Verden Public SchoolsNegotiated Agreement

2017-2018

ARTICLE I CONDITIONS OF EMPLOYMENT

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SECTION 1: TEACHER WORK DAY

A. The teacher work day will be for 7½ hours in length including lunch andpreparation time, unless unforeseen circumstances occur. However, meetingsand/or conferences required by administration may extend beyond the teacherwork day.

B. Determination of using teachers to drive buses will be the prerogative of theAdministration and Board of Education. If a teacher is used to drive a school bus for the District, the Building Principal and the teacher shall mutually establish additional time to constitute a 7½ work day.

SECTION 2: TEACHER WORK YEAR

The work year for teachers shall be as follows:

1,085 teaching hours 5 professional daysUp to two (2) days for staff development or in-service necessitated by State Department regulation, recommendation, or statutory requirement.

SECTION 3: SUPERVISORY DUTIES

At the beginning of each school year, the principal, after receiving input from teachers,

shall establish a duty schedule. Said schedule shall assign duties to all teachers on arotating and equitable basis.

SECTION 4: DUTY FREE LUNCH

At the beginning of each school year, the principal, after receiving input from teachers,

shall establish a lunch duty schedule. Said schedule shall assign duties to teachers on a

rotating and equitable basis. Teachers shall be provided duty free lunch time except on

those days when he/she is assigned to do lunch duty.

SECTION 5: PREPARATION TIME

A. The District will make every effort to assure that all full-time classroom teachers in grades Kindergarten (K) through fourth (4th) grade shall be scheduled for a minimum of fifty (50) consecutive minutes each regular student day. All teachers will receive at least 200 minutes of planning time per week.

B. All full-time classroom teachers in grades five (5) through twelve (12) shall be scheduled for a minimum of one class period preparation time each regular student day.

C. Upon approval of the principal, teachers may leave the building duringpreparation time.

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SECTION 6: NOTIFICATION OF ASSIGNMENT

Teachers shall be notified of their tentative teaching assignment for the ensuing yearprior to the last day of school. In the event a change of the tentative assignment ismade during the summer, the teacher shall be notified as soon as possible.

SECTION 7: VOLUNTARY REASSIGNMENT

A. A request for reassignment shall be made in writing to the Superintendent andshall include the grade and/or subject to which the teacher desires to bereassigned, his/her academic qualifications, and reasons for the request.

B. When filling vacancies, the administration will consider currently employedteachers who have made a request before considering outside applicants.

C. If a reassignment is denied, the denial will be explained in a conference betweenthe teacher involved and the Superintendent or his/her designee.

SECTION 8: INVOLUNTARY REASSIGNMENT

A. If it becomes necessary to fill a vacancy by an involuntary reassignment, theSuperintendent will hold a meeting with the teacher involved. At this time thereasons for making the reassignment will be explained to the teacher.

B. If the teacher objects to the reassignment, reasons for the objection may begiven, in writing, to the Superintendent. Such reasons are for informationpurposes only, and shall in no way affect the implementation of thereassignment.

SECTION 9: VACANCIES AND TRANSFERS

A. Notice of vacancies for certified positions shall be dated with the date ofposting and posted on the faculty bulletin board at each school within ten (10)working days after the vacancy has been determined to exist. The notice shallcontain information pertinent to the vacant position whenever applicable.

B. Teachers may request a transfer by notifying the Superintendent, in writing,within ten (10) working days from the date the vacancy was posted. All qualified teachers requesting a transfer shall be interviewed by theSuperintendent or his/her designee. Internal applicants shall be given priorconsideration before external applicants are hired.

C. During the months of May, June, July, and August, vacancies shall be posted inthe Superintendent’s office, and shall be mailed to any teacher who has provideda stamped, self-addressed envelope for that purpose.

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SECTION 10: ACTIVITY SPONSORSHIPS

A. When assigning teachers to activity sponsorships, the principal shall first askfor volunteers. If a sufficient number of qualified volunteers are not secured, the principal shall assign teachers on a rotating and equitable basis.

B. No teacher shall be involuntarily assigned by the principal for the samesponsorship for more than one (1) year in a row.

SECTION 11: REDUCTION IN FORCE

A. In order to promote an orderly reduction in school personnel should theDistrict experience a reduction or loss of federal or state funds, declining studentenrollment, local district financial constraints, program change, or other reasonsnot listed above, this procedure will be followed.

B. Probationary teachers shall be non-renewed first, provided that career teacherswho are retained are qualified to perform the services required by the District tobest fit the needs of the students, and are certified to perform the servicesneeded to meet the requirements of the State Board of Education foraccreditation of the various schools within the District.

C. Probationary teachers will be considered for retention in times of a reduction-in-force based on: ability to perform the duty required and longevity in theschool system.

D. In the event career teachers must be non-renewed, prior teaching experiencewithin the District will be the determining factor, provided that the moreexperienced career teachers who are retained are qualified to perform theservices required by the District to best fit the need of the students, and certifiedto perform the services needed to meet the requirements of the State Board ofEducation for accreditation of the various schools within the District.

E. In the event the reason which caused the reduction-in-force is remedied andthe necessity of employing additional staff occurs within a period of eighteen (18)months from the date of release, the staff members who were involved in thereduction-in-force will be called for an interview in reverse order of release and will be rehired, provided that they are qualified to perform the services required bythe District to best fit the needs of the students, and are certified to perform theservices needed to meet the requirements of the State Board of Education foraccreditation of the various schools within the District.

F. All benefits to which a teacher is entitled at the time of release, due to a

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reduction-in-force, including seniority, tenure, retirement, and accumulatedsick leave will be restored to the teacher upon return to active employment.

G. If there is no conflict with the provisions of the insurance policies, any teachersreleased as a result of a reduction-in-force will have the option of continuingtheir insurance program through the District. Said teachers will be responsiblefor the payment of premiums.

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SECTION 12: TEACHING FACILITIES

The Board shall strive to provide adequate teaching facilities, clean and sanitary restrooms,

running water in each building, teachers’ planning areas at each school site, and access to a

telephone. Teachers shall report concerns of inadequacies to their building principal.

SECTION 13: CLASS SIZE

The Board agrees to abide by State laws and penalties dealing with class size.

SECTION 14: DISCIPLINE

If the Board establishes a committee to review the student discipline policies of the District, two (2) teachers chosen by the Association will be represented on the

committee.

SECTION 15: PERSONNEL FILES

A. An official file shall be maintained in the office of the Superintendent.Unofficial working files may be maintained in the office of each principal.

B. Material that may adversely affect a teacher’s employment status may notbe placed in the teacher’s official file until the teacher has had the opportunityto read the material and to sign and date the actual copy to be filed. The teachershall receive a copy of said material, at no cost to the teacher, at the time of filing.The teacher shall have the right, within ten (10) days, to affix a written responseto said material.

C. A teacher, or upon written authorization, the teacher’s designee, may reviewthe contents of the teacher’s official file during normal business hours, but notduring the duty time of the teacher or designee. The teacher is entitled to receive a copy of any documents contained therein with the teacher payingthe cost of reproduction.

D. Access to a teacher’s official file will be limited to: the teacher or the teacher’sdesignee, district employees who have need to review the file in order to completea job responsibility, members of the Board of Education, public agencies uponofficial request, otherwise as required by law.

E. Any allegation or anonymous charge which is unproven through a thoroughlydocumented investigation shall not be placed in a teacher’s official file.

F. Each individual teacher shall be responsible for turning into the Superintendent’soffice his/her staff development points when obtained. The Superintendent’soffice shall notify each teacher by June 30 of his/her accumulated staff developmentpoints for the current school year.

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G. Upon mutual agreement of the teacher, superintendent, and building principal,material that may adversely affect a teacher’s employment status may beremoved from his/her file after a period of one year.

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SECTION 16: CONFERENCES

Conferences deemed necessary shall be arranged by the principal or his/herdesignee after consultation with the teacher involved, if possible. Such conferenceswill be held during the teacher’s work day whenever possible.

