) days. If the
contract is terminated before completion of the school year, the sick leave
shall be prorated at the rate of one and one-half (1½) days per month not
counting July and August.
2. A physician's certificate may be
required after three (3) consecutive days of absence and pay for services shall
be withheld until such certificate is presented. B. Illness in the Immediate Family
Up to a maximum of fifteen (15) working
days may be claimed under personal illness to care for members of the immediate
family, defined as: husband or wife, son or daughter, father or mother, father-in-law
or mother-in-law, brother or sister, or other relatives living in the immediate
household. B. Notification of Used and
Accumulated Absences and Leaves
On or about the first day of the school
year, teachers will receive a written year-end accounting (from the prior
school year) regarding the number of sick leave days the teacher has used and
accumulated and carried forward.
A. There shall be established a sick
leave bank subject to the following conditions.
1) This sick leave bank will become
operable only if there are more than one hundred (100) days in the sick leave
bank by October 1 of each year of this agreement. When there are unused sick leave
bank days in a given year, such unused days shall be carried forward for
purposes of determining the number of days in the sick leave bank in the
subsequent year. 2) If the sick leave bank does become
operable, it is to be administered by a committee of five (5) persons: two (2)
representatives of the Committee, two (2) representatives of the Association and
the school physician. All decisions of the sick leave bank committee must be
made by a majority of the members (3). Only teachers with professional teacher
status shall be eligible to apply to the bank. 3) This sick leave bank shall require
funding only by the voluntary contribution of one (1) day per Teacher on or
before October 1. At the beginning of each school year, any eligible Teacher
who has not contributed to the Sick Leave Bank will be able to do so. Each
Teacher shall be deemed to have contributed a sick leave day to the sick bank
unless he/she notifies the Superintendent in writing on or before October 1st that
he does not wish to contribute to the sick leave bank. 4) Eligibility for use.
a) Exhaustion of the individual
Teacher's sick leave accumulation.
b) The Teacher applicant must have
contributed sick leave days to the sick leave bank in the most recent year in
which contributions were required in order for the sick leave bank to have more
than fifty (50) days.
c) Medical evidence of prolonged
serious illness submitted by certification by a practicing physician.
d) The Teacher applicant must have
accumulated thirty-five (35) or more sick leave days prior to the beginning of
any school year.
e) No Teacher who is on a leave of
absence for any reason shall be eligible for the sick leave bank.
f) No more than fifty (50) sick leave
days will be granted to any individual Teacher during any school year.
g) No more than an aggregate total of
one hundred (100) sick leave days in any one (1) year will be awarded from the
sick leave bank by the sick leave bank committee.
h) Any decision rendered by the sick
leave bank committee shall not be made the subject of grievance or arbitration.
B. Any Teacher, having exhausted his
or her cumulative sick leave, including sick leave under the sick leave bank,
may petition the School Committee through the Superintendent of Schools, for
special consideration. Decisions of the School Committee on such requests for
special consideration shall be final and binding and shall not be subject to
any grievance or arbitration proceedings. 3. Absences Not Charged Against
Personal Illness A. Bereavement Leave
1. When an immediate member of a
Teacher's family dies, the employee may take a paid leave of absence not to
exceed four (4) days. The immediate member of a family is defined as: husband,
wife, son, daughter, father, mother, father-in-law, mother-in-law, brother,
sister, maternal or paternal grandparents, maternal or paternal
great-grandparents, niece, nephew, son or daughter-in-law, step child,
grandchild, or other relative living in the immediate household. Funeral and
bereavement leave days need not be consecutive work days if there is a ceremony
or memorial service held at a later time for the immediate family member who
2. When the death of a brother-in-law,
sister-in-law, uncle, aunt or grandparent-in-law occurs in the family of an
employee, the employee shall be granted funeral leave for up to one (1) working
day without loss of pay.
3. In his/her discretion, in
extraordinary circumstances, the Superintendent may grant additional bereavement
leave. Exercise of his/her discretion may not be the subject of a grievance. B. Religious Holidays
A member of any religious group observing
sacred holidays not provided for in the school calendar may take a paid leave
of absence not to exceed a maximum of three (3) days per year. C. Professional Visitation/Conference
Teachers may be granted professional
visitation and/or conference days with pay at the discretion of the Principal
or Superintendent of Schools. D. Personal Business
1. Each Teacher shall receive two (2)
days per year for the transaction of personal business that cannot be
transacted outside of the workday as defined in Article VII.B. subject to the
a. Personal leave may not be used for
vacation or recreational purposes.
b. such days cannot be taken on a school
day immediately before or after any holiday or school vacation period.
c. Teacher requesting personal business
leave shall give twenty-four (24) hours notice of intention to take such leave
to the Superintendent or his designee on a form to be provided by the School
d. No more than five (5) Teachers shall
be able to take personal business leave on any given day, and in the event more
than five (5) Teachers request leave on any given day, the first five (5)
Teachers who give their written notice to the Superintendent shall be the ones
to receive personal business leave.
e. No reason will be required for use of
personal days under this section D.1.
2. Absences for personal business with pay
in addition to the personal business days in paragraph D.1. above may be
granted upon the recommendation of the Principal and the approval of the
Superintendent. Decisions of the Superintendent under this paragraph D.2. shall
be final and binding and shall not be subject to grievance or arbitration
proceedings. E. Personal Leave without Pay
Absences for personal business without
pay may be approved by the Principal and coordinated with the Superintendent of
Schools. 4. . Maternity Leave
A. 1. Pursuant to Massachusetts General Law,
Chapter 149, Section 105D, every female employee who has completed the initial
probationary period of three (3) consecutive months is entitled to up to eight
(8) weeks of unpaid leave for the purpose of giving birth or for adopting a
child. The teacher should notify the Superintendent of her intention to take a
maternity leave and to return, at least two (2) months before the expected date
of the leave and, in any case, not less than two (2) weeks prior to the leave.
2. Accumulated sick leave and personal
days may be applied to those days during the maternity leave period for which
her attending physician certifies that she is disabled and unable to work.
3. At the end of the maternity leave,
teachers shall be returned to the same positions they held before the leave
began, or to an equivalent position, subject to layoff or other position
elimination as per Article XI (RIF).
4. During the period of maternity leave,
the teachers health benefits shall be continued (provided the teacher pays her
portion of the premium during her leave).
B. Nothing in Paragraph A, above, shall
be construed to prevent the granting of a maternity leave shorter or longer
than one (1) year when it is in the best interest of the West Boylston Public Schools
to do so. 5. Military Leaves
Credit for military service should be
granted when determining a Teacher's placement on the salary schedule. Military
leave of absence is granted to Teachers under the provision of the Selective
Service Act. Each Teacher granted a military leave of absence shall be eligible
to return to a teaching position with seniority rights and with annual
increments equivalent to the number of years spent in active military service
providing the Superintendent of Schools is notified in writing, within sixty
(60) calendar days after such discharge or release from active service of the
intention to return to a teaching position in the West Boylston Public Schools.
6. Educational Leaves
Upon completion of five (5) consecutive years
of service in the public schools, a Teacher may be granted a full year's leave
of absence. An educational leave may be used for travel or education, but not
for financial gain. A leave for educational purposes must have the
recommendation of the Superintendent of Schools and the approval of the School
Committee. Not more than five percent (5 ) of the teaching staff shall be
granted such leaves within any school year. A Teacher must agree to teach in
the public schools in the Town of West Boylston for at least a minimum of two
(2) school years following such leave (as per M.G.L. Ch. 71 paragraph 41A).
Compensation shall be agreed to by the Teacher involved and as approved by the
A. A teacher who has been employed for
one (1) complete year shall be entitled to a leave of absence without pay for
up to twelve (12) weeks within a twelve (12) month period of time for birth,
adoption, foster care placement of a child or if a serious health condition
affects the employee, employees spouse, child or parent in accordance with the
Federal Family and Medical Leave Act (FMLA.)
B. During a leave under the FMLA,
health benefits for the employee shall be continued.
C. An employee must give thirty (30)
days notice of intent to take an FMLA leave whenever possible.
D. FMLA leave is taken concurrent
with, not in addition to, maternity leave as described in Article
XII, Section 4A.
E. At the end of an FMLA leave,
teachers shall return to the same position they held before the leave began or
to an equivalent position, subject to layoff or other position eliminated as
per Article XI (RIF.)
8. Child Rearing Leave
A. A child rearing leave without pay
of up to one (1) year shall be granted at the discretion of the Superintendent
to any teacher, who has completed at least one (1) full year of service to the
District. Requests for such leave must be made no less than three (3) months
prior to the beginning of the leave.
