1. The Effective Teacher Recognizes and Encourages the Potential of Each Student.
1. The teacher demonstrates a knowledge of students when he/she:
• Identifies the potential of the students
• Provides instruction at6 appropriate levels
• Informs students of their potential
• Advises them of opportunities to maximize their potential
• Provides activities to encourage the potential of students
2. The Effective Teacher Identifies Special Needs of Students (Social, Economic, Intellectual)
1. The teacher demonstrates a knowledge of students when he/she:
• Identifies students who have unique problems or special needs and notifies administrators, counselors, and/or other support personnel
• Initiates program modifications to provide for special needs
• Implements suggestions of support personnel who are working with students
• Plans for dealing individually with students who have special needs
• Plans appropriate programs/resources for students who have special needs
3. The Effective Teacher Demonstrates an Awareness of Students with Special Talents and Interests
1. The effective teacher demonstrates a knowledge of students when he/she:
• Is aware of special talents and interests of students and uses this information to provide interesting and stimulating lessons
• Provides classroom experiences which encourage students to use special talents and interests
• Assigns projects which capitalize on special talents and needs of students
• Makes students aware of opportunities related to their special needs and talents
• Schedules time to assist students with special projects, interests, and talents
• Encourages, develops and implements special activities to nurture the talents and interests of students
4. The Effective Teacher Checks Facts, Extends His/Her Knowledge, and Continually Learns about Current Developments and Research in the Fields Related to Teaching Assignments
1. Effective Teachers indicate a knowledge of subject matter when they:
• Keep current with changes in curriculum and subject matter
• Develop and integrate new ideas into the curriculum
• Incorporate these changes in subject matter presentations
• Pursue additional course work in the subject area to keep current
• Subscribe to professional societies and journals to keep pace with developments in the related fields
• Assimilate their extended knowledge into their subject matter presentations
• Participate in workshops and seminars on trends in the subject area
5. The Effective Teacher Demonstrates Planning and Program Implementation
1. Effective teachers plan consistently and thoroughly when they:
• Coordinate planning with prescribed curriculum
• Prepare lessons which reflect a clear objective and a logically developed sequence of activities
• Plan lessons which reflect long range instructional goals
• Plan activities which enhance the prescribed curriculum
• Plan effectively to make maximum use of instructional time
• Prepare creative plans consistent with the scope and sequence of the curriculum
• Anticipate circumstances which may require an adjustment to the lesson
• Plans for substitutes available and appropriate with materials needed.
6. The Effective Teacher Adapts Programs to the Varying Abilities and Interests of Students and to Different Learning Situations
1. Effective teachers demonstrate an ability to adapt programs when they:
• Use diagnostic techniques to determine the individual needs of students
• Implement suggestions made by support personnel to maximize student achievement
• Challenge all students to make the most of their abilities
• Use a variety of strtegies, meaterials, teaching aids, and resources, in lessons to provide opportunities for all students to achieve according to their strengths, weaknesses, and abilities
• Differentate the curriculum to meet the various ability levels in the groups being taught
• Take advantage of the unexpected opportunities that occur throughtout the school year to capitalize on student interest
7. The Effective Teacher Motivates Students
1. Effective teachers develop readiness for learning when they:
• Are clearly aware of readiness needs
• Plan and implement a variety of appropriate activities to meet needs
2. Effective teachers demonstrate an ability to motivate students when they:
• Use a variety of techniques to elicit optimum responses from students
• Provide further encouragement with positive reinforcement
• Are successful in involving students in responding independently and with enthusiasm
• Display an awareness of individual as well as group readiness needs
• Devise creative and innovative experiences to meet each need
• Develop a strong background for introduction of new material
3. Effective teachers plan learning activities to coincide with the maturity and interest level of students when they:
• Provide differentiated activities which meet individual needs and interests and encourage independent learning
• Provide differentiated learning activities which are innovative and creative
• Seek ways to extend the interest levels of students
8. The Effective Teacher Demonstrates Resourcefulness
1. Effective teachers demonstrate resourcefulness when they:
• Use current ideas and materials to adapt, supplement, and/or enrich the program
• Are knowledgeable about current ideas and materials and find creative ways to use them in planning lessons
• Seek out new ideas and materials from various media
• Use these current ideas and materials in creative ways
9. The Effective Teacher Employs a Variety of Teaching Strategies Appropriate for Students
1. Effective teachers employ a variety of strategies when they:
• Employ a variety of teaching strategies appropriate for students of varying abilities
• Find or develop creative teaching strategies that are appropriate for students of varying ability levels
• Describe and encourage students to utilize problem solving skills by giving examples of problem situations
• Explain and assist problem solving skills to students and give them individual problems
• Provide frequent opportunities for the utilization of problem solving skills in their lessons
10. The Effective Teacher Demonstrates Promptness and Accuracy in Reporting to the Administration, Parents, and Other Staff:
1. Effective teachers:
• Submit reports on time
• Use accurate information
• Submit complete reports
• Submit legible and neat reports
• Write reports with accurate grammar and punctuation
• Keep accurate records of attendance
11. The Effective Teacher Maintains Storage and Distribution of Instructional Materials to Provide for Effective Student
1. Effective teachers:
• Organize and distribute materials in a systematic manner
• Work together with students to refine and improve the procedures for storing and distributing instructional material
• Systemically organize and maintain equipment, materials, tools, and inventory
• Systematically manage class and student projects
12. The Effective Teacher Maintains Classroom Organization and Appearance
1. Effective teachers:
• Maintain a safe and organized classroom
• Teach and follow safety rules
• Maintain an attractive classroom that correlates with the instructional program
• Use current bulletin boards and displays to enhance the instructional program
• Incorporate safety measures in the toal instructional program
• Work as a team with students to maintain a safe, organized, and stimulating classroom
• Adjust and arrange equipment and furniture to fit the needs of students in the learning area
• Organize and arrange materials so that they are at hand for instruction
• Maintain equipment for effective use
• Use and update bulletin boards and other available space to display materials to enrich and extend the instructional units
• Regularly display current student work for positive reinforcement

