ARTICLE II: PARTNERSHIP FOR CLOSING THE
The SEA and the
SECTION A: Organizational Structure
The proposed organizational
structure for effective collaboration consists of:
Ø
The Partnership
Committee
Ø
The Leadership
Committee
Ø
The
Labor-Management Committee
Ø
Building/Program
Leadership Teams
1.
Partnership Committee
The
SPS and SEA will create a partners committee consisting of 5 appointees of SPS
and 5 appointees of the SEA. The purpose of the committee will be to address
the issues of the achievement gap. There is not the luxury of time - each day
that passes without every effort being made to insure that all students can
reach the standards set by the SPS for every student to be able to know and do
upon graduation is a breach of our collective responsibility to provide a
quality education. The principles and beliefs set forth in the Preamble of this
contract will guide the work of the committee.
The
Partnership Committee will:
a.
Identify the
resources, human and financial, available to initiate the planning and
visioning for a school or group of schools. Paraprofessionals, SAEOPS and
Certificated staff are all part of the process. Insure that there are the
resources available to sustain the effort for three to five years. Some
examples of what the support could look like are: time for planning, resources to bring in expertise
not readily available from within the SPS or SEA, time for training and
additional time for engaging community and parent/guardians, and support for
curriculum alignment and adaptation.
b.
SPS and SEA
commit to clearing the path and addressing challenges to improvement and
innovation, developed by the staff on site. Either party may open negotiations
if a consensus solution has not been reached to resolve the issues or remove an
impediment to student success.
c.
Given that the
effort to eliminate the achievement gap will be substantial, SPS and SEA will
seek financial and professional support for these efforts from external
sources. Funding and expertise from external sources will be used to
temporarily augment and accelerate these processes while SPS is realigning
internal resources to sustain success.
d.
Together, SPS
and SEA will develop, train and implement a parent/guardian and community
engagement process that supports school staffs in reaching out to community
resources and the parents/guardians of the students we serve. Schools will
become places that welcome and engage parents/guardians and community support
in the education of
e.
This committee
will develop a process that monitors progress, evaluates the use of resources,
intervenes where necessary, and adjusts plans, resources and timelines. The
monitoring and assessment process will include input from the community. Clear
measures of success will be determined. Monitoring of effort will continue
beyond the provision of start-up resources. We have a commitment to maintain
gains and continue to improve.
f.
The Partnership
Committee will monitor and control the following contract adjustments for those
schools engaged in closing the achievement gap work set forth above. The need
to create stability of staff in schools engaged in focused change is a priority
of the parties. The following modifications of this contract are made for those
designated schools.
1) Reduction in Force (RIF): In the event of the SPS
needing to implement a
2) Displacement: In the event that a designated school
has such a significant loss in enrollment that the school’s contingency funds
are not sufficient to absorb the decline, the SPS will hold the building
harmless for up to one (1) FTE above the contingency for one (1) year. The
building staff will identify the cause of the decline in enrollment and adjust
their plans as necessary. Individuals who would have been displaced but for
this exemption are committed to remain in the school for the next year so long
as job categories for which they are eligible exist in their school.
3) Programs that use itinerant staff will develop a
staffing assignment process which stabilizes the assignment of the specialists
assigned to a designated school. Where possible, the program will assign the
same specialist to multiple designated schools which are planning and working
together.
4) Paraprofessional and SAEOP staffs are considered
staff for the purpose of these exemptions and modifications to
5) In addition to TRI payments received by all staff,
staff in designated schools shall be eligible for incentive pay, of an amount
to be determined by the parties upon completion of three years service to the
students of the designated school. Funding for this provision is dependent on
the ability of the SPS and SEA to solicit outside resources for that purpose or
for the State to provide additional resources to support this provision. The
effectiveness of this provision in attracting and retaining staff will be
measured each year. The incentive commitments will not be made unless the SPS
has received the funds.