B. The teacher on a child-rearing leave
shall notify the Superintendent in writing not later than March 1st
concerning the desire to be reinstated the following year.
C. A teacher returning to the system
following an approved child rearing leave shall advance to the next step of the
salary schedule in a subsequent school year, provided he/she has served in
his/her teaching position for a total of ninety-two (92) days during the school
year in which the leave commenced.
D. All teachers returning from a child
rearing leave of absence shall be restored to their previous or equivalent
E. During a child rearing leave, the
teacher shall not accrue time towards professional status, sick leave, and
F. While on child rearing leave, a
teacher may continue his/her coverage in the Towns Group Health Plan,
provided the teacher pays the entire cost of the health care benefit premium.
A. After having completed one (1) year of
teaching for the West Boylston schools, a teacher who adopts a child will be
eligible, upon making a written request to do so to the Superintendent, may
take up to ten (10) work days off to take care of obligations directly related
to the adoption process (e.g., travel, appointments with attorneys, social
workers, court dates, etc.) and to have such days counted as paid sick days
which shall be deducted from the employees sick leave balance. It is expressly
understood that where the employee does not have ten (10) sick days in his/her
sick leave balance, he or she shall only be able to utilize the lesser number
of sick days he or she has in his or her account. It is further understood that
nothing in this section shall be understood to limit the employees ability to
access qualified, unpaid FMLA leave. Where such additional FMLA leave is taken,
it is understood that any days taken under this section shall be considered as
part of the FMLA leave and it may not be used to extend the total number of
days he or she would be entitled to under the FMLA.
A. Employees will be covered by the
Workman's Compensation Act at all times while working for the school
B. The Town will offer each employee
group health plan coverage through a comprehensive medical plan (indemnity type
insurance plan), a managed care Point of Service (POS) or a Preferred Provider
Option (PPO). The Town will pay sixty-five percent (65 ) of all premiums for
the comprehensive medical plan (indemnity plan), the POS, or the PPO coverage,
and sixty-five percent (65 ) of the premium for those employees who elect to
cover eligible dependent children or spouses. Employees, at their own option,
may enroll in an alternative health plan offered by the Town. The Town shall,
for those employees opting for health maintenance organization (HMO) coverage
either for an individual employee or an employees' spouse or dependent
children, agree to pay eighty percent (80 ) of the cost of premium for such HMO
plan with the employee paying the remaining twenty percent (20 ).
C. Notwithstanding paragraph B,
effective for new employees beginning on or after the 2013-2014 school year,
the Town shall, for those employees opting for health maintenance organization (HMO) coverage either for an individual employee or an employees
spouse or dependent children, agree to pay seventy (70 ) of the cost of premium
for such HMO plan with employees paying the remaining thirty (30 ).
It is hereby agreed that the West
Boylston School Committee and the West Boylston Teachers Association recognize
their joint interest in both maintaining a work and learning environment free
of sexual harassment and protecting employees from consequences resulting from
unsubstantiated or unjustified allegations of improper conduct.
It is recognized that the West Boylston
School Committee is obligated to comply with statutes or regulations
promulgated by legally empowered legislative or administrative agencies of
governmental entities and that this obligation may not be waived or compromised
in consideration of the content of this agreement.
It is further recognized that within the
limit of the foregoing constraint, the parties may cooperatively define their
joint interests relative to procedures, processes and consequences to be
utilized in cases of allegation of sexual harassment.
It is agreed that the parties will
accomplish this through dialogue and joint participation in development of
School Committee policy GBCC/JFCGA-Sexual Harassment.
Further, it is agreed that any
modifications to said policy shall be subject to ratification by both parties
to this agreement. Should it be impossible to achieve agreement, or should one
or both parties fail to approve the recommendations for modification, the
parties shall be deemed to be at impasse.
WE, THE AUTHORIZED REPRESENTATIVES WHOSE SIGNATURES ARE LISTED BELOW, AGREE TO THE TERMS AND CONDITIONS OF
THIS CONTRACT SO STATED AND PUBLISHED.
FOR THE WEST BOYLSTON SCHOOL COMMITTEE
FOR THE WEST BOYLSTON TEACHERS'
ASSOCIATION ________________________________________________
WITNESSED AND SIGNED THIS ___________ DAY OF ___________ _________ , 2010.
West Boylston Public
Sections: (1) Purpose of Educator Evaluation
(2) Definitions (3) Evidence Used in Evaluation (4) Rubric (5) Evaluation Cycle: Training 6) Evaluation Cycle: Annual Orientation (7) Evaluation Cycle: Self Assessment (8) Evaluation Cycle: Goal Setting
and Educator Plan Development (9) Evaluation Cycle : Observation
of Practice and Examination of Artifacts  Educators without PTS (10) Evaluation Cycle: Observation
of Practice and Examination of Artifacts  Educators with PTS (11) Observations (12) Evaluation Cycle: Formative
Assessment (13) Evaluation Cycle : Formative
Evaluation for Two Year Self Directed Plans Only (14) Evaluation Cycle: Summative
Evaluation (15) Educator Plans : General
(16) Educator Plans: Developing
Educator Plan (17) Educator Plans: Self Directed
Growth Plan (18) Educator Plans: Directed
Growth Plan (19) Educator Plans: Improvement
Plan (20) Timelines (21) Career Advancement (22) Rating Impact on Student
Learning Growth (23) Using Student feedback in
Educator Evaluation (24) Using Staff feedback in
Educator Evaluation (25) Transition from Existing Evaluation
System (26) General Provisions 1) Purpose of Educator
A) This contract language is
locally negotiated and based on M.G.L, c.71, § 38; M.G.L c.150E; the Educator
Evaluation regulations, 603 CMR 35.00 et seq.; and the Model System for
Educator Evaluation developed and which may be updated from time to time by the
Department of Elementary and Secondary Education. See 603 CMR 35.02 (definition
of model system). In the event of a conflict between this collective
bargaining agreement and the governing laws and regulations, the laws and
regulations will prevail.
B) The regulatory purposes of
*To promote student learning, growth, and achievement by
professional growth, and clear structures for accountability, 603 CMR
35.01(2)(a);
i) *To provide a record of facts and
assessments for personnel decisions, 35.01(2)(b);
ii) *To ensure that every school committee has
a system to enhance the professionalism and accountability of teachers and
administrators that will enable them to assist all students to perform at high
levels, 35.01(3); and
iii) *To assure effective teaching and
administrative leadership, 35.01(3).
2) Definitions (* indicates
definition is generally based on 603 CMR 35.02)
A) *Artifacts of Professional
Practice: Products of an
Educators work and student work samples that demonstrate the Educators
knowledge and skills with respect to specific performance standards.
B) Caseload Educator: Educators who teach or counsel
individual or small groups of students through consultation with the regular
classroom teacher, for example, school nurses, guidance counselors, speech and
language pathologists, and some reading specialists and special education
C) Classroom teacher: Educators who teach pre K 12 whole
classes, and teachers of special subjects as such as art, music, library, and
physical education. May also include special education teachers and reading
specialists who teach whole classes.
D) *Categories of Evidence: Multiple measures of student learning,
growth, and achievement, judgments based on observations and artifacts of
professional practice, including unannounced observations of practice of any
duration but not less than 10 minutes; and additional evidence relevant
to one or more Standards of Effective Teaching Practice (603 CMR 35.03).
E) *District determined
Measures: Measures of
student learning, growth and achievement related to the Massachusetts
Curriculum Frameworks, Massachusetts Vocational Technical Education Frameworks,
or other relevant frameworks, that are locally bargained and comparable
across grade or subject level district wide. These measures may include, but
shall not be limited to: portfolios approved commercial assessments and
district developed pre and post unit and course assessments, and capstone
F) *Educator(s): Inclusive term that applies to all
classroom teachers and caseload educators, unless otherwise noted.