II.     IMPLEMENTING

1. The Effective Teacher Demonstrates Knowledge of Subject Matter
1. Effective teachers when presenting content to students:
• Make few or no errors in presentation
• Correct errors when identified
• Readily accept constructive criticism
• Identify and correct their own errors
• Encourage students to identify and correct errors
• Are considered a reliable subject matter resource by others
• Assist other educators in improving the accuracy of their presentation
2. Effective teachers identify errors by students and deal appropriately and constructively when they:
• Identify and correct errors made by students
• Review materials with students and identify causes of errors
• Provide a classroom atmosphere in which students feel free to respond and possibly make mistakes
• Analyze patterns and causes of student errors
• Design presentations and materials to minimize errors
• Assist students to identify and correct their own errors
• Assist students to analyze causes of errors and develop preventive strategies
2. The Effective Teacher Implements Plans Effectively
1. Effective teachers demonstrate an ability to implement plans effectively when they:
• Inform the students of the lesson objectives and planned activities
• Motivate students to participate in all aspects of lessons
• Have all necessary materials at hand
• Make effective use of instructional time
• Adjust plans to the current classroom situations
• Inform the students of the lesson objectives and assessment criteria
• Continuously assess the progress of the lesson
• Demonstrate the ability to adjust the lesson to changing circumstances
• Demonstrate an enthusiasm for the subject matter
• Actively involve the students in the lessons
• Motivate the students to respond to challenge each other throughout the lesson
• Provide the students with additional activities/information related to the lesson
• Provide lesson summation/closure
• Provide effective, definite, reasonable asignments related to learning situations
3. The Effective Teacher Motivates Students
1. Effective teachers involve students in learning experiences that obtain optimum responses when they:
• Are successful in involving students in responding independently and with enthusiasm
• Use a variety of techniques and positive reinforcement
2. Effective teachers utilize approaches that make it possible for each student to experience success when they:
• Use a variety of activities, techniques, and materials
• Use creative and innovative techniques, materials, and activities
3. Effective teachers encourage students to establish goals for learning when they:
• Seek and facilitate student involvement
• Use a variety of techniques to help all students set personal goals
4. The Effective Teacher Communicates to Students the Excitment of Learning
1. Effective teachers present ideas clearly and at the appropriate level of each audience when they:
• Are articulate and precise when presenting their ideas
• Modify language according to the level of the audience
• Present ideas clearly and logically in a variety of ways
• Are highly sensitive to the needs of each audience
2. Effective teachers communicate successfully with individual students, other educators, parents, small groups, and classes when they:
• Listen carefully and thoughtfully
• Are recognized as good listeners
• Acknowledge understanding of information received
• Respond in a manner which facilitates further communication