SECTION 17: RIGHT TO WITNESS AT DISCIPLINARY CONFERENCE

If documentation of a disciplinary conference is to be made, both the teacher and theprincipal may have a witness present at the conference. An available teacher orsecretary may substitute so that the witness can be present.

SECTION 18: EVALUATION

A. Evaluations of teachers shall be based upon the Teacher and Leader Effectiveness Observation and Evaluation criteria attached to this Agreement.

B. All career teachers will be formally evaluated at least once during each schoolyear. All probationary teachers will be formally evaluated at least twice duringthe school year, once by November 15 and once by February 10.

C. All teachers will be evaluated by administrative personnel who have participatedin the required training of the State Department of Education. Each teacher willbe notified at the beginning of each school year which administrator has beendesignated as his/her evaluator.

D. Formal classroom observations for the purpose of evaluation shall be conductedopenly with the full knowledge of the teacher. The teacher will be notified inadvance of at least one (1) formal classroom observation.

E. All evaluations shall be made in writing on the approved forms attached asappendix to this Agreement.

F. A copy of each formal written evaluation shall be given to the teacher at aconference held between the teacher and the evaluating administrator. Theteacher shall acknowledge receipt of the evaluation by placing his/her signature thereon.

G. The teacher may, within ten (10) working days of the evaluation conference,respond to the evaluation in writing and said response will be attached to theformal evaluation.

H. If a Personal Development Plan (PDP) is recommended by the evaluator, such plan shall be developed with input from the teacher as soon as possible after the evaluation conference, if it is not developed at the time of the conference. The teacher will be allowed a reasonable time to make such improvements, not to exceed two (2) months.

SECTION 19: SMOKE-FREE BUILDING

No smoking in the Elementary School and High School buildings.

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SECTION 20: PROFESSIONAL RELATIONSHIPS

Contact and communication between administrators and teachers will be conductedin a professional manner reflecting the worth and dignity of both the teacher and theadministrator.

ARTICLE IIGRIEVANCE PROCEDURE

A. PURPOSEThe purpose of this procedure is to secure at the lowest possible level equitablesolutions to a claim of contract violation by the grievant.

B. DEFINITIONS1. A “grievance” is a claim by a teacher or teachers that there has been a

violation, misinterpretation, or misapplication of the terms of this Agreementthat has affected that teacher or teachers.

2. The “grievant” is the teacher or teachers making the claim or the Associationmaking the claim on the teacher’s behalf.

3. The “party in interest” is the teacher or teachers making the claim, or any personwho might be required to take action or against whom action might be taken inorder to resolve the claim.

4. “Days,” except when otherwise indicated, shall mean working days.

C. PROCEDURE

1. Level I -- A teacher with a grievance shall first discuss the grievance individually with the principal within ten (10) days of the alleged violation,citing the article and section alleged to have been violated with the objectiveof resolving the grievance informally. Written record will be made on theGrievance Report Form, Level 1.

2. Level II –a. If the grievant is not satisfied with the disposition of his/her grievance

at Level I, he/she may file the grievance within five (5) days of theLevel I conference with the principal citing the article and section to havebeen violated and the specific remedy sought.

a. The principal shall schedule and hold a formal meeting with the grievantwithin five (5) days after receipt of the written grievance and shalltransmit a written decision to the grievant within five (5) days of themeeting.

3. Level III –

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a. If the grievant is not satisfied with the disposition of his/her grievanceat Level II, he/she may file the grievance within five (5) days of theLevel II response with the Superintendent.

b. The Superintendent shall schedule and hold a meeting with thegrievant within five (5) days after receipt of the appeal and shalltransmit a written decision to the grievant within five (5) days of themeeting.

4. Level IV --a. If the grievant is not satisfied with the disposition of his/her

grievance at Level III, he/she may file the grievance within five (5)days of the receipt of the Level III response for transmittal to the

Board.

b. The Board will hear the grievance at its next regularly scheduledmeeting or a special meeting which has been called for that purpose.The Board shall transmit its written decision to the grievant withinfive (5) days of the meeting. The decision of the Board shall be final.

D. RIGHT TO REPRESENTATION

The grievant and the administration may each be represented by a personof their own choosing at Levels II, III, and IV.

E. GENERAL PROVISIONS

1. The Association may file a grievance as the “grievant” on alleged violation ofany article within this Agreement.

2. Decisions rendered at Levels II, III, and IV of the grievance procedure will bein writing, setting forth the decisions and the reasons thereof and will betransmitted promptly to all parties in interest and to the Association.

3. The grievant shall have sole responsibility for pursuing the grievance throughall levels and within the time limits specified in these procedures. If time linesare not met by the principal and/or superintendent, the grievant shall have theright to automatically go to the next level of grievance.

4. Necessary forms for the filing of grievance shall be mutually agreed upon by theAssociation and the Board and be made part of this Agreement.

5. Copies of official grievances, all documents, communications, and records dealingwith the processing of a grievance will be filed in a separate grievance file andwill not be kept in the personnel files of any of the participants.

6. No reprisals shall be taken against the grievant, any witness, or other participantin the grievance procedure by reason of such participation.

7. Failure in any step of this procedure to appeal to the next level within specified

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time limits shall be deemed to be acceptance of the decision at that level.

8. All meetings and hearings, with the exception of those at Level IV, under thisprocedure shall not be conducted in public and shall include only parties in interest and the selected representatives.

9. Time limits at any level may be extended by mutual agreement, and suchagreements shall be reduced to writing and placed in the record for that grievance.

10. Any alleged contract violation by the Superintendent shall be processed beginningat Level III.

11. Any alleged contract violation by the Board shall be processed beginning at Level IV.

ARTICLE IIIASSOCIATION PRIVILEGES

SECTION 1: ASSOCIATION USE OF SCHOOL FACILITIES

Upon approval of the Superintendent or designee, the Association may use schoolfacilities for meetings of the general membership and/or Association committees asdesignated by the Association President before or after the teacher work day.

SECTION 2: ASSOCIATION USE OF EQUIPMENT

Upon approval of the Superintendent or designee, the Association shall be permittedto use audio-visual equipment and copy machines at a cost of twenty-five cents ($.25) per copy.

SECTION 3: DISTRIBUTION OF INFORMATION

Upon review of the Superintendent, the Association may distribute information byplacing it into the individual school mailboxes of teachers or onto bulletin boards inthe teacher work room.

1. Such material shall not suggest, urge, or propose any action by a teacherto violate, ignore, or resist any terms of this Agreement, administrativeregulation, or policy.

2. Political campaign material distributed by the Association must be directlyrelated to the Association.

SECTION 4: CALENDAR

The Association may provide input to the Superintendent, by February 1, regardingthe school calendar for the ensuing year. The Superintendent will consider suchinput before making his/her recommendation to the Board.

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ARTICLE IVLEAVE PROVISIONS

SECTION 1: SICK LEAVE VERIFICATION

Teachers who use sick leave may be required to provide verification of sickness uponthe third consecutive day of the leave. Verification may be by the submission of adoctor’s statement or a written statement by the teacher.

SECTION 2: SICK LEAVE

A. The Board shall provide each teacher ten (10) days of sick leave each year foruse in case of personal injury, illness, pregnancy or personal injury or illness in the immediate family (spouse, child, and parents, siblings, grandparents, grandchildren of employee or spouse).

B. Unused sick leave days may build to a maximum of eighty (80) days.

C. After all accumulated sick leave has been exhausted, a teacher may useup to twenty (20) additional days for personal accidental injury, illness orpregnancy, with the amount actually or normally paid to a certifiedsubstitute teacher deducted from the teacher’s salary.

D. At the beginning of each year, the Board will advise each teacher, inwriting, as to the number of leave days he/she has accumulated.

SECTION 3: PERSONAL BUSINESS LEAVE

A. Each teacher shall be provided two (2) days of personal business leave tobe paid by the District. The teacher will request this day from the Superintendent or his/her designee. These days should be taken fromSeptember 1st to May 1st, unless an actual emergency occurs.

B. In addition, each teacher shall be provided two (2) days of personal businessleave to be paid by the teacher at the rate of pay designated in GeneralLeave Provisions.

C. Personal Business Leave will not be granted the days directly before oror after regular school breaks and/or holidays, unless an actual emergencyoccurs.