G) *Educator Plan: The growth or improvement actions
identified as part of each Educators evaluation. The type of plan is
determined by the Educators career stage, overall performance rating, and the
rating of impact on student learning, growth and achievement. There shall be
four types of Educator Plans:
i) *Developing Educator Plan shall mean a plan developed by the
Educator and the Evaluator for one school year or less for an Educator without
Professional Teacher Status (PTS); or, at the discretion of an Evaluator, for
an Educator with PTS in a new assignment. New Assignment: An educator
with PTS shall be considered in a new assignment when teaching under a
ii) *Self Directed Growth Plan
shall mean a plan
developed by the Educator for one or two school years for Educators with PTS
who are rated proficient or exemplary.
iii) *Directed Growth Plan shall mean a plan developed by the
Educator and the Evaluator of one school year or less for Educators with PTS
iv) *Improvement Plan shall mean a plan developed by the
Evaluator of for a realistic time period sufficient to achieve the goals
outlined in the Improvement Plan, but] at least 45 calendar school days and no
more than one school year for Educators with PTS who are rated unsatisfactory
with goals specific to improving the Educators unsatisfactory performance. In
those cases where an Educator is rated unsatisfactory near the close of a school
year, the plan may include activities during the summer preceding the next
H) ESE: The Massachusetts Department of
I) *Evaluation: The ongoing process of defining goals
and identifying, gathering, and using information as part of a process to
improve professional performance (the formative evaluation and formative
assessment) and to assess total job effectiveness and make personnel decisions
(the summative evaluation).
J) *Evaluator: Any person designated by a
superintendent who has primary or supervisory responsibility for observation
and evaluation. The superintendent is responsible for ensuring that all
Evaluators have training in the principles of supervision and evaluation. Each
Educator will have one primary Evaluator at any one time responsible for
determining performance ratings.
i) Primary Evaluator shall be the person who determines the
Educators performance ratings and evaluation.
ii) Supervising Evaluator shall be the person responsible for
the primary Evaluator at the end of the Educator Plan. The Supervising
Evaluator may be the primary Evaluator or his/her designee.
iii) Teaching Staff Assigned to
More Than One Building:
Each Educator who is assigned to more than one building will be evaluated by
the appropriate administrator where the individual is assigned most of the
time. The principal of each building in which the Educator serves must review
and sign the evaluation, and may add written comments. In cases where there is
no predominate assignment, the superintendent will determine who the primary
evaluator will be.
iv) Notification: The Educator shall be notified in writing
of his/her primary Evaluator and supervising Evaluator, if any, at the outset
of each new evaluation cycle, by Sept. 15th. The Evaluator(s) may be changed
upon notification in writing to the Educator.
K) *Evaluation Cycle: A five component process that all
Educators follow consisting of 1) Self Assessment;
2) Goal setting and Educator Plan
development; 3) Implementation of the Plan; 4) Formative Assessment/Evaluation; and
5) Summative Evaluation.
L) *Experienced Educator: An educator with Professional Teacher
Status (PTS).
M) *Family: Includes students parents, legal
guardians, foster parents, or primary caregivers.
N) *Formative Assessment: The process used to assess progress
towards attaining goals set forth in Educator plans, performance on standards,
or both. This process may take place at any time(s) during the cycle of
evaluation, but typically takes place at mid cycle.
O) *Formative Evaluation: An evaluation conducted at the end of
Year 1 for an Educator on a 2 year Self Directed Growth plan which is used to
arrive at a rating on progress towards attaining the goals set forth in the
Educator Plan, performance on Standards and Indicators of Effective Teaching
Practice, or both.
P) *Goal: A specific, actionable, and measurable
area of improvement as set forth in an Educators plan. A goal may pertain to
any or all of the following: Educator practice in relation to Performance
Standards, Educator practice in relation to indicators, or specified
improvement in student learning, growth and achievement. Goals may be developed
by individual Educators, by the Evaluator, or by teams, departments, or groups
of Educators who have the same role. The term Team shall mean Elementary Grade
Level Teams, Specialist Teams, Middle School Teams, High School Teams, Vertical
Teams, Content Area Teams, or other Teams not specifically defined in this
list. The Team working together will be identified at the time of the goal
Q) *Measurable: That which can be classified or estimated
in relation to a scale, rubric, or standards. R) *Multiple Measures of Student Learning: Measures must include a combination of classroom,
school and district assessments, student growth percentiles on state assessments,
if state assessments are available, and student MEPA gain scores. This definition
may be revised as required by regulations or agreement of the parties upon issuance
of ESE guidance expected by July 2012. S) New Assignment: An educator with PTS shall be considered in
a new assignment when teaching under a different license. T) *Observation: A data gathering
worksite visits(s) of any duration but not less than 10 minutes, by the Evaluator
and may include examination of artifacts of practice including student work. An
observation may occur in person or through video. Video observations will be done
openly and with knowledge of the Educator. The parties agree to bargain the protocols
of video observations should either party wish to adopt such practice. Classroom
or worksite observations conducted pursuant to this article must result in feedback
to the Educator. Normal supervisory responsibilities of department, building
and district administrators will also cause administrators to drop in on classes
and other activities in the worksite at various times as deemed necessary by the
administrator. Carrying out these supervisory responsibilities, when they do
not result in targeted and constructive feedback to the Educator, are not observations
as defined in this Article. U) Parties: The Association and
the School Committee are parties to this agreement. V) *Performance Rating: Describes the Educators performance on each
performance standard and overall. There shall be four performance ratings: · *Exemplary: the Educators performance consistently and significantly exceeds the requirements of a
standard or overall. The rating of exemplary on a standard indicates that practice significantly exceeds proficient and could serve as a model
of practice on that standard district wide. · *Proficient: the Educators performance fully and consistently meets the requirements of a standard or overall. Proficient practice is understood to be fully satisfactory.
· *Needs Improvement: the Educators performance on a standard or overall is below the
requirements of a standard or overall, but is not considered to be unsatisfactory
at this time. Improvement is necessary and expected. · *Unsatisfactory: the Educators performance on a standard or overall has not significantly
improved following a rating of needs improvement, or the Educators performance is consistently below the requirements of a standard or
overall and is considered inadequate, or both. W) *Performance Standards: Locally developed standards and indicators
pursuant to M.G.L. c. 71, § 38 and consistent with, and supplemental to 603 CMR
35.00. The parties may agree to limit standards and indicators to those set forth
in 603 CMR 35.03. X) *Professional Teacher Status: PTS is the status granted to an Educator
pursuant to M.G.L. c. 71, § 41. Y) *Rating of Educator Impact on Student
Learning: A rating of high,
moderate or low based on trends and patterns on state assessments and district determined
measures. The parties will negotiate the process for using state and locally bargained
district determined measures to arrive at an Educators rating of impact on student
learning, growth and achievement, using guidance and model contract language from
ESE, expected by July 2012. Z) *Rating of Overall Educator Performance: The Educators overall performance rating is based on the Evaluators professional
judgment and examination of evidence of the Educators performance against the
four Performance Standards and the Educators attainment of goals set forth in the
Educator Plan, as follows: i) Standard 1: Curriculum, Planning
and Assessment ii) Standard 2: Teaching All
Students iii) Standard 3: Family and
iv) Standard 4: Professional
v) Attainment of Professional
Practice Goal(s)
vi) Attainment of Student
AA) *Rubric: A scoring tool that describes
characteristics of practice or artifacts at different levels of performance. The
rubrics for Standards and Indicators of Effective Teaching Practice are used to
rate Educators on Performance Standards, these rubrics consists of:
i) Standards: Describes broad
categories of professional practice, including those required in 603 CMR 35.03
ii) Indicators: Describes
aspects of each standard, including those required in 603 CMR 35.03
iii) Elements: Defines the
individual components under each indicator
iv) Descriptors: Describes
practice at four levels of performance for each element
BB) *Summative Evaluation: An evaluation used to arrive at a
rating on each standard, an overall rating, and as a basis to make personnel
decisions. The summative evaluation includes the Evaluators judgments of the
Educators performance against Performance Standards and the Educators
attainment of goals set forth in the Educators Plan.
CC) *Superintendent: The person employed by the school
committee pursuant to M.G.L c. 71 §59 and §59A. The superintendent is
responsible for the implementation of 603 CMR 35.00.
DD) *Teacher: An Educator employed in a position
requiring a certificate or license as described in 603 CMR 7.04(3)(a, b, and d)
and in the area of vocational education as provided in 603 CMR 4.00. Teachers
may include, for example, classroom teachers, librarians, guidance counselors,
or school nurses.
EE) *Trends in student learning: At least three years of data
from the locally bargained district determined measures and state assessments
used in determining the Educators rating on impact on student learning as
high, moderate or low.