6) Funding for hiring incentives to attract qualified
candidates for hard-to-fill positions, as identified by the partner’s
committee, will be sought from outside sources. The priority use of these
resources will be to attract and retain staff at these designated schools. If
additional funding is available, the hiring incentives will be extended to
hiring staff for hard-to-fill positions at any school in the SPS. The partner’s
committee will determine the size of the hiring incentives. Acceptance of a
hiring incentive will obligate the employee to remain in the designated school
for a minimum of three (3) years, so long as the employee receives satisfactory
evaluations and is not released for performance or involuntarily transferred by
the SPS.
a.
The Leadership
Committee will be a forum for communication and cooperation in which the
parties will discuss SPS policy, which could include fiscal policies,
site-based decision making, policies related to student instruction,
legislative policies, as well as other policies, imminent decisions, trouble
spots, and the SPS/SEA relationship. The
Committee will not be empowered to vote on or veto SPS decisions or the labor
agreement and will not discuss bargaining issues.
b.
The Committee
will consist of the Superintendent and other SPS representatives appointed by
the Superintendent and the SEA President and the Executive Director of SEA and
other SEA representatives appointed by the SEA. The Committee will meet monthly
and/or on an ad hoc basis at mutually convenient times determined by the
Superintendent and the SEA President or their designees.
c.
The Committee
will define the factors that will be used to focus effort and resources on a
school/program. These factors will include but not be limited to such data as
the mobility of students and staff; poverty levels; discipline and attendance
records; retention rates; unfilled substitute educator requests; student
dropout rates; second language students; experience level of the staff,
standardized and classroom based assessments such as DRA, CBAs, SAT, WASL,
PSAT, WLPT, MAP, APP completion rates; length of time attending SPS, and the
percentage of students on track to graduate. The Committee will determine
whether the school/program(s) as currently configured would be sustainable in
the longer term. The Leadership
Committee may have subgroups to work on these areas.
3.
The
Labor-Management Committee
a.
The
Labor-Management Committee will be a problem-solving forum for discussing
issues rather than hearing individual cases.
It is not empowered to negotiate labor agreement provisions or additions
or deletions thereto. It will focus on
general contract administration and interpretation, including grievance trends,
backlogs and the administration of labor relations work.
b.
The Committee
will include SEA staff appointed by the SEA Executive Director and Human
Resources staff appointed by the Executive Director of Human Resources,
including the Labor Relations Director and representatives from among the Instructional
Directors and other appropriate staff as needed. The Executive Director of SEA and the
Director of Labor Relations will determine the agenda for these meetings.
a.
For purposes of
collaborative site-based decision making, each building/program will establish
its own committee structure. However, at
a minimum, each school must form a Building Leadership Team and each program
will determine a decision-making process that meets the needs of the program.
The collaborative decision-making process will be communicated to the entire
staff through a written document, which will include a decision-making matrix.
b.
The Building
Leadership Team for each building shall consist of at least:
1)
The principal,
and
2)
Five (5) elected
SEA-represented staff. One of the five elected seats will be designated for and
voted upon by classified SEA-represented staff. If the BLT exceeds 7 SEA
members, representation of classified staff should at a minimum be two, ideally
one paraprofessional and one SAEOP.
3)
To the extent
possible, the Building Leadership Team will reflect the racial and ethnic
composition of the school staff and school community. The Building Leadership Team must be selected
by a process that is supported by the SEA-represented staff at the school. The
structure of the BLT will be reviewed with the staff each year. The documents
created will be provided to the SEA and Instructional
Director with a copy forwarded to the Executive Director of Human Resources.
c.
The primary
function of a Building Leadership Team is to promote and facilitate the
collaborative decision-making process which affects academic achievement and to
identify how to support the needs of students and staff in buildings. The more
specific responsibilities of the Building Leadership Team are to oversee the
facilitation and development of:
1) A
2) A school-wide
professional development plan to support the CSIP.
3) The
school’s budget.
d.