D. If more than two teachers request personal business leave days within thesame week, a teacher who makes a request after the first two, may havehis/her request postponed or denied.

SECTION 4: BEREAVEMENT LEAVE

A. Each teacher will be granted paid bereavement leave for each instance ofdeath of a member of the teacher’s immediate family (spouse, child,and parents, siblings, grandparents, grandchildren of employee or spouse)as follows:

Within the state …………………………. Up to four (4) school daysOutside the state ………………………. Up to five (5) school days

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B. One of these days granted must be the day the burial service is held.

C. Any additional bereavement days needed may be drawn from unusedsick leave days.

D. Each teacher will be granted one bereavement day for a death of familyor friend not covered in A. The cost of the substitute will be paid by theteacher.

SECTION 5: LEGAL PROCESS LEAVE

A. Teachers shall be granted paid leave to serve on a jury or as a witness subpoenaed in a criminal, civil, or juvenile proceeding.

B. The teacher serving as a juror or subpoenaed witness, shall be paidhis/her full, current contract salary, less compensation received forserving as a juror or subpoenaed witness, exclusive of parking ortravel reimbursement.

SECTION 6: PROFESSIONAL LEAVE

Teachers may be allowed to attend professional meetings, workshops, or conferencesthat may contribute to their current teaching assignment at Verden Public School orif required by the Superintendent or his/her designee. Application for approval toattend a professional meeting must be initiated with the Building Principal. If theBuilding Principal approves the request, it will be sent to the Superintendent ofSchools for final approval. If approved, the teacher shall not suffer a loss in pay oraccumulated benefits for such absence. Application shall be made on the formapproved by this Agreement and included in the Appendix of the Agreement.

SECTION 7: UNPAID LEAVE OF ABSENCE

A. Career teachers with at least three (3) years of service to the District mayapply to the Board for a one (1) year unpaid leave of absence for the purposeof extended illness, advanced study or child rearing.

B. Applications for unpaid leave of absence for the ensuing year must be filedprior to March 1. In the case of a request for extended illness, the applicationmust be accompanied by a doctor’s statement. In the case of a request foradvanced study, the application must be accompanied by a statement fromthe teacher promising to enroll in and pursue at least sixteen (16) collegecredits.

C. If, during the current school year, a catastrophic event occurs, a teachermay request an unpaid leave of absence for the period of time required toremedy the situation. The application must be accompanied by appropriatedocumentation. Upon return, if during the current school year, the teacherwill be assigned to the same position held previous to the leave.

D. Applications for reinstatement for the ensuing year following a leave ofabsence must be filed by March 1. If the teacher fails to apply forreinstatement by March 1, he/she will be deemed to have resigned fromthe District.

E. Upon returning from an unpaid leave of absence, the teacher will be

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assigned to the school and/or department he/she was in prior to the leaveif a vacancy exists, or to another position for which the teacher is qualified.

F. Upon returning from an unpaid leave of absence, the teacher will be placedon the same salary step he/she was on prior to the leave. All accumulatedleave benefits will be reinstated upon return from an unpaid leave of absence.

G. When a teacher is placed on an unpaid leave of absence, provisions shall bemade whereby the teacher can arrange payment for professional organizationdues and insurance programs, if there is no conflict with the provisions of theinsurance policy.

SECTION 8: ASSOCIATION LEAVE

A. Five (5) days shall be allowed for Association Leave. Verden TeachersAssociation shall pay the cost of a substitute. No more than two (2) memberscan be gone at a time.

B. In addition, any member of the Verden Teacher Association may useavailable personal business leave for the purpose of conducting Associationbusiness. Members of the Association may contribute personal business leaveto the Association for this purpose. No individual member may use more thanfive (5) days for the purpose of Association Leave.

C. In any school year no more than ten (10) total days may be used forAssociation business.

SECTION 9: GENERAL LEAVE PROVISIONS

A. On all leave agreements, absences from the work site may be used inone-half hour increments. A record will be kept in the building principal’soffice. Once a teacher has accumulated seven (7) hours of leave time, thisshall constitute one day and shall be charged to the appropriate leave sectionfor that employee. At the end of each year, the record will be submitted to theSuperintendent’s office. If a teacher has accumulated one and one-half (1 ½)hours to three and one-half (3 ½) hours, this will constitute one-half (1/2) dayof leave. If a teacher has accumulated a total of more than three and one-half(3 ½) up to seven (7) hours, then this will constitute a full day’s leave.

This shall be calculated on the 7:45 A.M. to 3:45 P.M. work day.

B. In all leave agreements which involve reimbursement to the District, the teachershall reimburse the District on the following basis:

(1) If a certified teacher is used, the reimbursement shall be based on thecost of a certified substitute.

(2) If a non-certified teacher is used, the reimbursement shall be based on the cost of a non-certified substitute.

(3) If no substitute is used, the reimbursement shall be based on the costof a non-certified rate.

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SECTION 10: SICK LEAVE SHARING PROGRAM

A. A teacher who wishes to use the Sick Leave Sharing Program must makea written request for approval by the Board.

B. A teacher requesting donated days must first provide the Board with amedical certificate from a licensed physician or health care practitionerverifying the severe or extraordinary nature and expected duration of thecondition.

C. A teacher may donate sick leave to another teacher for the following reasons:

(1) The recipient has exhausted or will exhaust all available sickleave due to an extraordinary or severe injury, illness, impairment or physical or mental condition of the recipient; or

(2) The recipient has exhausted or will exhaust all available sickleave due to an extraordinary or severe injury, illness,impairment or physical or mental condition of a family member.

(3) The condition has caused or is likely to cause the recipientto take leave without pay or to terminate employment.

D. Any donated sick leave may only be used by the recipient for the purpose forwhich it was requested.

E. All sick leave available for use by the recipient must be used prior to usingshared sick leave.

F. For a teacher donating sick leave days, those days will be taken from unusedsick leave days, but not from the ten (10) days for the current school year,unless no other sick leave days are available.

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Article V Compensation

Section 1: Salary Schedule

Years of Bachelor’s Master’s Doctor’sExperience Degree Degree Degree_________________________________________________________________

0 $36,601 $37,991 $39,381 1 37,035 38,425 39,815 2 37,469 38,859 40,249 3 37,904 39,294 40,684 4 38,338 39,728 41,118 5 38,810 40,200 41,590 6 39,273 40,663 42,054 7 39,737 41,127 42,517 8 40,200 41,590 42,980 9 40,663 42,054 43,444 10 41,684 43,568 45,945 11 42,177 44,061 46,438 12 42,670 44,554 46,931 13 43,162 45,047 47,424 14 43,655 45,539 47,916 15 44,167 46,052 48,430 16 44,660 46,545 48,923 17 45,153 47,038 49,416 18 45,646 47,531 49,909 19 46,139 48,024 50,402 20 46,652 48,538 50,917 21 47,145 49,031 51,410 22 47,639 49,524 51,903 23 48,132 50,018 52,397 24 48,625 50,511 52,890 25 50,049 51,971 54,395

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SECTION 1: SALARY SCHEDULE (Proposal #1 CONTINUED)

A. For the school year 2018-2019, teachers will receive their monthly salary in accordance with the 2018-2019 salary schedule.

B. The amount of $1,000.00 of each teacher’s salary will be set aside to be paid by November 15th, 2018.

C. Teacher summer checks for May, June, and July will be paid by the lastday of school for the 2018-2019 school year.

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SECTION 2: EXTRA DUTY SALARY SCHEDULE

Extra Duty positions (with the exception of coaching and technology director) will be posted for teachers to make application for. An application will be attached in the appendix. Filling the position will be determined by the Superintendent or his/her designee.

Athletic Director ……………………………………………………………..………….…….. $5,000High School Baseball and Basketball Coaching …………………………………….. $4,000 -- $6,000Softball – High School ………………………………………………………………………… $2,000 (each season)

(Increments of $250.00 per year for experience as a head High School coach may (per team) be added to the base salary of

$4,000, not to exceed $6,000, upon evaluation by the administration and athletic director.)