The following categories of evidence
shall be used in evaluating each Educator:
A) *Multiple measures of student learning,
growth, and achievement, which shall include:
i) *Measures of student progress on classroom
assessments that are aligned with the Massachusetts Curriculum Frameworks or
other relevant frameworks and are comparable within grades or subjects in a
ii) *At least two district determined measures
of student learning related to the Massachusetts Curriculum Frameworks or the
Massachusetts Vocational Technical Education Frameworks or other relevant frameworks
that are comparable across grades and/or subjects district wide. These measures
may include: portfolios, approved commercial assessments and district
developed pre and post unit and course assessments, and capstone projects. One
such measure shall be the MCAS Student Growth Percentile (SGP) or Massachusetts
English Proficiency Assessment gain scores, if applicable, in which case at
least two years of data is required.
iii) *Measures of student progress and/or
achievement toward student learning goals set between the Educator and
Evaluator for the school year or some other period of time established in the
Educator Plan.
iv) For Educators whose primary
role is not as a classroom teacher, the appropriate measures of the Educators
contribution to student learning, growth, and achievement set by the district.
The measures set by the district as bargained by the parties should be based on
the Educators role and responsibility.
B) Judgments based on
observations and artifacts of practice including:
i) *Unannounced observations of practice of
any duration but not less than 10 minutes.
ii) Announced observation(s) for non PTS
Educators in their first year of practice in a school, Educators on Improvement
Plans, and as determined by the Evaluator.
iii) *Examination of Educator work products.
iv) *Examination of student work samples.
C) *Evidence relevant to one or more
Performance Standards, including but not limited to: i) *Evidence compiled and presented by the
Educator, including :
(a) *Evidence of fulfillment of professional
responsibilities and growth such as self assessments, peer collaboration,
professional development linked to goals in the Educator plans, contributions
to the school community and professional culture;
(b) *Evidence of active outreach to and
engagement with families; ii) *Evidence of progress towards professional
practice goal(s);
iii) *Evidence of progress toward student
learning outcomes goal(s).
iv) *Student and Staff
Feedback: ESE will provide model contract language, direction and guidance on
using student feedback in Educator Evaluation by June 30, 2013. Upon receiving
this model contract language, direction and guidance, the parties agree to
bargain with respect to this matter.
v) Any other relevant evidence
from any source that the Evaluator shares with the Educator. Other relevant
evidence could include information provided by other administrators such as the
4) *Rubric
The rubrics are a scoring tool used for
the Educators self assessment, the formative assessment, the formative
evaluation and the summative evaluation. The parties agree that the rubrics
attached to this agreement shall be used.
5) *Evaluation Cycle: Training
A) Prior to the implementation
of the new evaluation process contained in this article, districts shall
arrange training for all Educators, principals, and other evaluators that
outlines the components of the new evaluation process and provides an
explanation of the evaluation cycle. The district through the superintendent
shall determine the type and quality of training based on guidance provided by
B) By November 1 st of the
first year of this agreement, all Educators shall complete a professional
learning activity about self assessment and goal setting satisfactory to the
superintendent or principal. Any Educator hired after the November 1 st date,
and who has not previously completed such an activity, shall complete such a
professional learning activity about self assessment and goal setting within
provided by ESE.
C) At the start of each school
year, the superintendent, principal or designee shall conduct a meeting for
Educators and Evaluators focused substantially on educator evaluation. The
superintendent, principal or designee shall:
i) Provide an overview of the
evaluation process, including goal setting and the educator plans.
ii) Provide all Educators with
directions for obtaining a copy of the forms used by the district. These may be
electronically provided.
iii) The faculty meeting may be
digitally recorded to facilitate orientation of Educators hired after the beginning
of the school year. iv) The participants will evaluate
the effectiveness of this process, after the last training module, as a means
of providing the joint labor management committee with actionable feedback. 6) *Evaluation Cycle: Self-Assessment
A) *Completing the Self Assessment
i) The evaluation cycle begins
with the Educator completing and submitting to the Primary or Supervising Evaluator
a self assessment by October 1st or within four weeks of the start of their employment
at the school. ii) *The self assessment includes:
(a) *An analysis of evidence of
student learning, growth and achievement for students under the Educators responsibility.
(b) *An assessment of practice
against each of the four Performance Standards of effective practice using the
districts rubric. (c) Proposed goals to pursue:
(1st) *At least one goal directly
related to improving the Educators own professional practice. (2nd) *At least one goal directed
related to improving student learning. B) Proposing the goals
i) *Educators must consider
goals for grade level, subject area, department teams, or other groups of
Educators who share responsibility for student learning and results, except as
provided in (ii) below. Educators may meet with teams to consider establishing
team goals. Evaluators may participate in such meetings. Prior to the goal
setting process, school and/or district leaders will provide educators with assessment
data analysis and copies of the school and/or district goals.
ii) For Educators in their
first year of practice, the Evaluator or his/her designee will meet with each Educator
by October 1 st (or within four weeks of the Educators first day of employment
if the Educator begins employment after September 15 th ) to assist the
Educator in completing the self assessment and drafting the professional
practice and student learning goals which must include induction and mentoring
iii) Unless the Evaluator
indicates that an Educator in his/her second or third years of practice should
continue to address induction and mentoring goals pursuant to 603 CMR 7.12, the
Educator may address shared grade level or subject area team goals.
iv) For Educators with PTS and
ratings of proficient or exemplary, the goals may be team goals. In addition,
these Educators may include individual professional practice goals that address
enhancing skills that enable the Educator to share proficient practices with
colleagues or develop leadership skills.
v) For Educators with PTS and
ratings of needs improvement or unsatisfactory, the professional practice
goal(s) must address specific standards and indicators identified for
improvement. In addition, the goals may address shared grade level or subject
area team goals.
7) *Evaluation Cycle: Goal
Setting and Development of the Educator Plan
A) *Every Educator has an Educator Plan that
includes, but is not limited to, one goal related to the improvement of
practice; one goal for the improvement of student learning. The Plan also
outlines actions the Educator must take to attain the goals established in the
Plan and benchmarks to assess progress. Goals may be developed by individual
Educators, by the Evaluator, or by teams, departments, or groups of Educators
who have the similar roles and/or responsibilities. See Sections 15 19 for
B) To determine the goals to be
included in the Educator Plan, the Evaluator reviews the goals the Educator has
proposed in the Self Assessment, using evidence of Educator performance and
impact on student learning, growth and achievement based on the Educators self
assessment and other sources that Evaluator shares with the Educator. The
parties agree to bargain over the impact of this regulatory requirement (see
Section 22) after guidance has been issued by ESE.
C) Educator Plan Development
i) Educators in the same
school may meet with the Evaluator in teams and/or individually at the end of
the previous evaluation cycle or by October 15th of the next academic year to
develop their Educator Plan. Educators shall not be expected to meet during the
ii) For those Educators new to
the school, the meeting with the Evaluator to establish the Educator Plan must
occur by October 15 th or within six weeks of the start of their assignment in
iii) The Evaluator shall meet
individually with Educators with PTS and ratings of needs improvement or
unsatisfactory by October 15 th , to develop professional practice goal(s) that
must address specific standards and indicators identified for improvement. In
addition, the goals may address shared grade level or subject matter goals.
D) The Evaluator completes the
Educator Plan by November 1st. The Educator shall sign the Educator Plan within
5 school days of its receipt and may include a written response. The Educators
8) *Evaluation Cycle:
Observation of Practice and Examination of Artifacts  Educators without PTS
A) In the first year of
practice or first year assigned to a school:
i) The Educator shall have at
least one announced observation during the school year using the protocol
described in section 11B, below.
ii) The Educator shall have at
least four unannounced observations during the school year.
B) In their second and third
years of practice or second and third years as a non PTS Educator in the
school: i) The Educator shall have at least three unannounced
observations during the school year.
9) Evaluation Cycle:
Observation of Practice and Examination of Artifacts  Educators with PTS
A) The Educator whose overall
rating is proficient or exemplary must have at least one unannounced
observation during the evaluation cycle.
B) The Educator whose overall
rating is needs improvement must be observed according to the Directed Growth
Plan during the period of Plan which must include at least two unannounced
observations, during the duration of the plan followed by written feedback
within 5 calendar days of the observation.
C) The Educator whose overall
rating is unsatisfactory must be observed according to the Improvement Plan
which must include both unannounced and announced observation. The number and
frequency of the observations shall be determined by the Evaluator, but in no
case, for improvement plans of one year, shall there be fewer than three
announced and ten unannounced observations. For Improvement Plans of six months
or fewer, there must be no fewer than two announced and five unannounced
observations, followed by written feedback within 5 calendar days of the
observation. The Educator may request that at least one of the unannounced
observations be conducted by an alternate evaluator.