Because one of
the shared beliefs is that those impacted by decisions must be given an
opportunity to be involved in the decision making, the parties recognize that
extra effort may be required to provide opportunity for representatives of the
paraprofessional and office professional staff to participate in the work of
the Building Leadership Team. Buildings
will examine the possibilities of altered work week scheduling, shared office
coverage, limited use of voice mail coverage, and other strategies that
encourage and enable the participation on behalf of paraprofessional and office
staff representatives. Schools will also
make an effort to provide an opportunity for itinerant staff to participate in
decisions impacting them, as appropriate.
e.
The scheduling
and assignment of teachers, the assignment of students to classes, and the
daily schedule of classes and activities shall be made with staff participation
and be consistent with the CSIP, while recognizing that the principal has the
right to make the final decision. In May
of each year, employees may submit three choices in priority order for
assignment of grade level/subject area for the following year. If the choice cannot be honored, a conference
will be held to discuss why an employee will be placed in an area that was not
requested.
f.
To ensure staff
participation in collaborative decision making, buildings need to establish
processes for that involvement.
Buildings may wish to identify committees or other means to accomplish
the work of the school (e.g., health, safety, hiring, budget) and assist with
the responsibilities assigned to the Building Leadership Team.
g.
Processes for
establishment of building committees and the membership of the committees must
be approved by a majority of staff at the school. Failing such support, the building committees
and membership shall be determined by the Building Leadership Team.
h.
The Building
Leadership Team and building committees shall include parent/family members,
students, and community representatives as appropriate. Building-based committees will seek input
from other organizational structures (e.g., PTSA, site council) as appropriate.
i.
If there is a
conflict between a decision made by the BLT, or building/program staff, (within
the responsibilities set out above) and an instructional council or other
faculty representative body (per 5 below), the decision of the BLT or staff
will take precedence.
j. When a staff following the school’s decision-making matrix, cannot reach consensus or at least a 2/3 vote on budget, the professional development plan, or CSIP, a representative from SEA and a representative from SPS will meet with the staff involved in an attempt to resolve the issues. If after a reasonable attempt the issues remain unresolved, the issues wil be forwarded to the Chief Academic Officer for a final decision. Members of the decision-making body may submit a statement to the Chief Academic Officer before a final decision is made. SEA and SPS will strive to have a final decision within five (5) working days from the date that the issues are initially raised.
5.
Instructional
Councils, Cabinets or Faculty Representatives:
a.
Instructional
Councils, Cabinets or other faculty representative organizations in
instructional settings are considered an appropriate means to encourage staff
involvement in providing leadership in the development, implementation, and
evaluation of instructional strategies.
In non-instructional settings where staff meetings are held, support
personnel may place appropriate items on the agenda of their staff meetings.
b.
The faculty
representative organizations shall make recommendations to the building
principals/program managers in the following areas:
1)
Goals,
objectives and standards in instruction and conduct;
2)
Program
development, implementation and program evaluation;
3)
Scheduling and
allocation of personnel;
4)
Budget
allocations; and,
5)
An instructional
program that is based upon input from local citizen groups, academic sources,
SPS philosophy, and consistent with SPS goals.
c. The recommendations of the faculty representative organization
within an instructional setting shall become the accepted rules, regulations
and procedures for that building upon approval of the building
principal/program manager.
d. The
building principal/program manager shall respond in writing to all written
recommendations of the faculty representative organization in meetings with
that organization.
e. The
faculty representative organization shall use established administrative
channels of the building when recommending changes in existing rules,
regulations and procedures.
f. Membership
in the faculty representative organization shall be determined at the building
level through consultation between the faculty and building
administration. Membership in the
faculty representative organization at the secondary levels shall include as a
minimum the following: curricular
department heads or team leaders, head counselor, head librarian, at least one
(1) representative of Special Programs, Bilingual Education, or Special
Education at the building level, and the building principal/program manager or
his/her designee. At least one (1)
member of the faculty representative organization shall be an ethnic minority
person.
g.