Junior High Baseball and Basketball Coaching ..……………………………………. $1,700 (per team)Softball – Jr. High ………………………………………………………………………………. $ 850 (each season)5th and 6th Coaching …………………………………………………………………………… $ 500 (per team)Shooting Sports (7th -12th)…………………………………………………………………. $1,500Elementary Shooting Sports …………………………………………………………………. $ 250Junior Class Sponsor (limit 2 sponsors) ………………………………………………… $ 600 (per sponsor)Senior Class Sponsor (limit 1 sponsors) ………………………………………………… $ 400High School Cheerleader ……………………………………………………………………… $1,000Jr. High Cheerleader ……………………………………………………………………………. $ 750Elementary Cheerleader ………………………………………………………………………. $ 350High/Junior School Academic Team Coach …………………………………..……… $ 750Elementary Academic Team Coach ………………………………………………………..$ 250Robotics …………………………………………………………………………………………….. $1,000Crossing Guard …………………………………………………………………………………… $3,500State Test Coordinator …………………………………………………………………………. $2,000Approved Academic Activities ……………………………………………………………….$6.00 an hour with a

cap of $200 for eachindividual activity

Technology Director ……………………………………………………………………………… $4,000Concession Supervisor

Softball ……………………………………………………………………………………. $ 300Baseball ……………………………………………………………………………………. $ 500Basketball …………………………………………………………………………………. $ 800

SECTION 3: PAYROLL DEDUCTIONS

The Board shall, upon written authorization from the teacher, make arrangementsfor payroll, deductions for Educators Credit Union, VTA, OEA, NEA, POE dues, Political

ActionCommittee contributions, and school approved insurance programs and annuities.

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A. Requests for payroll deductions shall be submitted, in writing, to theSuperintendent’s office during pre-school in-service at the beginning of theschool year.

B. Subsequent addition or dropping of payroll deductions shall be submitted, inwriting, to the Superintendent’s office no later than the first day of each

month.

SECTION 4: SALARY CREDIT FOR DEGREES/CREDITS EARNED

Teachers who have received an advanced degree or who have accumulated additional

hours that would place them at the next horizontal pay category must provide documentation of proof of advancement prior to September 8 of the contract year.

This documentation may include grade report forms, transcripts, or other official materials

from accredited colleges and universities.

SECTION 5: REIMBURSEMENT FOR USE OF PERSONAL AUTOMOBILE

A. The Board shall reimburse teachers at the prevailing current State Department

of Education rate for the use of their personal automobiles on school-relatedbusiness or activities, provided that prior approval for the use of suchautomobile has been secured from the Superintendent or his/her designee.

B. No teacher will be required to use his/her personal automobile to transport students or to perform non-contractual business.

SECTION 6: SCHOOL EVENTS PASSES

The Board agrees to provide a pass to each teacher which will admit the teacher,spouse of teacher, and children of teacher under the age of 18 to all Verdenbasketball games.

SECTION 8: COMPENSATION FOR SUBSTITUTING ON PREPARATION PERIOD

In the event a teacher is asked to substitute for another teacher during his/her planning time, the teacher will be compensated at the rate of $10.00 per period used in this manner. If a teacher is voluntarily substituting for another teacher where no leave is charged, there will be no compensation for the substitution.

SECTION 9: INCENTIVE PAY FOR REGULAR ATTENDANCE

At the end of the 2018-2019 school year, teachers who have accumulated 80 days of sick leave by the end of the 2018-2019 school year, shall receive an incentive pay bonus for the ten sick leave days unused for the 2018-2019 year. Each of these teachers with a perfect attendance record shall receive five hundred dollars ($500.00). The incentive pay amount shall be reduced by fifty dollars ($50.00) for each day the teacher has been absent.

In addition, any teacher who has been absent fewer than four (4) days for personal business leave shall receive two hundred dollars ($200.00) in incentive bonus. The

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incentive amount shall be reduced by fifty dollars ($50.00) for each personal business leave day the teacher has been absent. For the purposes of this section only, Professional Leave and Bereavement Leave days shall not be considered as days absent.

This section is Incentive pay only and not part of regular salary compensation.

For the school year 2018-2019, incentive pay will be paid provided that projections indicate that there will be an increase in the carryover of the combined General, Building, and Child Nutrition Program funds. Budget projections will be provided by the Superintendent to the negotiating committee no later than April 15, 2019.

ARTICLE VIGENERAL CONTRACT PROVISIONS

SECTION 1: NON-DISCRIMINATION

Neither the Board nor the Association shall discriminate against any teacher on the basis

of membership or non-membership in the Association, or participation or nonparticipation

in the bargaining process.

SECTION 2: CONTRACT REFERENCE

This Agreement and Appendices shall be incorporated by reference into each employee’s

individual teaching contract with the same force and effect as though set forth therein.

SECTION 3: REPRODUCTION OF AGREEMENT

Following the ratification of the negotiated contract by the Association and the Board,the Association will have thirty (30) days in which to make the necessary changes in

the contract, print the contract, and provide copies to all teachers. The Association willprovide the paper for printing the contract and will have use of Board copy machines

at nocost. If copy machines are not available, the thrity-day period will not begin until the Association has access to working machines. If the Association does not meet the

timelines, the Board will bear no expense in the cost of copying.

If the contract is printed during the summer months, copies of the contract will beprovided to the teachers on the first day of school in the ensuing year.

SECTION 4: SAVINGS CLAUSE

Should any part of this Agreement be declared invalid by the statute or a court offinal jurisdiction, said part shall be deleted from the Agreement, and all other provisions shall remain in full force and effect. Negotiations shall commence withinthirty (30) days to bargain a suitable replacement for the deleted language.

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SECTION 5: DURATION

This agreement represents the full and complete agreement entered into by the Board

and the Association.

This Agreement shall be effective beginning July 1, 2018, and ending June 30, 2019.

In witness hereof, the Verden Professional Educators has caused this Agreement to be signed by its President and Bargaining Spokesperson, and the Board has caused this Agreement to be signed by its President and Superintendent on this ___________ day of _________________________, 2016.

For the Board: For the Association:

_________________________________ ________________________________President President

_________________________________ _________________________________Superintendent Spokesperson

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APPENDIX

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SICK LEAVE SHARING CONTRIBUTION FORM

It is my desire to participate in the sick leave sharing program as provided in the 2018-2019 negotiated contract. This is your authorization to deduct ___________ day(s) from my unused sick leave and place it in the sick leave sharing program.

______________________________________________ ___________________(Contributing Teacher) (Date)

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GRIEVANCE REPORT FORM

LEVEL I

This is to acknowledge a Level I conference was held on _________________________. Date

Article and/or section alleged to have been violated:

____________________________________________ _______________________________Signature of Grievant Date

____________________________________________ _______________________________Signature of Administrator Date

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GRIEVANCE REPORT FORM

Building _________________________________________________________________________

Assignment ______________________________________________________________________

Name of Grievant _________________________________________________________________

Signature of Grievant _________________________________________ Date ________________

Date Filed _______________________________________________________________________

Signature of Administration _____________________________________ Date _______________

LEVEL (Circle one) I II III IV

Date cause of grievance occurred: ____________________________________________________

Statement of grievance: _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Article and/or section alleged to have been violated: _______________________________________________________________________________________________________________________

Relief sought: ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Signature _______________________________________________ Date ______________________

Disposition of Grievance: ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Signature _______________________________________________ Date _______________________

If additional space is needed, attach an additional sheet to this form.

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REQUEST FOR REHIRE INFORMATION FORM

Name __________________________________________________________________________

Address _________________________________________________________________________

City, State, Zip ____________________________________________________________________

Phone Number ____________________________________________________________________

Areas of Certification: (List): ________________________________________________________

_________________________________________________________________________________

Years Experience in Verden Public Schools ____________________

Total Years Experience ______________

Kind: 1. Elementary School2. Elementary/Secondary School3. Secondary School4. Early Childhood

*Please notify the Board of any changes of address or employment status.