III.     EVALUATION

1. The Effective Teacher is Sensitive and Responsive to the Various Stages of Emotional Development of Students
1. Effective teachers demonstrate a knowledge of students when they:
• Are aware of stages of emotional development and use this information to plan and implement
• Are sensitive and responsive to the various stages of emotional development of students
• Refer students to counselors to discuss emotional problems
• Take time to address problems which may be causing students or the class to suffer emotional stress
• Are willing to discuss problems with students before and after school
• Communicate with parents, when appropriate, to help students who may be having a problem
• Use positive reinforcement in dealing with students
2. The Effective Teacher Evaluates Student Progress Continually
1. Effective teachers demonstrate an ability to evaluate student progress when they:
• Follow school board policy
• Use scope and sequence of the curriculum as the standard for assessing student progress
• Inform students of the grading procedure
• Mark and return student work promptly
• Issue interim reports or other notices of deicient work in ample time for necessary remediation
• Use a variety of methods to assess and continually monitor student progress
• Identify student problems, provide on-going oral and/or written feedback to the student, and assist students in overcoming deficiencies
• Show ability to use the evaluative process to encourage students to succeed
• Involve students in self-evaluation

IV.     EDUCATIONAL CLIMATE

1. The Effective Teacher Demonstrates Competence in Subject Matter
1. Effective teachers demonstrate the ability to discuss on an appropriate level the subject matter related to their assignment with students, educators, parents, and other adults when they:
• Disscuss the subject matter upon request
• Are able to participate in discussions of the subject matter at all levels
• Inititate discussion of subject matter
• Indicate to the students the relationship of other curriculum areas
• Act as a subject matter resource for colleagues
• Participate on committees and workshops when opportunities are available
• Organize activities that provide an opportunity for discussion of subject matter
2. The Effective Teacher Demonstrates Evidence of Professional Growth
1. Effective teachers demonstrate professional growth when they:
• Seek assistance and implement the suggestions of a variety of other professionals
• Take courses at in-service and graduate levels
• Participate in a goal-oriented program planned for professional development
3. The Effective Teacher Established Pleasant Classroom Climate
1. Effective teachers establish a pleasant classroom climate when they:
• Use non-verbal and verbal cues
• Use non-verbal and verbal strategies to establish rapport
• Encourage students to use non-verbal and verbal cues to produce a classroom conducive to optimum learning
• Question and respond to students in a manner that promote inquiry
• Demonstrate a thorough knowledge/understanding of questioning techniques and use them to promote critical thinking and classroom interaction
4. The Effective Teacher Speaks and Writes Lucid and Accurate English
1. Effective teachers demonstrate communication skills when they:
• Consistently use correct English in both written and oral forms
• Act as a proper role model for students in both oral and written communication
• Express themselves clearly in all forms of communication
• Seek to refine their written and oral communication
• Consistently express ideas with clarity and accuracy in oral and written communication
5. The Effective Teacher Demonstrates Human Relations Competencies Through an Awareness of Their Relationship with Students
1. Effective teachers demonstrate rapport with students when they:
• Seek information about the opinions and interests of learners
• Reinforce learners when they do well and even when they do not
• Show students through words or actions that their problems or comments are understood
• Demonstrate consistent behavior, patience, and empathy when dealing with students of different abilities and/or learning styles
• Develop and implement special activities that foster cooperation and mutual respect between students
• Accept information in a non-judgmental manner
• Are available to students for consultation and support
• Listen to or accept ideas from learners and encourage courteous interchanges among learners
• Actively initiate and invite open communication with students beyond the normal day
• Indicate an awareness of the impact of their words and actions on students
• Develop a positive relationship with students by being fair and impartial
• Demonstrate an individualized approach to the needs of each student
• Articulate accurately the relationship developed with students
• Consistently develop and initiate activities that enhance the relationship between student and teacher
• Attempt to discover causes of behavior through interviewing, communicating with appropriate individuals, and examining school records
• Recognize that etenuating circumstances affect behavior
• Use professional resources to increase their understanding of human behavior
• Pratice techniques which foster positive interactions with students
6. The Effective Teacher Demonstrates an Understanding of Intergroup Relationships
1. Effective teachers demonstrate intergroup relationship skills when they:
• Do not tolerate prejudical remarks by others