In providing
orderly procedures for the introduction and evaluation of building level
experimental and innovative programs in instructional settings, the faculty
representative organization shall be utilized and shall prepare recommendations
for implementation and evaluation. In
making the recommendations, the faculty representative organization shall
ensure that the building staff has participated during the planning and
development of this program. The evaluation of a program shall determine the
effectiveness of the program.
h. Officers
of the faculty representative organization shall be selected by members of the organization.
i. The
faculty representative organization shall meet during the employee workday.
j. A
representative from each of the categories of Special Education will serve on
the SPS Teacher Advisory Committee subject to minority representation. These representatives are selected by the
members for each Special Education category.
These representatives shall serve in an advisory capacity to the Special
Education Department. The members of the
advisory committee may place items on the agenda. The SEA Special Education Committee may
appoint a representative to serve as a member of the Committee.
SECTION
B: Decisions
regarding use of time for professional development and decision making:
1.
SEA-represented
staff assigned to buildings/programs will decide by consensus, or at minimum by
a 2/3 vote, how to schedule and use:
a.
The equivalent
of two (2) scheduled TRI days (16 hours) designed to provide staff with time
for professional development and to collaborate with each other in ways and on
topics or in activities designed by staff to support the achievement of their CSIP,
the SPS’s Five Year Plan, to improve
student learning and academic achievement, to decrease disproportionality. The
dates and purpose will be decided by the building/program staff.
b.
Three (3)
calendar waiver days for professional development;
c.
One (1) Learning
Improvement Day for professional development;
d.
Five (½)
half-day early releases, for purposes of school-wide staff development or
site-based decision making to support the CSIP;
e.
Decisions will
be made by the building/program through the building/program decision-making matrix. This time may be used for scheduled
activities like training, seminars, working together as collaborative teams in
support of the CSIP or to incorporate the focus of training into delivery of
instruction or support of students. The parties encourage buildings/programs to
use the time in significant blocks, to the extent possible. In the absence of
agreement by consensus or 2/3 votes, the SEA-represented staff will resolve the
matter as to the use of the days identified above using the building/program
decision-making matrix.
2. A third TRI day is scheduled before the
first student day for the purpose of building business and classroom/worksite
preparation.
3. The remaining two (2) TRI days will be SPS-directed
days for professional development.
4.
There is an
expectation by the parties that all employees, including part-time employees,
will fully participate in these mandatory days. An employee who, due to illness
or injury, is unable to attend a mandatory day activity shall complete a leave
slip for time missed. It is the
employee’s responsibility to arrange for and acquire the information or
training that was provided on the mandatory time. Curricula or policy decisions made by the
staff while an employee is absent will be adhered to by the employee.
5.
Staff may
substitute an alternative TRI activity if they are unable to attend activities
during the scheduled TRI day(s)/hours because of illness or personal emergency
or if previous experience in the topic or alternative instructional needs
suggest a better use for the TRI hours.
A request to substitute because of prior experience or alternative
instructional needs requires prior
approval by the BLT. Substitutions because of illness or personal emergency
will be developed and approved by the BLT on the return of the individual. Absence from professional development or site
decision activities on TRI, LID, waiver or early release days will be charged
to paid or unpaid leaves as appropriate, unless an alternative is agreed to
between the individual and principal/supervisor. Any alternative must be consistent with the
original purpose of the days.
6.
ESA staff may
choose to attend the building-based professional development where they are
assigned or a district-wide professional development activity geared towards
their classification. Other employees
may also attend district-wide professional development opportunities when site
based professional development does not pertain to their classification/job title. Before deciding on a professional development
activity, employees will consult with their supervisor or principal about which
activity to attend.
7.
Substitutes
working in long term substitute positions may also take part and will be paid
for professional development while they are assigned to the building.
8.
The SPS shall
provide $3820 per building and four (4) programs to support stipends for
site-based decision making.
9.
When referencing
building/program/department decision making, principals, program managers and
staff are included in the decision-making process.