10) *Observations The Evaluators first observation of the
Educator should take place by November 15. Observations required by the Educator
Plan should be completed by May 15th. The Evaluator may conduct additional observations
after this date. The Evaluator is not required nor expected
to review all the indicators in a rubric during an observation. A) *Unannounced Observations
i) Unannounced observations may
be in the form of partial or full period classroom visitations but not less than
10 minutes; Instructional Rounds, Walkthroughs, Learning Walks1, or
any other means deemed useful by the Evaluator, principal, superintendent or other administrator and agreed to by the Association. Evaluators
will notify the Educator that they are doing an observation when entering the
room. ___________________________________________________________________________________
1 While the Massachusetts model contract language
refer to three types of unannounced observations  instructional rounds, learning
walks, and walk-throughs [Unannounced observations may be in the form of partial
or full-period classroom visitations, Instructional Rounds, Walkthroughs, Learning Walks, or any other means deemed useful by the Evaluator, principal,
superintendent or other administrator.]  in reality, none of these protocols
is actually appropriate for an unannounced observation for the purpose of gathering
evidence to inform a formative or summative evaluation. All three
rely on the observer(s) looking for evidence of a predetermined behavior or
objective. Each of these protocols is important for the purpose of improving
teaching and learning at the grade, department or school level by identifying
trends. Walk-throughs may be appropriate for educators on Directed Growth or
Improvement Plans when the improvement goals require specific teaching and
learning behaviors to be evident. The definitions below are from a variety of
web-based sources. A fuller document about these will be forthcoming. Classroom
Walkthrough [Source: Downey, Steffy, English, Frase Poston. (2004). The
three-minute classroom walk-through: Changing school supervisory practice one
teacher a a time. Thousand Oaks: Corwin.]Clinical supervision, or the practice
of classroom observation and feedback has been one of the most often used tool
in evaluating teacher performance, however the extent in which it assists
teachers to improve their delivery of instruction is questionable. As a result,
the classroom walkthrough, not designed for evaluation, but for the purpose of
professional development, has gained increasing popularity. Learning within a
school is fostered when a group can identify a problem, and create a plan to
collectively solve it. The walkthrough model, derived from Hewlett-Packards
supervisory practice of Management By Wandering Around, has been portrayed as
an effective and efficient system to collect data regarding instructional practices
and provide feedback. The classroom walkthrough model consists of a series of
frequent classroom visits where the observer(s) are present to look for predetermined
evidence of specific practices. The observations last anywhere from two to
forty-five minutes, and are intended to support the faculty in the delivery of
instruction and curriculum. The aim of the classroom walkthrough is to provide
direct and specific feedback to teachers based on the snapshot observed. The
feedback can then be given to an individual, or the observer may provide a
report of patterns noted during the walkthroughs. According to the Learning
Forward (formerly the National Staff Development Council), walkthroughs,
sometimes referred to as "learning walks," provide the opportunity
to: Reinforce attention to instructional
practices Gather data about instructional practice and
student learning Stimulate collegial conversation
about teaching and learning Learn from other
participants Deepen understandings and improve
practices through continuous feedback Learning Walks [National Colleage for
School Leadership. (2005) Getting started with networked learning walks.
Available online at knoxnetwork.wikispaces.com/file/view/Getting+ Started+with+Learning+
Walks.pdf] Learning Walks are a very structured method of gathering evidence
of progress against a clearly defined issue, and planning ways forward.
They are traditionally used to gather evidence about the quality of learning
and teaching. What sets the Learning Walk apart is its collaborative nature.
Learning Walks are carried out by a team of people who together define or
refine the issue, design the best way to gather evidence, constantly refine the
tools used and collectively use the evidence gathered to identify areas for
development. The team members are carefully chosen to reflect the needs of the
project and can consist of representatives of all the stakeholders involved.
Evidence is usually gathered from short, focused lesson observations,
interviews and a shared understanding of policies, procedures and practices
underpinning the area of inquiry. Instructional Rounds [Source: City, Elmore,
Fiarmen Teitel. (2010). Instructional rounds in education: A network approach
to improving teaching and learning. Cambridge: Harvard University Press.]The
basic premise of Instructional Rounds is that people best learn about the
meaning of high quality instruction by observing teachers, students, and the
work students are asked to do, followed by meaningful conversation and The
process is thoughtfully designed to avoid talk of good or poor teachers.
Considerable time is spent observing the students. The focus is always about
what is going on in a classroom that is causing the students to be highly
engaged in challenging work? and How is it different from classrooms where
learning is not happening?Groups of 3-5 people observe 4 classrooms for about
30 minutes each. Generally, the staff of the building being visited has
identified a specific issue that they want the observers to focus on. After
the observations the observers comb their notes for important observations and
write them on sticky-notes. These notes are later shared in their group and
patterns are discerned from the observational data. The groups share their
findings with the entire visiting team. The team formulates reflective
questions for the building staff that recognize what they have accomplished,
but also push them to think about how to move to the next level.
ii) *The Educator will be provided with at least
brief written feedback from the Evaluator within 3 days of the observation. The
written feedback shall be delivered to the Educator in person, by email, placed
in the Educators mailbox or mailed to the Educators home. iii) Any observation or series
of observations resulting in one or more standards judged to be unsatisfactory
or needs improvement for the first time must be followed by at least one announced
observation of at least 30 minutes in duration within 30 school days. B) Announced Observations i) All non PTS Educators in
their first year in the school, PTS Educators on Improvement Plans and other educators
at the discretion of the evaluator shall have at least one Announced Observation,
of at least 30 minutes in length. (a) The Evaluator shall select
the date and time of the lesson or activity to be observed and discuss with the
Educator any specific goal(s) for the observation. (b) Within 5 school days of the
scheduled observation, upon request of either the Evaluator or Educator, the Evaluator
and Educator shall meet for a pre observation conference. In lieu of a meeting,
the Educator may inform the Evaluator in writing of the nature of the lesson, the
student population served, and any other information that will assist the Evaluator
to assess performance (1st) The Educator shall provide
the Evaluator a draft of the lesson, student conference, IEP plan or activity.
If the actual plan is different, the Educator will provide the Evaluator with
a copy prior to the observation. (2nd) The Educator will be notified
as soon as possible if the Evaluator will not be able to attend the scheduled observation.
The observation will be rescheduled with the Educator as soon as reasonably practical.
(c) Within 3 school days of the
observation, the Evaluator and Educator shall meet for a post observation conference. This timeframe may be extended due to unavailability on the part of either the
Evaluator or the Educator, but shall be rescheduled within 48 hours if possible.
(d) *The Evaluator shall provide the Educator with
written feedback within 5 school days of the post observation conference. For
any standard where the Educators practice was found to be unsatisfactory or needs
improvement, the feedback must: (1st) Describe the basis for the
Evaluators judgment. (2nd) Describe actions the Educator
should take to improve his/her performance. (3rd) Identify support and/or resources
the Educator may use in his/her improvement. (4th) State that the Educator is
responsible for addressing the need for improvement. 11) *Evaluation Cycle: Formative
Assessment A) *A specific purpose for evaluation
is to promote student learning, growth and achievement by providing Educators with
feedback for improvement. Evaluators are expected to make frequent unannounced
visits to classrooms. Evaluators are expected to give targeted constructive feedback
to Educators based on their observations of practice, examination of artifacts,
and analysis of multiple measures of student learning, growth and achievement in
relation to the Standards and Indicators of Effective Teaching Practice. B) *Formative Assessment may be
ongoing throughout the evaluation cycle but typically takes places mid cycle when
a Formative Assessment report is completed. For an Educator on a two year Self
Directed Growth Plan, the mid cycle Formative Assessment report is replaced by
the Formative Evaluation report at the end of year one. See section 13, below.
C) *The Formative Assessment report
provides written feedback and ratings to the Educator about his/her progress towards
attaining the goals set forth in the Educator Plan, performance on Performance Standards
and overall, or both D) No less than two weeks before
the due date for the Formative Assessment report, which due date shall be established
by the Evaluator with written notice to the Educator, the Educator shall provide
to the Evaluator evidence of family outreach and engagement, fulfillment of professional
responsibility and growth, and progress on attaining professional practice and
student learning goals. The educator may provide to the evaluator additional evidence
of the educators performances against the four Performance Standards. E) Upon the request of either
the Evaluator or the Educator, the Evaluator and the Educator will meet either
before or after completion of the Formative Assessment Report. F) The Evaluator shall complete
the Formative Assessment report and provide a copy to the Educator. All Formative
Assessment reports must be signed by the Evaluator and delivered face to face,
by email or to the Educators school mailbox. G) The Educator may reply in writing
to the Formative Assessment report within 5 school days of receiving the report.