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PROFESSIONAL LEAVE REQUEST

Date of Request ________________________________

Teacher _______________________________________

Teacher’s Assignment ______________________________________________________________

Professional Activity Request: ________________________________________________________

_________________________________________________________________________________

Date of Activity ____________________________________________________________________

Location of Activity _________________________________________________________________

Cost ____________________________

Description of professional improvement contained in the activity and benefit to teacher:

____________________________________________________________________________________

_____________________________________________________________________________________

Approved/Denied ______________________________________________________________________Principal Date

Approved/Denied _______________________________________________________________________Superintendent Date

Is school transportation available: ________ yes __________ no

If school transportation is available but you choose to drive your personal vehicle, you will not be reimbursed for mileage.

Reason for denial, if applicable: __________________________________________________________

____________________________________________________________________________________

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TEACHER AND LEADER EFFECTIVENESS OBSERVATION AND EVALUATION SYSTEM CRITERIA

Classroom Management

1. Preparation: Teacher plans for delivery of the lesson relative to short-term and long-term objectives.

Ineffective - Does not plan for instructional strategies that encourage the development of performance skills. Materials and equipment are not ready at the start of the lesson or instructional activity.

Needs Improvement - Occasionally plans for instructional strategies that encourage the development of performance skills. Materials and equipment are usually not ready at the start of the lesson or instructional activity.

Effective - Plans for instructional strategies that encourage the development of performance skills. Ensures materials and equipment are ready at the start of the lesson or instructional activity.

Highly Effective - Plans for instructional strategies that encourage the development of critical thinking, problem solving, and performance skills. Materials and equipment are ready at the start of the lesson or instructional activity.

Superior - Plans for instructional strategies that encourage the development of critical thinking, problem solving and performance skills and consistently implements. Materials and equipment are ready at the start of the lesson or instructional activity and learning environment is conducive to the activity.

2. Discipline: Teacher clearly defines expected behaviorIneffective - Standards of conduct have not been established. Students are disengaged and unclear about the expectations of the classroom. Does not monitor the behavior of students during who e class, small groups, seat work activities and transitions. Usually ignores inappropriate behavior and uses an inappropriate voice level / word choice when correction is attempted.

Needs Improvement - Standards of conduct have been established with inconsistent implementation. Students are usually disengaged and unclear about the expectations of the classroom. Rarely monitors the behavior of students during whole class, small groups, seat work activities and transitions. Most of the time ignores inappropriate behavior and/or uses an inappropriate voice level / word choice to attempt to bring correction.

Effective - Establishes and posts standards of conduct and implements with consistency. Ensures that students are engaged and clear as to the expectations of the classroom with few reminders given. Monitors the behavior of students during whole-class, small group and seat work activities and during transitions between instructional activities. Stops inappropriate behavior promptly and consistently with an appropriate voice level/word choice.

Highly Effective - Standard of conduct have been established and posted with consistent peer-based implementation. Students are engaged and clear about the expectations of the classroom with no need for reminders. Monitors the behavior of all students during whole-class, small group and seat work activities and during transitions between instructional activities, lunch time, recess, assemblies, etc. Stops inappropriate behavior promptly and consistently, with a appropriate voice level / word choice, while maintaining the dignity of the student.

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Superior - Standards of conduct have been established and posted with consistent peer monitoring. Students are engaged and are clear about the expectations of the classroom and are responsible for their own learning. Monitors the behavior of all students at all times. Standards of conduct extend beyond the classroom. Stops inappropriate behavior promptly and consistently, with an appropriate voice level / word choice, maintaining the dignity of the student and encouraging students to self discipline.

3. Building-Wide Climate Responsibilities: Teacher assures a contribution to building-wide positive climate responsibilities.

Ineffective - Is not involved in school projects and initiatives that contribute to promoting orderly behavior throughout the school. Ignores the procedures, practices and guidelines outlined by the school, district, state and federal laws, intended to keep students healthy and safe.

Needs Improvement - Participates in school projects and initiatives that contribute to promoting orderly behavior throughout the school when specifically requested and only for specified time. Inconsistently follows the procedures, practices and guidelines outlined by the school, district, state and federal laws, intended to keep students healthy and safe.

Effective - Regularly and routinely participates in school projects and initiatives that contribute to promoting orderly behavior throughout the school. Follows the procedures, practices and guidelines outlined by the school, district, state and federal laws, intended to keep students healthy and safe.

Highly Effective - Participates actively in school projects and initiatives that promote orderly behavior throughout the school volunteering for extra assignments / time periods. Follows the procedures, practices and guidelines outlined by the school intended to keep students healthy and safe. Offers enhancements and suggestions to procedures and guidelines.

Superior - Makes substantial contribution to school projects and initiatives that promote orderly behavior throughout the school. Teacher assumes a leadership role in these projects and initiatives inspiring others to participate. Always follows the procedures, practices and guidelines outlined by the school, district, state and federal laws, intended to keep students healthy and safe. Is proactive in intervening on behalf of children and staff.

4. Lesson Plans: Teacher develops daily lesson plans designed to achieve the identified objectives.

Ineffective - Only develops a brief outline of the daily schedule, which shows no alignment with state/common core standards and does not address student diversity and learning style. Plans are not completed. Never plans with other members of the grade level/school planning teams. Never provides substitute plans, classroom rosters, seating charts, behavior plans, emergency plans and identification of diverse learning groups.

Needs Improvement - Develops instructional plans that are not in alignment with State/common core standards and does not address student’s diversity and learning styles. Plans are rarely completed. Rarely plans with other members of the grade level/school planning teams. Rarely provides substitute plans, classroom rosters, seating charts, behavior plans, emergency plans and identification of diverse learning groups.

Effective - Develops instructional plans that are in alignment with State/Common core standards including an amount of strategies that address student diversity and learning styles. Plans are developed consistently and on time based upon an analysis of data. Plans with other members of the grade-level/school planning teams (when it is an expectation of the campus). Provides substitute plans, classroom rosters, seating charts, behavior plans, emergency plans and identification of diverse learning groups.

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Highly Effective - Develops instructional plans that are in alignment with State /Common Core standards and addresses student diversity and learning styles through differentiated instruction. Plans are developed consistently and on time or in advance. Plans with other members of the grade level/school planning teams. Revises plans according to student data analysis and shares same with fellow staff members to the benefit of the grade level, curricular area or building. Provides in sequenced and organized fashion substitute plans, classroom rosters, seating charts, behavior plans and identification of diverse learning groups.

Superior - Has long and short-term instructional plans that are aligned with State/Common Core/district PASS standards and address student diversity and learning styles through differentiated instruction and other research-based learning strategies. Plans are developed consistently and on time or in advance with inherent opportunity for continual revision &/or modification. Plans with other members of the grade level / school planning teams. Revises plans according to student data and performance. Can serve as a grade level, curricular are and/or building-wide model for substitute plans, classroom rosters, seating charts, behavior plans emergency plans and identification of diverse learning groups.

5. Assessment Practices: Teacher utilizes assessments patterns that are fairly administered and based on identified criteria.

Ineffective - Assessment is inconsistent and insufficient to determine student’s overall progress and is not based on the district’s grading policy. Assessments provide delayed and inadequate feedback for students to assess themselves.

Needs Improvement - Assessment is inconsistent and is not based on district’s grading policy. Assessments provide delayed and inadequate feedback for students to assess themselves.

Effective - Formative and summative assessments are recorded consistently based on district’s grading policy and are used to guide instruction. Provides adequate and timely feedback from assessment results for students to reflect and set goals.

Highly Effective - Formative and summative assessments are recorded consistently based on grading policies and are used to develop and evaluate instruction. Assessments provide useful and immediate feedback that assists students in assessing themselves in meeting their learning goals.

Superior - Formative and summative assessments are recorded consistently based on grading policies and are used to develop and evaluate instruction. Assessments provide useful and immediate feedback that assists students in assessing themselves in meeting their learning goals. Learning goals are not only designed by the teacher but the student has an opportunity to direct his/her own learning by contributing goals.

6. Student Relations: Teacher optimizes the learning environment through respectful and appropriate interactions with students, conveying high expectations for students and an enthusiasm for the curriculum.