SECTION C: Professional
Development & Steering committee
There shall be a Steering Committee
for professional development led by the Chief Academic Officer and the
President of the SEA. The steering committee shall consist of eight (8) to
twelve (12) individuals equally representing the parties.
1.
The steering
committee’s primary role is insuring professional development to support sustainable
progress in raising student achievement. The steering committee will:
a.
Identify SPS
initiatives that require professional development to support implementation.
Determine if there is sufficient time and follow-up support allocated to the
initiative to create sustainable progress in increasing student achievement.
b.
Review and
comment on initiatives, which have been developed with building agreement to
insure that the building has a realistic implementation plan, including time
and follow-up support.
c.
Support the
identification of research-based, best practice support for instruction,
curriculum and assessments, including the creation and impact of an aligned
curriculum.
d.
Review and
recommend approval of grant applications for professional development or
instructional material to determine if the application is in line with overall
SPS initiatives, provides adequate support for professional development, and
will create sustainable progress in increasing student achievement.
e.
The committee
will review major contracts with vendors to determine if there is adequate
provision for increasing internal capacity to replicate the training for staff
new to the building/program or SPS.
f.
The Steering
committee may form joint sub-committees or task forces as needs are identified.
These sub-committees or task forces will be provided with clear guidance as to
task, role, timing and support.
2.
Professional
Development for Substitute Educators, SAEOPS and Paraprofessionals
a.
Funding will be
provided to the Professional Development Department for the purpose of hiring a
certificated non-supervisory employee. This individual, in collaboration with
the advisory committee will be responsible for developing and coordinating a
professional development program designed to provide Substitute Educators,
SAEOPS and Paraprofessionals with relevant and timely training in core areas.
SEA representatives from the three impacted units will participate in the
selection process for this position.
b.
An advisory
committee of up to five (5) individuals, selected by SEA and up to five (5)
individuals selected by SPS will be formed to assist in designing and
prioritizing the professional development opportunities for Substitute
Educators, SAEOPS and Paraprofessionals. The Director of Instructional Services
will review the work of the advisory committee.
c.
The sum of $150,000
will be used to compensate and support training of substitute educators, SAEOPS
and Paraprofessionals in attending training opportunities designed by and for
this program. Paraprofessionals and SAEOPS will access their professional
development funds to the extent available for professional development.
3.
The Classified
and Certificated Task Force, under the guidance of the Professional Development
Steering Committee, will identify a certification/degree program to assist
Paraprofessionals and SAEOPS in becoming certificated employees. The benefit of
encouraging SPS classified employees to become certificated staff is to
increase the number of certificated employees who are connected to and part of
the community. The nature of the support
a candidate will receive will be in the SEA/SPS developed program and may
include support for tuition, books and material, time to intern, adjustments to
schedules. The program will include an internship with SPS, coursework that is
compatible with SPS expectations and curriculum, a focus on hard-to-fill
qualifications and a review process developed by SEA and SPS. A person who
successfully, as defined by the SEA/SPS review process, completes the program
will be placed in the displacement pool, so long as openings for which they are
qualified exist. Individuals who participate in this program will be required
to sign a contract that obligates them to three years service to the SPS upon
completion of the program.
a.
Funding for this
effort will come from a combination of sources. To the extent that there are
qualified applicants for this program, up to one half (½) of the money set
aside for sabbaticals will be used for support of the individuals selected for
this program. Second, to the extent that there are bilingual instructional
assistants who seek certification as teachers or ESA professionals, up to
$150,000 per year will be made available. This level of funding is designed to support
Paraprofessionals, SAEOPS and bilingual instructional assistants in their
pursuit of certification. The parties will reallocate money not expended.
b.
The
effectiveness of the program will be reviewed annually by the SEA/SPS and may
be modified by mutual agreement.
4.
Race matters and
cultural literacy:
a.