• Foster an environment free of bias, prejudice, and stereotyping
• Assume responsibility for sensitizing students to the uniqueness of others
• Act as role models using language free of prejudicial remarks
• Develop strategies that nurture an environment free of prejudice
• Provide equal opportunity for students as they participate in the total school program
• Work positively to eliminate stereotyping in the teaching/learning situation
• Help students to understand what stereotyping is and the effects of stereotyping
• Utilize professional resources to gain a better understanding of intergroup dynamics
• Initiate activities to prevent stereotyping individuals and groups
• Initiate activities to resolve intergroup tensions and conflicts
• Utilize support systems within the school and the community to resolve conflicts
• Consistently see strategies to create an environment free of intergroup tensions and conflicts
• Teach individuals how to resolve conflicts
• Anticipate possible tensions and conflicts and take steps to prevent their occurence
7. The Effective Teacher Maintains Positive Relationships with Administrative/Supervisory Personnel
1. Effective teachers demonstrate a working relationship with administrative/supervisory personnel when they:
• Receive requests, questions, and suggestions with an open mind
• Work to implement suggestions
• Seek help of resource personnel in implementing suggestions
• Seek ways to improve their performances by asking for suggestions and guidance
• Seek clarification of policies and procedures which they do not understand or with which they do not agree
• Make an effort to support these policies and procedures
8. The Effective Teacher Maintains Positive Relationships with Parents
1. Effective teachers demonstrate a working relationship with parents when they:
• Keep parents informed of students' performance
• Follow up on communications with parents
• Participate in PTA and other parent organizations
• Provide positive and accurate informaiton to parents in regard to student achievement
• Provide regularly scheduled conference times for parents
• Plans special activities which encourage open positive communications with parents
• Provide clarification and/or guidelines of expectations of student performance
• Understand the school's philosophy and are able to interpret it to parents
• Send special communications to parents explaining the instructional program
• Invite parents to visit their classroom for special projects or activities
• Initiate contact with parents
• Assist parents in developing a plan of action for resolving problems
• Listen to parents concerns and needs
• Communicate with parents, showing sensitivity to the soci-ecnomic makeup of the school
• Use a variety of strategies and resources to identify and resolve problems cooperatively with parents
• Act as a resource to other teachers to help them resolve conflicts with parents
9. The Effective Teacher Maintains Positive Relationships with Co-workers
1. Effective teachers demonstrate a working relationship with co-workers when they:
• Regularly communicat in an open honest way with other staff members
• Work as a cooperative, supportive member of the school staff
• Support the team approach to decision-making
• Strive to promote a harmonious school climate
• Encourage positive interactions among staff members
• Consistently act as role models and exemplify mutual respect, cooperation, and understanding among co-workers
• Act as leaders in maintaining and encouraging harmonious and supportive staff relationships
10. The Effective Teacher Assumes Reasonable Responsibility for Student Behavior and Well-Being Throughout the School
1. Effective teachers contribute to the total school when they:
• Consistently assume responsibility for student behavior and well-being
• Volunteer to assist other staff members with student behavior and well-being
• Develop strategies to improve student behavior and well-being
11. The Effective Teacher is Flexible in Accepting Responsibility for Difficult or Demanding Staff Assignments
1. Effective teachers contribute to the total school when they:
• Share in the responsibility of accepting tasks which require demands on time, energy, and expertise
• Demonstrate flexibility in completing difficult tasks
• Are receptive in undertaking difficult and demanding assignments
• Are consistently available to accept responsibility for demanding tasks which require personal commitment of time and energy
• Volunteer for demanding and challenging assignments
12. The Effective Teacher Demonstrates Pupil Control
1. Effective teachers are aware of and responsive to student behavior when they:
• Respond quickly and appropriately to changes in individual and group behavior
• Motivate pupils to exercise self-control
• Routinely assume responsiblity for improving pupils' behavior
• Consistently reward pupils for improved behavior
• Deal with student behavior management on an individual basis
• Demonstrate consistency, fairness, and senitivity when dealing with behavior problems
• Clearly state expectations of student behavior
• Apply consequences for misbehavior consistently and fairly
• Involve students in setting goals for improving behavior
• Motivate students to assume responsibility for their actions and to accept consequences of their behavior
• Serve as role models and promote a climate of mutual respect
• Intervene by attempting to identify causes of behavior problems and by working with necessary resources to provide for individual student's success