Ineffective - Oral, written and nonverbal communication with students is inconsiderate, as characterized by insensitivity, demeaning language and condescension. Does not consistently display an interest in the curriculum or high expectations for most students.

Needs Improvement - Oral, written, and nonverbal communication may not be considerate or respectful. Does not consistently display an interest in the curriculum or high expectation for most students.

Effective - Oral, written and nonverbal communications with students are considerate and respectful. Consistently conveys a generally positive view of learning and of the curriculum, demonstrating high expectations for most students.

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Highly Effective - Oral, written, and nonverbal communications with students are considerate and positive, demonstrating genuine respect for individual students and the class as a whole. Consistently displays a genuine enthusiasm for the curriculum and high expectations for all students.

Superior - Oral, written, and nonverbal communications with students are considerate and positive, demonstrating genuine respect for individual students and the class as a whole. There is abundant evidence of mutual respect and trust between teacher and student, as well as between students. Exudes a passion for the content and actively exploring the curriculum with students. Students appear to have internalized the value of the content as well as the teacher’s high expectations.

Instructional Effectiveness

7. Literacy: Teacher embeds the components of literacy into all instructional content.Ineffective - Literacy, the ability to read, write, spell, listen and speak, is not embedded / woven into instructional lessons; rather, it is presented as single, stand-alone skills.

Needs Improvement - Literacy, the ability to read, write, spell, listen and speak, is rarely embedded /woven into instructional lessons; rather, it is presented as single, stand-alone skills. Students do not see literacy the the “bonding agent” for all learning.

Effective - Literacy is embedded in ALL content.

Highly Effective - Literacy is embedded in ALL content and its definition is expanded to include visually representing, expressing ideas and opinions, making decisions and solving problems.

Superior - Literacy is embedded in ALL content and its definition is expanded to include visually representing, expressing ideas and opinions, making decisions and solving problems. Additionally, definitional components of literacy to include; multimedia, computer, information analysis, and technology.

8. Common Core Standards: Teacher understands and optimizes the delivery focus of Common Core State Standards and the expectations derived from the same on student learning and achievement.

Ineffective - Neither understands nor participates (at even the “conversation/awareness” level) in the multi-year conversion process from PASS to CCS.

Needs Improvement - Neither understands nor participates in the (at even a minimal implementation level) in the multi-year conversion process from PASS to CCS.

Effective - Understands and participates in the multi-year conversion process from an emphasis on PASS to an emphasis on CCSS as evidenced by use of alternate instructional strategies and modified content focus aligned with CCSS.

Highly Effective - Has participated in available learning opportunities to assure a strong foundation of understanding the conversion process from PASS to CCSS and regularly and routinely uses alternate instructional strategies and modified content focus aligned with CCSS.

Superior - Includes the narrative descriptions in performance category 4, plus, serves as a “change agent” and/or grade level, curricular area, building-wide, or departmental presenter/facilitator for the implementation of the conversion from PASS to CCS. This participation level could be initiated via volunteering or being asked.

9. Involves All Learners: Teacher uses questioning techniques and/or guided practices to involve all students in active learning.

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Ineffective - Students are not mentally engaged in active learning experiences. Displays no knowledge of students’ interests and skills. Does not ask any type of questions or use questioning techniques during the lesson the check for student understanding or to involve all learners. Student participation is not monitored or the teacher response in inconsistent, overly repressive or does not respect the student’s dignity.

Needs Improvement - A few students are minimally engaged in active learning experiences 50 percent of the class time. Displays little knowledge of students’ interests and skills and rarely uses strategies. All or most questions used are recall questions. Typically calls on students who raise their hands first and responds to students who blurt out answers. A few students dominate the lesson.

Effective - Engages most students in active learning experiences 80% of the class time. Uses questioning strategies throughout the lesson that are primarily at a lower or mid level of Bloom’s taxonomy. Provides wait time for some student response and does random checking for understanding. Lesson progresses at a pace that accommodates most student questions and interests. Recognizes the value of understanding students’ skills and interests. Asks critical thinking questions throughout the lesson and uses questioning techniques to involve all learners.

Highly Effective - The significant majority of students are cognitively engaged and exploring content in active learning experiences 80 percent of the class time. Uses questioning strategies which include high and low levels of complexity, providing adequate wait time for most students to respond. A variety of techniques are used to solicit responses from most students throughout the lesson to check for student understanding. Uses varied questioning techniques that engage students in critical thinking.

Superior - All students are cognitively engaged in active learning activities and assignments in exploration of content. Students initiate or adapt activities and projects to enhance their understanding. Questions are of high quality with adequate wait time for all students to respond. A variety of techniques are used to solicit responses from all students before, during and after the lesson to check for student understanding and to encourage critical thinking. Students formulate many of their own questions. Uses full realm of Bloom’s taxonomy. Seizes opportunities to enhance learning, building on student interests or a spontaneous event.

10. Explains Content: Teacher teaches the objectives through a variety of methods.Ineffective - Explanation of the content is unclear or confusing or uses inappropriate language. Does not use cooperative learning activities, advance organizers, teaching strategies that foster participation of students and activities that address a variety of learning styles / multiple intelligences to involve any of the learners. Students are provided with activities from the textbook, specific to the content but are not differentiated for varied needs or learning styles. Technology is not utilized as designed and not used as an instructional tool. No techniques used to make concepts clear. Lessons do not reflect the stated objectives.

Needs Improvement - Explanation of the content is sporadic with some portions difficult to follow. Uses limited cooperative learning activities, advance organizers, teaching strategies that foster participation of students and activities that address a variety of learning styles/multiple intelligences to involve all learners. Uses an occasional strategy that is research-based. There is evidence of attempts to differentiate instruction for diverse learners without success. Technology is rarely included in the planning process to support instruction, and technology is not used on a regular basis as an instructional tool. Some techniques used to make concepts clear. Students are provided with activities from the textbook, specific to the content but are not varied.

Effective - Explains content appropriately and connects with students’ knowledge and experience. Uses cooperative learning activities, advance organizers and teaching strategies that foster participation of students. Uses some activities that address a variety of learning styles / multiple intelligences to involve all learners. Provides differentiated tasks to meet the

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varied learning styles and needs of students. An understanding of the concepts, tools of inquiry and structures of the discipline is evidenced through research-based strategies that support the standards and promote student engagement. Technology is included int he planning process to support instruction, and technology is used on a regular basis as an instructional tool. Uses a variety of techniques to make content clear.

Highly Effective - Explanation of content is imaginative, ongoing and connects with students’ knowledge and experience. Utilizes the knowledge of student skills and interests to decide which cooperative learning activities, advance organizers and teaching strategies that foster participation of students. Activities that address a variety of learning styles / multiple intelligences are used to maximize student potential. Technology is woven into / serves as a foundational base in the planning process to support instruction, and technology is used on a common-place basis as an instructional tool. Students contribute to explaining concepts to their peers.

Superior - Uses all of the characteristics of level 4. Additionally, the teacher has an understanding of the concepts, tools of inquiry and structures of the discipline. This is evidenced through research-based strategies that support the standards and promote student engagement. Utilizes the knowledge of student skills and interests to determine appropriate cooperative learning activities, advance organizers and teaching strategies that successfully foster participation of students. Activities that address individual learning styles and multiple intelligences are used to help maximize student potential. Students are included in planning for methods of instructional delivery. Uses differentiated tasks including (modeling, visuals, hands-on activities, demonstrations, gestures, body language, and thematic instruction) to teach the objectives that are research-based. Technology has achieved an efficacy level not only in the support of instruction but in and by itself is an instructional platform. Continually seeks out new methods and strategies to better teach and willingly shares discoveries and successes with colleagues.

11. Explains Directions: Teacher gives directions that are clearly stated and relate to the learning objectives.

Ineffective - Directions and procedures are confusing to students. Does not offer alternative, clarifying directions. Does not give students directions for transitions and does not plan for transitions. Spoken language is inaudible or written language in illegible. Spoken or written language contains errors of grammar or syntax. Vocabulary may be inappropriate, vague or used incorrectly causing students to be confused.