The goal is to
insure that all staff training and decision-making processes are respectful and
inclusive of the richness of the varied cultures staff bring to SPS and will
increase the ability of employees to understand and teach to the strengths of
the students. Attending to the need to respect and reflect on the differences
that each individual brings to the school community, adult learning models
designed to infuse all staff development and decision-making processes with
culturally relevant techniques, processes and norms will be used for all
trainings.
b.
The Professional
Development Steering Committee will have guidelines and processes designed to
integrate culturally relevant materials and assessments into all new
instructional material adoptions. They will also use a process for infusing
culturally relevant material into existing curriculum.
c.
Understanding
and skills to increase the ability of school staff to communicate with
arents/guardians, students, and school communities will be available as a
professional development module.
5. SPS
developed a Professional Development Plan (PDP) to ensure employee
accessibility to differentiated, integrated high quality professional
development offerings that are aligned with SPS’ Strategic Plan. The PDP offers on-going activities reflective
of a five-year plus professional development continuum. The PDP builds upon professional development
that has already taken place over the past years. The PDP will be updated as
needs change. SPS will use a
collaborative process for making changes to the PDP and will coordinate this
process with the Joint Professional Development Steering Committee.
a. The PDP
categorizes professional development by Required and Recommended
components. Each of these components has
Essential Elements of Teaching integrated within every professional development
course.
b. The PDP
is differentiated to meet employee needs based on their assignment and
experience as well needs identified in school CSIPs.
c. All employees will be
required to engage in on-going professional development.
d. In collaboration with the building administrator,
CNS new to SPS will select the order for taking required course offerings. Initial professional development may be
waived in collaboration with the building administrator.
e. Employees will not be obligated to take
more than twenty-four (24) hours of required professional development in a
school year.
1)
For purposes of
this section only, a school year begins on September 1 and runs through August
31 of the succeeding year.
2)
Employees may opt
to take more than twenty-four (24) hours of required courses up to a maximum of
forty-two (42) hours.
3)
After forty-two
(42) hours, SPS is not obligated to pay for additional courses, although
employees may take more professional development beyond the forty-two (42)
hours.
4)
If employees have
completed all required courses the above section is waived.
f. School
- embedded professional development will continue to be decided by staff using
their site-based plans. Required
professional development will be offered during school time as well as after
school hours and during the summer.
Employees are encouraged to use building-based professional development
days for required courses.
6. Professional
in-service courses will address themselves to specific needs of the SPS and be relevant
to the employee's present or planned future responsibility. Professional
Development courses shall be made available at no cost except for material and
transportation fees connected with participation in the course. A penalty fee
may be charged for enrollees who do not complete a course.
7. In an
effort to effectively teach all students and work with all staff and parents,
the SPS, on an ongoing basis, will offer appropriate training in working with
special needs students; working with difficult people; and working in an
inclusion model.
8. The
employee and building principal/program manager or supervisor should examine
the Professional Development courses offered for the purpose of relating the
courses to be taken to the employee's current or planned professional
assignment.
9.
Any professional in-service course may
be taken for personal enrichment purposes on a space-available basis.
10. All material, tuition, or transportation
fees for college extension courses shall be paid by the employee.
11. Where feasible and possible, in-service
courses shall be designed and offered for clock hours or college extension
credit, with clock hours or tuition cost paid by the employee.
12.
Whenever possible, courses shall be
offered in the geographical location most convenient for those employees
participating.
13. Courses shall be offered at times which are
as convenient as possible for the majority of those employees participating.
14.
Sufficient time shall be allowed for
employees to reach professional classes, even if participants must leave their
buildings early, though not earlier than the regular dismissal of classes.
15. Workshops
and/or Professional Development Programs initiated and established by
administration with required attendance normally shall be conducted at times so
as to minimize disruption of the school program within schools and with a
minimum time requirement for those employees involved. Some professional
development resulting from legal requirements of the SPS will be planned to
meet those legal requirements. Workshops and Professional Development Programs,
other than regular professional development programs which occur at times when
the employee is not otherwise compensated, shall be compensated in accordance
with the provisions of Article IV,G.