GLOSSARY

EFFECTIVE NON-TEACHING PROFESSIONAL STAFF BEHAVIORS /CRITERIA - To be developed

EFFECTIVE TEACHING BEHAVIORS/CRITERIA - 4 areas if specifically stated standards that result in effective teaching: 1) Planning; 2) Implementing; 3) Evaluation; and 4) Educational Climate.

FORMATIVE PROCESS - A process available to professional staff members to assit them in their professional growth and enhancement of professional staff skilss that occur throughout their career. This process is voluntary and includes making a compensated professional staff member available to help any professional staff member wishing to participate.

PLANS OF ASSISTANCE - One of two processes that offer the professional staff member the opportunity to correct deficiencies. These two include: 1) an Improvement Plan; and 2) an Intensive Assistance Plan. (See attachments.)

SUMMATIVE PROCESS - A non-voluntary, written evaluation process of staff conducted by administrators.

PROFESSIONAL STAFF MEMBER COACH - An experienced or tenured professional staff member engaged in professional duties within the same grade, discipline, or building who is assigned to every probationary staff member upon entrance into the system for the purpose of assisting and counseling the probationary staff member while he/she acclimates to the profession and the school system.

PROFESSIONAL STAFF PERFORMANCE EVALUATION - A development process that helps new and experienced professional staff members identify areas of success and areas of continuing progress for the ultimate purpose of improving the quality of education. This process involves: 1) informing professional staff members in writing and through a staff orientation of the specific aeffective professional staff criteria upon which they will be evaluated; 2) observation of both probationary and tenured professional staff members by trained administrators at specifically stated times that includes both formative and summative evaluation; 3) Plans of Assistance; 4) unannounced drop-in observations by administrators; 5) the right of professional staff members to read and make written response to all evaluations before they are placed in their personnel file; 6) a procedure for dealing with an unsatisfactory overall evaluation; and 7) the right to administrators to recommend professional staff members for demotion, retention, or change or professional status.

I.     IMPROVEMENT PLAN

1. General
• Purpose of the Plan
• Timelines
• Monitoring System
• Prescription
2. Area (s) of Needed Improvement
• Teaching Techniques/Professional Duty Performance
• Organization-Structural Management of Professional Duties
• Interpersonal Behaviors - Social Behaviors
3. Detailed Plan
• Purpose, Dates, Timelines
• Analysis/Narrative/Script Notes
• Breakdown by Area of Needed Improvement
• Prescription(s) for Improvement
• Monitoring, Resources
4. Process
• Post-Conference Planning (Determine Status)
• Write-up is Developed
• Conduct Post-Conference
• Follow-up with Written Recommnedations
• Set the Plan in Motion
• Monitor
• Collect Data
• Provide Feedback
• Meet Periodically (Review Feedback)
• Formal Evaluation Occures (Pre-Conference, Observation, Post-Conference)

II.     INTENSIVE ASSISTANCE PROGRAM

Intensive Assistance will include: 1) the specific areas of deficiencies, 2) a prescription for improvement, 3) a set time limit of no less than 135 teaching days to correct the deficiencies, 4) precise consequences should the professional staff member fail to attain the level of improvement prescribed by the administration, and 5) formation of an assistance team.