H) The Educator shall sign the
Formative Assessment report by within 5 school days of receiving the report.
The signature indicates that the Educator received the Formative Assessment
report in a timely fashion. The signature does not indicate agreement or
disagreement with its contents.
I) *As a result of the
Formative Assessment Report, the Evaluator may change the activities in the
J) *If the rating in
Educator received, the Evaluator may place the Educator on a different Educator
12) *Evaluation Cycle: Formative
Evaluation for Two Year Self-Directed Plans Only
A) *Educators on two year Self
Directed Growth Educator Plans receive a Formative Evaluation report near the
end of the first year of the two year cycle. The Educators performance rating
for that year shall be assumed to be the same as the previous summative rating
unless evidence demonstrates a significant change in performance in which case
the rating on the performance standards may change, and the Evaluator may place
the Educator on a different Educator plan, appropriate to the new rating.
B) *The Formative Evaluation
report provides written feedback and ratings to the Educator about his/her
progress towards attaining the goals set forth in the Educator Plan,
performance on each performance standard and overall, or both.
C) No less than two weeks before
the due date for the Formative Evaluation report, which due date shall be
established by the Evaluator with written notice provided to the Educator, the
Educator shall provide to the Evaluator evidence of family outreach and
also provide to the evaluator additional evidence of the educators performance
against the four Performance Standards.
D) The Evaluator shall complete
the Formative Evaluation report and provide a copy to the Educator. All Formative
Evaluation reports must be signed by the Evaluator and delivered face to face, by
email or to the Educators school mailbox. E) Upon the request of either
before or after completion of the Formative Evaluation Report. F) The Educator may reply in writing
to the Formative Evaluation report within 5 school days of receiving the report.
G) The Educator shall sign the
Formative Evaluation report by within 5 school days of receiving the report. The
signature indicates that the Educator received the Formative Evaluation report in
a timely fashion. The signature does not indicate agreement or disagreement with
its contents. H) *As a result of the Formative
Evaluation report, the Evaluator may change the activities in the Educator Plan.
I) *If the rating in the Formative
Evaluation report differs from the last summative rating the Educator received,
the Evaluator may place the Educator on a different Educator Plan, appropriate
to the new rating. 13) *Evaluation Cycle: Summative Evaluation A) *The evaluation cycle concludes
with a summative evaluation report. For Educators on a one or two year Educator
Plan, the summative report must be written and provided to the educator by June
1st. B) *The Evaluator determines a
rating on each standard and an overall rating based on the Evaluators professional
judgment, an examination of evidence against the Performance Standards and evidence
of the attainment of the Educator Plan goals. C) *The professional judgment
of the primary evaluator shall determine the overall summative rating that the Educator
receives. D) *For an educator whose overall
performance rating is exemplary or proficient and whose impact on student learning
is low, the evaluators supervisor shall discuss and review the rating with the
evaluator and the supervisor shall confirm or revise the educators rating. In
cases where the superintendent serves as the primary evaluator, the superintendents
decision on the rating shall not be subject to review. E) *The summative evaluation rating
must be based on evidence from multiple categories of evidence. MCAS Growth scores
shall not be the sole basis for a summative evaluation rating. F) *To be rated proficient overall,
the Educator shall, at a minimum, have been rated proficient on the Curriculum,
Planning and Assessment and the Teaching All Students Standards of Effective
Teaching Practice. G) No less than four weeks before
the due date for the Summative Evaluation report, which due date shall be established
by the Evaluator with written notice provided to the Educator, the Educator will
provide to the Evaluator evidence of family outreach and engagement, fulfillment
of professional responsibility and growth, and progress on attaining professional
practice and student learning goals. The educator may also provide to the evaluator
additional evidence of the educators performance against the four Performance
Standards. H) The Summative Evaluation report
should recognize areas of strength as well as identify recommendations for professional
growth. I) The Evaluator shall deliver
a signed copy of the Summative Evaluation report to the Educator face-to-face,
by email or to the Educators school mailbox no later than June 1 . J) The Evaluator shall meet with
the Educator rated needs improvement or unsatisfactory to discuss the summative
evaluation. The meeting shall occur by June 15 or the last day of school, whichever
is earlier. K) The Evaluator may meet with
the Educator rated proficient or exemplary to discuss the summative evaluation,
if either the Educator or the Evaluator requests such a meeting. The meeting shall
occur by June 10th. L) Upon mutual agreement, the
Educator and the Evaluator may develop the Self Directed Growth Plan for the following
two years during the meeting on the Summative Evaluation report. M) The Educator shall sign the
final Summative Evaluation report by June 15 , or the last day of school, whichever
is earlier. The signature indicates that the Educator received the Summative Evaluation
report in a timely fashion. The signature does not indicate agreement or disagreement
with its contents. N) The Educator shall have the
right to respond in writing to the summative evaluation which shall become part
of the final Summative Evaluation report. O) A copy of the signed final
Summative Evaluation report shall be filed in the Educators personnel file. 14) *Educator Plans  General
A) *Educator Plans shall be designed to provide
Educators with feedback for improvement, professional growth, and leadership;
and to ensure Educator effectiveness and overall system accountability. The
Plan must be aligned to the standards and indicators and be consistent with district
and school goals. B) *The Educator Plan shall include, but is not
limited to: i) *At least one goal related to improvement of
practice tied to one or more Performance Standards; ii) *At least one goal for the improvement the
learning, growth and achievement of the students under the Educators responsibility;
iii) An outline of actions the Educator must take
to attain the goals and benchmarks to assess progress. Actions must include
specified professional development and learning activities that the Educator
will participate in as a means of obtaining the goals, as well as other support
that may be suggested by the Evaluator or provided by the school or district. Examples may include but are not limited to coursework, self study, action
research, curriculum development, study groups with peers, and implementing new
C) It is the Educators
responsibility to attain the goals in the Plan and to participate in any
trainings and professional development provided through the state, district, or
other providers in accordance with the Educator Plan.
15) *Educator Plans: Developing
A) *The Developing Educator Plan is for all
Educators without PTS, and, at the discretion of the Evaluator, Educators with
PTS in new assignments. (See Definition in 2.G.i)
B) *The Educator shall be evaluated at least
16) *Educator Plans:
A) *A Two year Self Directed Growth Plan is
for those Educators with PTS who have an overall rating of proficient or
exemplary, and after 2013 2014 whose impact on student learning is moderate or
high. A formative evaluation report is completed at the end of year 1 and a
summative evaluation report at the end of year 2.
B) *A One year Self Directed Growth Plan is
exemplary, and after 2013 2014 whose impact on student learning is low. In
this case, the Evaluator and Educator shall analyze the discrepancy between the
summative evaluation rating and the rating for impact on student learning to
seek to determine the cause(s) of the discrepancy.
17) *Educator Plans: Directed
A) *A Directed Growth Plan is
for those Educators with PTS whose overall rating is needs improvement.
B) *The goals in the Plan must
address areas identified as needing improvement as determined by the Evaluator.
C) *The Evaluator shall complete
a summative evaluation for the Educator at the end of the period determined by
the Plan, but at least annually, and in no case later than June 15 or the last
day of school, whichever is earlier..
D) *For an Educator on a
Directed Growth Plan whose overall performance rating is at least proficient,
the Evaluator will place the Educator on a Self Directed Growth Plan for the
next Evaluation Cycle.
E) *For an Educator on a
Directed Growth Plan whose overall performance rating is not at least
proficient, the Evaluator will rate the Educator as unsatisfactory and will
place the Educator on an Improvement Plan for the next Evaluation Cycle.
18) *Educator Plans: Improvement
A) *An Improvement Plan is for
those Educators with PTS whose overall rating is unsatisfactory.
B) The parties agree that in
order to provide students with the best instruction, it may be necessary from
time to time to place an Educator whose practice has been rated as
unsatisfactory on an Improvement Plan of for a realistic time period sufficient
to achieve the goals outlined in the Improvement Plan, but no fewer than 30
school days and no more than one school year. In the case of an Educator
receiving a rating of unsatisfactory near the close of one school year, the
Improvement Plan may include activities that occur during the summer before the
next school year begins.
C) *The Evaluator must
complete a summative evaluation for the Educator at the end of the period
determined by the Evaluator for the Plan.
D) An Educator on an
Improvement Plan shall be assigned a Supervising Evaluator (see definitions).