Needs Improvement - Directions and procedures are initially confusing to students and are not clarified. Attempts to give students directions for transitions but does not plan of transitions. Spoken language is audible and written language is legible. Usage of both demonstrates many basis errors (mispronunciation, misspelled words, etc.). Vocabulary is correct, but limited, or is not appropriate to the students’ ages or backgrounds.

Effective - Provides directions and procedures, in a variety of delivery modes, e.g., verbal, modeling, visual, demonstration, etc., that are clearly stated /presented and relate to the learning objectives. Gives students directions for transitions and includes transitioning in the planning process to optimize academic learning time. Uses spoken and written language that is clear and correct, conforms to standard English, vocabulary, and is appropriate to students’ ages and interests.

Highly Effective - Gives directions and procedures in a variety of delivery modes, which are clear to the students. Anticipation of possible student misunderstanding and/or confusion in incorporated int he initial direction and clarified. Gives direction for transitions between lessons and between instructional activities while optimizing academic learning time. Spoken and written language is clear and correct and conforms to standard English. Vocabulary is appropriate to the students’ ages and interest. Teacher finds opportunities to extend students’ vocabularies.

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Superior - Uses all the characteristics of levels 3 and 4. Facilitates students in constructing their own understanding of how the directions relate to the learning objectives. Plans for smooth, structured transitions between lessons and instructional activities and gives clear, concise directions to accomplish same while optimizing academic learning time. Spoken and written language is correct and conforms to standard English. It is also expressive with well chosen vocabulary that enriches the lesson and extends students’ vocabularies. Teacher seizes opportunities to enhance learning by building vocabulary skills and experiences based on student interests or a spontaneous event.

12. Models: Teacher demonstrates/models the desired skill or process.Ineffective - Does not demonstrate or model the desired skill or process.

Needs Improvement - Demonstration or modeling of the desired skill or process is infrequent and unclear to students.

Effective - Provides demonstrations and modeling of the desired skill or process that are clear and precise to students.

Highly Effective - Demonstrations are clear and precise to students with anticipation and preemptive action to avoid possible students’ misunderstanding.

Superior - Additionally, teacher’s modeling will assist students in achieving the lesson’s stated objective. Students will demonstrate the skill or process.

13. Monitors: Teacher checks to determine if students are progressing toward stated objectives.Ineffective - Never moves around the room while students are working on guided practice. Never uses student response techniques to increase active engagement. Never uses feedback concerning student’s understanding. Never uses wait time after voicing a question to the students.

Needs Improvement - Seldom moves around the room while students are working on guided practice to promote and reinforce positive student behaviors. When movement happens it is to the same area of the classroom. Seldom uses student response techniques to increase active engagement. Seldom uses feedback concerning student’s understanding. Seldom uses wait time after voicing a question to the students.

Effective - When appropriate, moves to all areas of the room while students are working on guided practice to promote and reinforce positive student behaviors. Uses different types of student response techniques, both individual/group. Uses student response techniques to increase active engagement. Student’s understanding is evaluated by feedback. Uses wait time of 3-5 seconds after voicing the question. Provides opportunity for students to formulate more thoughtful responses and allows time for student to consider supporting evidence.

Highly Effective - Moves to all areas of the room with efficiency and effectiveness while students are working on guided practice to promote and reinforce positive student behaviors. Makes eye contact with all students often. Routinely uses developmentally appropriate student response techniques to increase active engagement by the students. Uses immediate feedback concerning student’s understanding. Routinely uses wait time of 3-5 seconds after voicing the question. Provides opportunity for students to formulate more thoughtful responses and allows time for the student to consider supporting evidence. Rephrases the question after hearing student response to probe for deeper understanding of concept utilizing appropriate wait time.

Superior - Moves to all areas of the room with efficiency and effectiveness while students are working on guided practice to promote and reinforce positive student behaviors. Makes eye contact with all students often. Routinely uses developmentally appropriate student response techniques to increase active engagement by the students. Uses immediate feedback

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concerning student’s understanding. Routinely uses wait time of 3-5 seconds after voicing the question. Provides opportunity for students to formulate more thoughtful responses and allows time for the student to consider supporting evidence. Rephrases the question after hearing student response to probe for deeper understanding of concept utilizing appropriate wait time. Is able to assess when wait time is no longer effective and employs a different strategy/technique.

14. Adjusts Based Upon Monitoring: Teacher changes instruction based on monitoring.Ineffective - Does not adjust instructional plan to meet the needs of students. Lesson pace is too fast or slow to accommodate for students’ questions or interest. Does not assess mastery of the new learning to determine if independent practice or re-teaching is appropriate. There is no evidence that the teacher uses data from various assessments to modify instruction and guide intervention strategies.

Needs Improvement - Inconsistently monitors student involvement and makes some effort to adjust instructional plans to engage more students. Inconsistently assess mastery of the new learning to determine if independent practice or re-teaching is appropriate without making adjustments as necessary. There is little evidence that data is used from various assessments to modify instruction and guide intervention strategies.

Effective - Consistently monitors student involvement and makes efforts to adjust instructional plans to engage more students. Assess mastery of the new learning to determine if independent practice or reteaching is appropriate and makes adjustments to lessons. Reviews data from assessments to modify instruction and guide intervention strategies.

Highly Effective - Is aware of student participation and smoothly makes appropriate adjustments to the lesson successfully accommodating student questions or interests. Assess mastery of the new learning using a variety of the methods to determine if independent practice or reteaching is appropriate and restructures lessons to address various learning needs. Uses data from various assessments to modify instruction and to determine what additional interventions can be implemented.

Superior - Is always aware of student participation and successfully engages all students in the lesson. Is able to successfully make adjustments to the lesson to accommodate student questions or interests. Assesses mastery of the new learning using a variety of methods to determine if independent practice or re-teaching is appropriate. Works with individual students or small groups to reteach. Uses peer tutoring to facilitate mastery of skills. Multiple classroom evaluations, assessments and formal state assessments provide ample and varied opportunity for all students to demonstrate their knowledge and skill set levels. Ongoing assessments is systematically used to modify instruction and guide intervention strategies.

15. Establishes Closure: Teacher summarizes and fits into context what has been taught.Ineffective - Does not teach students to summarize new learning in a variety of ways. There is no ending to the lesson. Students disengage at the end of the class with no teacher interaction.

Needs Improvement - Students are asked to summarize new learning but are not taught why it’s important or how to do it. The teacher ends the lesson without a summary of the main points of the segment of instruction or day’s learning/activity and does not relate it to how the learning will be needed in the future.

Effective - Ends the day’s learning/activity by summarizing the lesson and teaches students to summarize new learning. Connects what is learned to prior learning.

Highly Effective - Summarizes the lesson in a variety of ways and relates instruction to prior and future learning. Students are able to summarize in a variety of ways and reflect on their own learning.

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Superior - Facilitates students in summarizing and discussing main ideas. Students are able to connect the lesson to prior learning and articulate how learned skills can be used in the future. Linkages with real world situations are woven into the lessons.

16. Student Achievement: Effective development and use of modified assessments and curriculum for special education students and other students experiencing difficulties in learning.

Ineffective - There is no evidence that the teacher recognizes student progress or achievement. There is no evidence that the teacher is knowledgeable of the IEP or that the teacher modifies instruction for all students on an IEP regardless of student’s learning goals. When a student has difficulty learning, the teacher either gives up or blames the student or the student’s home environment.

Needs Improvement - There is some evidence that students are recognized for their progress and achievement; however, recognition is sporadic. There is some evidence that the teacher is aware of the IEP; however, the IEP is not being used to guide instruction for the student. When a student has difficulty learning, the teacher makes an ineffectual effort and quickly gives up or blames the student or the student’s home environment.

Effective - Recognizes student progress and achievement at significant intervals and encourages behaviors that would result in student success. Modifies assessments for special student populations in alignment with the IEP. Provides required feedback to student, roster teacher and/or parent. Assures that all students have access to standard / common core district curriculum. Accepts responsibility for the success of all students.