1. General
• Purpose of the Plan
• Timelines
• Monitoring System - Administrative Team Developed
• Prescription - Related to Improvement Plan
• Consequences, if not met
2. Statement of Deficiency
• Teaching Techniques/Professional Duty Performance
• Organization - Structural Management of Professional Duties
• Interpersonal Behaviors - Social Behaviors
3. Detailed Plan
• Purpose, Dates, Timelines
• Analysis/Narrative/Script Notes/Other
• Breakdown by Are of Deficiency
• Prescription(s) to Deficiencies
• Monitoring, Resources, Administrative Team Involvement
4. Process
• Post-Conference Planning (determine status) - Review Past Record
• Write-up Developed (with Administrative Team)
• Conduct Post-Conference (with witnesses)
• Follow-up with Written Recommendations - Copies to Administrative Team Members
• Set the Plan in Motion - Develped Administrative Team Rotation
• Monitor (Drop-in/Planned) - Adminstrative Team Members
• Collect Data
• Provide Feedback (Written) - copy to Administrative Team
• Meet Periodically (Review Written Feedback) - Administrative Team Included
• Formal Evaluation Occurs (Pre-Conference, Observation, Post-Conference)

ARTICLE XII

PROFESSIONAL STAFF PERFORMANCE EVALUATION

The parties recognize that the Professional Staff Member Evaluation is a developmental function which helps newly employed and experienced teachers identify areas of success and areas of continuing progress. The ultimate purpose of an evaluation program is to improve the quality of education. Therefore, to this end, the following procedure has been agreed to, in an effort to accomplish these goals.