The Supervising Evaluator is responsible for providing the Educator with
guidance and assistance in accessing the resources and professional development
outlined in the Improvement Plan. The primary evaluator may be the Supervising
E) *The Improvement
Plan shall define the problem(s) of practice identified through the
observations and evaluation and detail the improvement goals to be met, the
activities the Educator must take to improve and the assistance to be provided
to the Educator by the district.
F) The Improvement Plan
i) Within five school days of
notification to the Educator that the Educator is being placed on an Improvement
Plan, the Evaluator shall schedule a meeting with the Educator to discuss the
Improvement Plan. The Evaluator will develop the Improvement Plan, which will
include the provision of specific assistance to the Educator.
ii) Upon the educators
request a representative of the Association shall attend the meeting.
iii) If the Educator consents,
the Association will be informed that an Educator has been placed on an
G) *The Improvement Plan
i) Define the improvement
goals directly related to the performance standard(s) and/or student learning
outcomes that must be improved;
ii) Describe the activities and
work products the Educator must complete as a means of improving performance;
iii) Describe the assistance
that the district will make available to the Educator;
iv) Articulate the measurable outcomes
that will be accepted as evidence of improvement; v) Detail the timeline for completion
of each component of the Plan, including at a minimum a mid cycle formative assessment
report of the relevant standard(s) and indicator(s); vi) Identify the individuals assigned
to assist the Educator which must include minimally the Supervising Evaluator;
and, vii) Include the signatures of
the Educator and Supervising Evaluator. H) A copy of the signed Plan shall
be provided to the Educator. The Educators signature indicates that the Educator
received the Improvement Plan in a timely fashion. The signature does not indicate
agreement or disagreement with its contents. I) *Decision on the Educators
status at the conclusion of the Improvement Plan. i) All determinations below
must be made no later than June 15 or the last day of school, whichever is earlier. One of three decisions must be made at the conclusion of the Improvement Plan:
(a) If the Evaluator determines
that the Educator has improved his/her practice to the level of proficiency, the
Educator will be placed on a Self Directed Growth Plan. (b) In those cases where the Educator
was placed on an Improvement Plan as a result of his/her summative rating at the
end of his/her Directed Growth Plan, if the Evaluator determines that the Educator
is making substantial progress toward proficiency, the Evaluator shall place the
Educator on a Directed Growth Plan. (c) *In those cases where the Educator
is not making substantial progress toward proficiency, the Evaluator shall recommend to the superintendent
that the Educator be dismissed. (d) *If the Evaluator determines
that the Educators practice remains at the level of unsatisfactory, the Evaluator
shall recommend to the superintendent that the Educator be dismissed. 20. Timelines: Activity: Completed By: Superintendent, principal or designee meets with evaluators and educators to September 15
Evaluator meets with first
year educators to assist in self assessment and goal setting process
Evaluator meets with
Educators in teams or individually to establish Educator Plans (Educator Plan
may be established at Summative Evaluation Report meeting in prior school
Evaluator completes
Evaluator should complete
first observation of each Educator
Educator submits evidence
on parent outreach, professional growth, progress on goals (and other
standards, if desired)
Evaluator Evaluator should complete
mid cycle Formative Assessment Reports for Educators on one year Educator
Evaluator holds Formative
Assessment Meetings if requested by either Evaluator or Educator
Educators whose overall Summative Evaluation ratings are Needs Improvement or
June 15 or the last day
of school, whichever is earlier. Evaluator meets with Educators
whose ratings are proficient or exemplary at request of Evaluator or Educator
of school, whichever is earlier. Educator signs Summative
Evaluation Report and adds response, if any within 5 school days of receipt
of school, whichever is earlier. A) Educators with PTS
on Two Year Plans Activity: Completed By: Evaluator completes
unannounced observation(s)
Any time during the 2 year
of school, whichever is earlier. Evaluator conducts
Formative Evaluation Meeting, if any
of school, whichever is earlier. Evaluator completes
June 1 of Year 2
Evaluator conducts
Summative Evaluation Meeting, if any
of school, whichever is earlier of Year 2 Evaluator and Educator sign
of school, whichever is earlier of Year 2 B) Educators on Plans of Less than One
Year i) The timeline for educators
on Plans of less than one year will be established in the Educator Plan. 21. Career Advancement
A) *In order to attain
Professional Teacher Status, the Educator should achieve ratings of proficient
or exemplary on each Performance Standard and overall. A principal considering
making an employment decision that would lead to PTS for any Educator who has
not been rated proficient or exemplary on each performance standard and overall
on the most recent evaluation shall confer with the superintendent by May 1.
The principals decision is subject to review and approval by the
B) *In order to qualify
to apply for a teacher leader position, the Educator must have had a Summative
Evaluation performance rating of proficient or exemplary for at least the
C) *Educators with PTS
whose summative performance rating is exemplary and, after 2013 14 whose impact
on student learning is rated moderate or high, may be recognized and rewarded
with leadership roles, promotions, additional compensation, public commendation
or other acknowledgement as determined by the district through collective
22. *Rating Impact on Student
ESE will provide model contract language
and guidance on rating educator impact on student learning growth based on
state and district determined measures of student learning by July 15, 2012.
Upon receiving this model contract language and guidance, the parties agree to
23. *Using Student feedback in
ESE will provide model contract language,
direction and guidance on using student feedback in Educator Evaluation by June
30, 2013. Upon receiving this model contract language, direction and guidance,
the parties agree to bargain with respect to this matter.
24. *Using Staff feedback in
direction and guidance on using staff feedback in Administrator Evaluation by
June 30, 2013. Upon receiving this model contract language, direction and
guidance, the parties agree to bargain with respect to this matter.
25. Transition from Existing
A) The parties agree that all
new hires and about 50 of Educators in the district will be evaluated under
the new procedures at the outset of this Agreement, and 50 or fewer will be
evaluated under the former evaluation procedures for the first year of
implementation of the new procedures in this Agreement.
B) The parties shall agree on a
process for identifying the Educator Plan that each Educator will be placed on
during the Educators first year being evaluated under the new procedures,
providing that Educators who have received ratings of unsatisfactory or its
equivalent in the prior year will be placed on Self Directed Growth or
Improvement Plans at the sole discretion of the Superintendent.
C) The parties agree that to
address the workload issue of Evaluators, during the first evaluation cycle
under this Agreement in every school or department, the names of the Educators
who are being placed on Self directed Growth Plans shall be literally or
figuratively put into a hat. The first fifty (50) percent drawn shall be on a
1 year Self directed Growth Plan and the second fifty (50) percent shall be on
a 2 year Plan.
C) The existing evaluation
system will remain in effect until the provisions set forth in this Article are
implemented. The relevant timeframe for adopting and implementing new systems
is set forth in 603 CMR 35.11(1).
A) Only Educators who are
licensed may serve as primary evaluators of Educators.
B) Evaluators shall not make
negative comments about the Educators performance, or comments of a negative
evaluative nature, in the presence of students, parents or other staff, except
in the unusual circumstance where the Evaluator concludes that s/he must
immediately and directly intervene. Nothing in this paragraph is intended to
limit an administrators ability to investigate a complaint, or secure
assistance to support an Educator.
C) *The superintendent
shall insure that Evaluators have training in supervision and evaluation,
including the regulations and standards and indicators of effective teaching
practice promulgated by ESE (35.03), and the evaluation Standards and
Procedures established in this Agreement.
D) Should there be a serious
disagreement between the Educator and the Evaluator regarding an overall
summative performance rating of unsatisfactory, the Educator may meet with the
Evaluators supervisor to discuss the disagreement. Should the Educator request
such a meeting, the Evaluators supervisor must meet with the Educator. The
Evaluator may attend any such meeting at the discretion of the superintendent.
D) The parties agree to
establish a joint labor management evaluation team which shall review the
evaluation processes and procedures monthly through the first year of
implementation and then at least annually for the next three years and
recommend adjustments to the parties.
E) Violations of this article
are subject to the grievance and arbitration procedures. The arbitrator shall
determine whether there was substantial compliance with the totality of the
evaluation process. When the evaluation process results in the termination or
non renewal of an Educator, then no financial remedy or reinstatement shall
issue if there was substantial compliance.
Evaluation Forms and
EducatorName/Title:
Primary EvaluatorName/Title: _____________________________________________________
Supervising Evaluator, if
anyName/Title/Role in evaluation:
School(s): __________________________________________________________________________
Part 1: Analysis of Student Learning,
Growth, and Achievement
Briefly summarize areas of strength and
high-priority concerns for students under your responsibility for the upcoming
school year. Cite evidence such as results from available assessments. This
form should be individually submitted by educator, but Part 1 can also be used
by individuals and/or teams who jointly review and analyze student data.