Highly Effective - Students are informed regularly regarding their progress and achievement and are provided opportunities to improve and achieve academic success. Works with individual students to develop a mutually acceptable plan for success. Modifies assessments for special student populations as indicated in IEP and as needed. Provides frequent / timely feedback to student, teacher or parent. Assures that all students have access and modifications to standard /common core /district curriculum. Perseveres in seeking effective approaches for students who have difficulty learning drawing o a broad repertoire of strategies.

Superior - Students are informed regularly regarding their progress and achievement and are provided opportunities to improve and achieve academic success. The teacher informs parents on a timely basis of their student’s progress and achievement through systematic communication procedures. Informs student, roster teacher and parent of the results of modifications on student progress and participates as a team member in recommending needed changes in modifications. The teacher consistently advocates for all special needs students to have direct access to standard/common core/district curriculum. Perseveres in seeking effective approaches for students who need help using an extensive repertoire of strategies and soliciting additional resources from the school and community. Maintains contact with the student to monitor and encourage participation even after the student has move on to another class.

Professional Growth and Continuous Improvement

17. Uses Professional Growth as a Continuous Improvement Strategy.Ineffective - Does not participate in professional development that updates their content knowledge and professional practices.

Needs Improvement - Participates in a portion of the required minimum hours of professional development. The professional development does not update their content knowledge and current professional practices.

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Effective - Participates in the required minimum hours of professional development updating their content knowledge and current professional practices.

Highly Effective - Participates in the required hours of professional development and seeks additional training to update their content knowledge and professional practices beyond what is required.

Superior - In addition to participating in the required hours of professional development and additional training, the teacher makes a substantial contribution to the profession through activities such as coaching and mentoring new teachers, training teachers in professional practices, making presentations, conducting action research, working towards Master Teacher Certification and/or writing articles for grade level, department level, internal / school-wide and/or external publication. Writing that could be used as “models” may include classroom newsletters, parent/community communications, etc.

18. Exhibits behaviors and efficiencies associated with professionalism.Ineffective - Exhibits documentable patters or repeated inconsistent reliability based behavior patters as delineated in performance category 3-Effective.

Needs Improvement - Exhibits inconsistent reliability based behavior patterns as evidenced by flawed punctuality and dependability; not adhering to prescribed arrival and departure times; not following notification and reporting procedures for absences; not complying with reporting timelines and other time sensitive info/compliance requests.Effective - Exhibits consistent reliability based behavior patterns as evidenced by punctuality and dependability; adhering to prescribed arrival and departure times; following notification and reporting procedures for absences; complying with reporting timelines and other time sensitive info/compliance requests.

Highly Effective - Exhibits highly consistent reliability based behavior pattern as evidenced by punctuality and dependability; adhering to prescribed arrival and departure times; following notification and reporting procedures for absences; complying with reporting timelines and other time sensitive info / compliance requests.

Superior - Serves as a model and mentor exhibiting consistent reliability based behavior pattern as evidenced by punctuality and dependability; adhering to prescribed arrival and departure times; following notification and reporting procedures for absences; complying with reporting timelines and other time sensitive info / compliance requests.

19. Effective Interactions and Collaboration with Stakeholders.Ineffective - Provides minimal or no information to families and colleagues and makes no attempt to engage them in the educational program. Does not consult or collaborate with other staff members.

Needs Improvement - Appears to be inconsistent and inaccurate in providing information to families and colleagues and engaging them in the educational program. Plans and makes decisions assuming the result will be positive for everyone. Consults infrequently with other staff members.

Effective - Interacts with families and colleagues in a timely, consistent, positive and professional manner. Complies with school procedures for communicating with families and colleagues and makes an effort to engage them in the educational program. Collaborates appropriately and makes decisions that reflect genuine professional consideration.

Highly Effective - Communicates frequently and sensitively with families and colleagues and engages them in the educational program. Maintains an open mind and participates in

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collaborative planning, reflection and decision making, respecting and considering the thoughts of colleagues.

Superior - Communicates frequently and sensitively with families and colleagues and engages them in the educational program. Maintains an open mind and participates in collaborative planning, reflection and decision making, respecting and considering the thoughts of colleagues. Takes a leadership role in ensuring that all collaborative decisions, planning and reflection activities with colleagues are based on the highest professional standards. Seeks out the expertise and opinion of other professionals before considering collaborative decisions.

Leadership

20. LeadershipIneffective - Provides no evidence of leadership as described in performance category 3 - Effective.

Need Improvement - Declines becoming involved in school events. Avoids becoming involved in school and district projects. Makes no effort to share knowledge with other or to assume professional responsibilities. Rarely contributes to the modification of school practices that would result in students being better served by the school.

Effective - Participates in school events when asked. Participates in school and district projects when asked. Finds ways to contribute to the profession a follows through. Assumes a proactive role in addressing student needs.

Highly Effective - Volunteers to participate in school events/projects making a substantial contribution. Participates actively in assisting other educators. Works within the context of a particular team to ensure that all students receive a fair and equal opportunity to succeed.

Superior -Volunteers to participate in school events/projects making a substantial contribution. Participates actively in assisting other educators. Works within the context of a particular team to ensure that all students receive a fair and equal opportunity to succeed. Makes a particular effort to challenge negative attitudes and helps ensure that all students, particularly those traditionally underserved, are respected in the school.

Admonishment and Personal Development Plan

TO: Teacher

FROM: Administrator

RE: Employment Status

DATE:

This is your written Letter of Admonishment and notice of deficiency in the areas listed

below. Failure to correct these deficiencies will result in a recommendation for your suspension,

demotion, nonreemployment, or dismissal.

In the event you make corrections upon receiving this Personal Development Plan and

then later become deficient in the same or related areas, you will not receive another Personal

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Development Plan. Suspension, demotion, nonreemployment, or dismissal proceedings will

begin at that time.

Specific inadequacies are listed below: (The administrator filing the complaint will select

from the list below as provided by Oklahoma Statute).

1. Willful neglect of duty;

2. Repeated negligence in performance of duty;

3. Mental or physical abuse to a child;

4. Incompetency;

5. Instructional ineffectiveness;

6. Unsatisfactory teaching performance; or

7. Commission of an act involving moral turpitude.

8. Abandonment of contract.

9. Conviction of a felony.

10. After a finding that such person has engaged in criminal sexual activity or sexual

misconduct that has impeded the effectiveness of the individual’s performance of

school duties, or

11. Failure to earn required staff development points.

The following is a description of the incidents that have resulted in this Personal

Development Plan:

A written description will be provided by the Administrator of the events that have

occurred resulting in the written Personal Development Plan.

The following directions are given with regard to improving your performance:

The administrator will outline specific instructions as to what the teacher is expected to

do in order to comply with the. Personal Development Plan

Personal Development Plan Time Line for the remainder of the 20XX-20XX School Year

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You are given a time period of (not to exceed two months) as a reasonable time for

improvement in the above-mentioned areas. (Administrator) has been designated by the Verden

Board of Education to take into consideration the nature and gravity of the performance of all the

duties for which you are contracted during the present school year. (Administrator) will make

reasonable efforts to assist you in correcting all areas of deficiencies mentioned in this plan.

Your progress and compliance with this plan will be monitored by (Administrator) every

week for a period of time not to exceed one hour. You must meet with (Administrator) every

two weeks to review the progress or non-progress in the deficiencies, and (Administrator) will

assist you in trying to correct these deficiencies. The responsibility of scheduling these meetings

rests with you. Furthermore, if you are unclear about how to improve in any of the above areas

of deficiency, you must ask for clarification and for additional ideas on how to improve.

Documentation regarding the above-mentioned deficiencies will be provided to you upon your

request.

Failure to sufficiently improve in any listed area of deficiency will be proper

justification for recommending suspension, demotion, nonreemployment or dismissal from

your employment with Verden Public Schools.

Dated this _____ day of ______________, 20____.

_________________________________

(Administrator, Title)

A Copy of this Admonishment and Personal Development Plan will be placed in your

permanent employee record. You have the right to write a letter of rebuttal to this

Admonishment and Personal Development Plan and to have that letter placed in your employee

record.

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I hereby acknowledge receipt of a copy of this Personal Development Plan. By

executing my signature hereon, I in no way admit to the above mentioned allegations.

_________________________________

(Teacher)

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