1. Professional Staff will be informed at the beginning of each school year of specific effective performance criteria upon which they will be evaluated. A written copy of the district's criteria agreed to by the parties shall be distributed to each teacher.
2. A district administrator will orient the professional staff to the district's specific effective performance criteria.
3. Probationary teachers shall be observed for the purpose of evaluation in the following manner:
1. A district administrator will conduct a minimum of three (3) appraisal observations prior to December 1st of the school year (April 1st for mid-year hires).
2. The teacher will be provided verbal or written feedback within the five (5) school days of each appraisal observation. All classroom monitoring shall be conducted openly.
3. The teacher will be provided with a written appraisal of his/her overall performance by December 15th of the school year (April 15th for mid-year hires). The written appraisal shall not be placed in the personnel file.
4. A district administrator will conduct a formal evaluation prior to the end of the 1st semester (2nd semester for mid-year hires) following the process set forth in section V of this Article.
5. A district administrator will conduct a 2nd formal evaluation by April 1st (November 1st for mid-year hires) and a recommendation for continued employement or non-renewal will be presented to the teacher in a post conference within five (5) school days of the 2nd formal evaluation. Written seven (7) school days of the formal evaluation, a written teacher performance evaluation will be given to the teacher.
4. Tenured teachers shall be observed yearly on a formative basis with a summative evaluation being completed at least once every fifth (5) year.
5. The summative process shall be a clinical approach to assessing the individual teaching performance of the teacher.
1. A district administrator will conduct a pre-observation conference which will review again the evaluation process and preview the day's lesson objectives, place in course, teaching/learning activities, teaching behaviors, methods of measuring learning, and any other behaviors the teacher might want monitored.
2. A district administrator will conduct an ope classroom observation of not less than one (1) teaching lesson within fifty (50) consecutive minutes. No evaluation observation shall unduly interfere with the normal teaching -- learning process. All classroom monitoring or observation of the performance of a teacher for evaluative purpose shall be conducted openly and with the full knowledge of the teacher.
3. Within five (5) school days of an observation, the teacher will have a post-observation conference with the evaluator to discuss the observation. If an administrator believes a teacher is doing satisfactory work, a discussion will take place in the conference reinforcing the strengths of the teacher's performance. Within seven (7) school days of the conference, a written Teacher Performance Evaluation will be given to the teacher. At the teacher's request a final personal conference may be held within five (5) school days of receipt of the written evaluation. If an administrator believes a teacher is doing unsatisfactory work, the reasons and specific ways in which the teacher is to improve and the assistance to be given by the administrator will be discussed with the teacher and reflected in a written Job Improvement Target Plan. The teacher may submit a response to the plan which shall be attached to the plan. A period of no less than forty-five (45), but not more than sixty-five (65) teaching days will be granted in order to improve the teaching performance during which time confernces between the administrator and teacher will take place. The teacher shall have the right representation in any conference.
4. Following the expiration of the above mentioned period, if the teacher has not improved, a copy of the written Job Improvement Target Plann will be palced in the personnel file, and a written Teacher Performance Evaluation (Appendix C) will be given to the teacher, diagnosing the teacher's deficiencies. An Intensive Assistant Program prescribing furhter requirements shall be instituted.
5. Should the teacher's performance, following a satisfactory Job Improvement Target plan program, digress, within one year, to the unsatisfactory level in the same area as identified earlier, he/she shall immediately be placed on a Job Improvement Target Plan for not less than forty-five (45), but not more than sicty-five (65) teahcing days. The teacher shall be apprised of this placement, in writing, with specific documentation explaining the reason for the reassignment to a Job Improvement Target Plan. If a teacher digresses again in the same areas as identified earlier, he/she shall immediately be placed on an intensive Assistance program. The teacher shall be apprised of this placement, in writing, the specific documentation explaining the reasons.
6. The Intensive Assistance Program will include the specific areas of deficiencies, a prescription for improvement, a set time limit of no less than one hundred thirty-five (135) teaching days to correct the deficiencies, and precise consequences should the teacher fail to attain the level of improvment prescribed by the administration. This section does not apply to a probationary teacher who has been through the forty-five (45) day Job Improvement Target Plan when a decision has been made of non-renewal.
7. Aministrators may make unannounced observations. If a teacher is on a Job Improvement Target Plan or Intensive Assistance Program, then the observation shall be followed up with a written communication within five (5) school days. However, if a teacher is not under an Improvement or Assistance Plan, then the administrator shall give verbal or written feedback regarding the observation within five (5) school days.
8. All administrators involved in observations/evaluations shall be trained in the techniques and criteria to be used in the evaluation process. During the Job Improvement Target Plan and Intensive Assistance Program, administrative observations and/or unannounced observations shall be spread out over that period of time.
6. A teacher shall have the right to read all evaluations before they are placed in the personnel file. After reading the evaluation and discussing it with the evaluator, the teacher shall sign the evaluation indicating that it has been read and a copy recieved. If a teacher disagrees with the evaluation, the teacher shall have an opportunity to submit a letter of dissent for permanent attachment to the disputed evaluation. Letters of dissent shall be submitted to the evaluator within fifteen (15) work days of the signing of the evaluaiton. Any writing shall, at the teacher's option, be reviewed by the Superintendent or his designate and an Association member with the teacher present. If the teacher is not satisfied with the findings of the Superintendent or his designate, the Board's Personnel Committee and the Superintendent or his designate will meet with the teacher. In each instance, the techer may, if he/she so desires, have an Association Representative or counsel present.
7. A "teaching coach" shall be assigned to every probationary teacher upon entrance of the teacher into the system. The "teaching coach" insofar as possible, shall be a tenure teacher and shall be engaged in teaching within the same grade, building or discipline as the probationary teacher. It shall be the duty of the teaching coach to assist and counsel the probationary teacer in acclimating to the teaching profession and the school system.
8. The Board agrees that evaluations shall not be used as punishment, discipline or reprimand; however, the process outlined in Section 2 above shall not be interpreted as punishment, discipline or reprimand. It is understood and agreed by the parties that the evaluation procedure is subject to the grievance procdure. It is expressly understood that the evaluation of the teacher and the criteria used to evaluate the teacher are not subject to the grievance and arbitration procedure.
9. Each teacher shall have the right, upon written request, to review the contents of their personnel file in the presence of a witness. No evaluation material submitted by the school's administration may be placed therin without allowing the teacher an opportunity to file a response thereto within thirty (30) calendar days. If the tenure teacher believes that material to be placed in the teacher's file is not accurate or in error, the teacher may seek, through the procedure described in Section 7 of this Article to have the material corrected or expunged from the file. If the teacher is asked to sign material to be placed in the teacher's file, such signature shall be understood to indicate that teacher's awareness of the material, but in no instance shall said signature be interpreted to mean agreement with content of the material.
10. Recommendations as to demotion, retention, or change of professional status shall be an administrative function.
11. In the absence of specific performance criteria the same formative/summative evaluation process will be followed for all other professional staff for the duration of the contract. During the period of this contract, committees will be established to develop safisfactory performance criteria for each specific staff discipline.