Team, if applicable:
List Team Members below:
EducatorName/Title:_______________________________________________________________
Part 2: Assessment of Practice Against
Citing your districts performance
rubric, briefly summarize areas of strength and high-priority areas for growth.
Areas may target specific Standards, Indicators, or elements, or span multiple
Indicators or elements within or across Standards. The form should be
individually submitted by educator, but Part 2 can also be used by teams in
preparation for proposing team goals.
Signature of Educator__________________________________ Date_______________
Evaluator*_________________________________ Date
* The evaluators signature indicates
that he or she has received a copy of the self-assessment form and the goal
setting form with proposed goals. It does not denote approval of the goals.
Primary EvaluatorName/Title: _______________________________________________________
Check all that apply1: [ ] Proposed Goals [ ] Final Goals Date: ________________
A minimum of one student learning goal
and one professional practice goal are required. Team goals must be considered
per 603 CMR 35.06(3)(b). Attach pages as needed for additional goals or
revisions made to proposed goals during the development of the Educator Plan.
Student Learning S.M.A.R.T.
Goal Professional Practice S.M.A.R.T.
Check whether goal is individual or team;
write Check whether goal is individual or team;
team name if
applicable. write
team name if applicable.
[ ] Individual [ ] Individual
[ ] Team: [ ] Team:
S.M.A.R.T.: S=Specific and Strategic;
M=Measurable; A=Action Oriented; R=Rigorous, Realistic, and Results-Focused;
T=Timed and Tracked
1If proposed goals change during Plan Development, edits may
be recorded directly on original sheet or revised goal may be recorded on a new
sheet. If proposed goals are approved as written, a separate sheet is not
EducatorName/Title: __________________________________________________________
Primary EvaluatorName/Title:_____________________________________________________
anyName/Title/Role in evaluation: _______________________________________________________________________________
School(s):_______________________________________________________________________
Educator Plan: [ ] Developing
Educator Plan [ ] Improvement Plan*
Plan Duration: [ ] Two-Year [ ] One-Year Less than a year____________
Start Date: _________________________ End Date: ____________________
[ ] Goal Setting Form with final goals is
attached to the Educator Plan.
Some activities may apply to the pursuit
of multiple goals or types of goals (student learning or professional
practice). Attach additional pages as necessary.
Student Learning Goal(s): Planned
Activities Describe actions the educator will take
to attain the student learning goal(s). Activities may apply to individual
Action Supports/Resources
from School/District 1 Timeline or Frequency
______________________ _________________________________ __________________
*Additional detail may be attached if
Professional Practice Goal(s): Planned
to attain the professional practice goal(s). Activities may apply to individual
This Educator Plan is designed to
provide educators with feedback for improvement, professional growth, and leadership,
is aligned to statewide Standards and Indicators in 603 CMR 35.00 and local
Performance Standards, and is consistent with district and school goals.
(see 603 CMR 35.06 (3)(d) and 603 CMR 35.06(3)(f).)
Signature of Evaluator _______________________________________ Date: ______________
Signature of Educator* _______________________________________ Date: ______________
* As the evaluator retains final
authority over goals to be included in an educators plan (see 603 CMR
35.06(3)(c)), the signature of the educator indicates that he or she has
received the Goal Setting Form with the Final Goal box checked, indicating
the evaluators approval of the goals. The educators signature does not
necessarily denote agreement with the goals. Regardless of agreement with the
final goals, signature indicates recognition that It is the educators
other providers in accordance with the Educator Plan. (see 603 CMR 35.06(4))
1 Must identify means for educator to receive feedback for
improvement per 603 CMR 35.06(3)(d).
Collection of Evidence Form
Primary EvaluatorName/Title:
Evidence pertains to (check all that
apply) 1:
[ ] Fulfillment of professional
responsibilities and growth
[ ] Evidence of outreach to and ongoing
[ ] Progress toward attaining student
[ ] Progress toward attaining professional
Summarize the evidence compiled to be
presented to evaluator with a brief analysis.
Signature of Educator _________________________ Date _______________
Signature of Evaluator _________________________ Date_______________
[ ] Attachment(s) included __________________________
1 Per 603 CMR 35.07(1)(c)1, Evidence compiled and
presented by the educator includ[es]: 1. Evidence of fulfillment of
professional responsibilities and growth, such as: self-assessments; peer
collaboration; professional development linked to goals and or educator plans;
contributions to the school community and professional culture; 2. Evidence of
active outreach to and ongoing engagement with families. However, educator
collection of evidence is not limited to these areas.
Assessing1:
[ ] Progress toward attaining
goals [ ] Performance on
Standards [ ] Both
Progress Toward Student Learning Goal(s) Describe current level of progress and
Goal(s) Describe current level of progress.
1 As per 603 CMR 35.02 and 603 CMR 35.06(5),
formative assessment shall mean the process used to assess progress toward
attaining goals set forth in Educator Plans, performance on Performance
Standards, or both.
EducatorName/Title: _______________________________________________________________
Performance on Each Standard Describe performance and feedback for
improvement. Attach additional pages as needed.
I: Curriculum, Planning, Assessment ___________________________________________________________________________________
II: Teaching All Students ___________________________________________________________________________________
III: Family Community Engagement ___________________________________________________________________________________
The educator shall have the opportunity
to respond in writing to the formative assessment as per 603 CMR
35.06(5)(c) on the Educator Response Form.
Signature of Evaluator ______________________________ Date Completed: _________________
Signature of Educator* ______________________________ Date Received: _________________
* Signature of the educator indicates
acknowledgement of this report; it does not necessarily denote agreement with
the contents of the report. Educators have the opportunity to respond to this
report in writing and may use the Educator Response Form.
* For educators on two-year Self-Directed
Growth Plans at the end of Year One of the cycle
Primary EvaluatorName/Title: ___________________________________________________
Progress Toward Student Learning Goal(s) Attach additional pages as needed.
[ ] Did not meet [ ] Some
progress [ ] Significant Progress [ ] Met [ ] Exceeded Rationale, evidence, and feedback for
Goal(s) Attach additional pages as needed.
formative evaluation shall mean the process used to assess progress towards
[ ] Evaluator is assigning same ratings as
prior Summative Evaluation; no comments needed
[ ] Evaluator is assigning ratings that
differ from prior Summative Evaluation; comments are required
Rating on Each Standard
I: Curriculum, Planning & Assessment
[ ] Unsatisfactory [ ] Needs Improvement [ ] Proficient [ ] Exemplary
Rationale, evidence, and feedback for
III: Family Community Engagement
differ from prior Summative Evaluation; comments required
[ ] Unsatisfactory [ ] Needs
Improvement [ ] Proficient [ ] Exemplary
[ ] Self-Directed [ ] Directed [ ] Improvement [ ] Developing Educator Growth
Plan Growth Plan Plan Plan
to respond in writing to the formative evaluation as per 603 CMR
anyName/Title/Role in evaluation: ____________________________________________________________________________________
Educator Plan [ ] Improvement Plan
Plan Duration: [ ] Two-Year [ ] One-Year Less than a year_____________
Date(s) Educator Initials Evaluator(s) Initials
[ ] Formative Assessment
conference, if any 1
[ ] Formative Evaluation
conference, if any 2
[ ] Formative Assessment Report
[ ] Formative Evaluation Report
received by evaluator 4
conference, if any __ __ __ __
completed __ __ __ __
received by evaluator
1 As per the Massachusetts Model System for Educator Evaluation
Contract Language, evaluation
conferences are required for ratings of Needs Improvement and Unsatisfactory,
but conferences may be requested by either the educator or evaluator for any
Educator Plan. The conference may occur before or after the Report is
completed; the sequence in the above table does not denote required
2 Formative Evaluation only occurs at the end of the first
year of a two-year Self-Directed Growth Plan.
3 The educators formative evaluation rating at the end of
the first year of the two-year cycle shall be the same as the previous
summative rating unless evidence demonstrates a significant change in
performance. In such a case, the rating on the formative evaluation may change.
Assigning ratings is optional during Formative Assessment.
4 An educator may provide written comments to the evaluator
at any time using the Educator Response Form, but 603 CMR 35.06 ensures that
educators have an opportunity to respond to the Formative Assessment, Formative
Evaluation, and Summative Evaluation in writing.