16. Budgetary
planning will include consideration of compensation for staff members who are
asked to participate in workshops and professional development conferences
which call for significant or substantial time in excess of the employee school
workday.
17. When new
teaching skills are required within existing Special Education programs, the
SPS shall provide and/or facilitate training at no cost to the employee. If new
skills are required for new Special Education programs, the SPS shall provide
for or facilitate the training.
Employees who
serve students with disabilities and prepare IEP’s shall be provided one (1)
extra day, paid at the appropriate in-service rate, for the purpose of
attending a Special Education IEP Workshop. This workshop shall be conducted
prior to 11/01 and shall be coordinated by the Special Education Department
with an agenda that provides in-service opportunity tied to the development of
IEP’s.
18. The SPS
and the SEA agree to abide by the provisions of RCW 28A.415.250 with reference
to the Mentor Teacher Program.
19. Each school will establish a process for
determining the use of the staff development days. The plan for the utilization
of the staff development days must fulfill the needs and requirements of the
SPS. Employees shall be afforded authentic participation in the development of
the plan for utilization of the staff development days.
20. In an effort to support teachers new to the
profession or new to the district, SPS will:
a. Mentor
teachers new to the profession using the STAR Program outlined in Section D.
b. Provide
a complementary building-based mentor program for all employees new to the SPS.
c. Have
each building Identify and develop other ways to increase capacity of building
staff to help colleagues.
d. Support
the efforts of employees achieving their Professional Certification, including
negotiating with higher education institutions to provide the classes, credits
and content within the SPS and with SPS employees providing the instruction.
e. Make
sure the needs of substitute educators new to the SPS or new to teaching or
their long-term assignment will be addressed.
Overview: The SPS Board of Education,
Administration and the SEA are continuously striving to provide the highest
possible quality of education. The
Board, Administration, and SEA recognize that for students to succeed in learning,
teachers must succeed in teaching and, therefore, agree to cooperate in the
design and implementation of teacher induction and peer assistance programs that
support the development of highly capable practitioners who positively affect
student learning. Both programs would offer high quality mentoring, and a
variety of professional development opportunities. Research of effective induction programs
suggests a greater degree of teacher efficacy as well as a higher rate of
teacher retention. Mentoring beginning
teachers is an important component of an induction program, a critical building
block for successful education reform in Closing the Educational Gap. The Board, Administration and SEA commit to support
the STAR Panel as they undertake strategies to accomplish the above goals.
1. General criteria:
a.
A seven member
group (STAR Panel) directs the program.
The SEA appoints four members and the Superintendent of the SPS appoints
three.
b.
The STAR Panel
selects the consulting teachers who will be assigned to STAR participants.
c.
Teachers new to
the profession will be assigned a consulting teacher for at least their first
year. The STAR panel will determine the
level of support consulting teachers will provide. Experienced teachers new to the district will
be notified of opportunities to participate in teacher induction professional
development.
d.
Experienced teachers
requesting peer assistance may apply to the STAR Program to receive support. The
STAR Panel reviews requests and determines the level of support.
e.
All contractual
and legal rights of employees assigned to the STAR Program are honored.
f.
While participating in the STAR Program, building principals
will supervise employees, consistent with SPS policies and the Collective
Bargaining Agreement.
g.
In the event of adverse developments which necessitate
layoffs, the STAR program would be modified on an equal and consistent basis
with other like programs such as centrally funded coaches. (See Article XII, Section A)
The
STAR Program consists of two components, one for teachers new to the profession
and one for experienced teachers. The
term “teachers” as used in this Program shall encompass all certificated
non-supervisory staff represented by the SEA.
a.
Teacher
Induction Component: The STAR Program offers all newly-hired teachers the
support, advice, and direction necessary to make their first year’s experience
in the SPS as successful as possible.
1) Teachers New
to the Profession: Upon employment, teachers
will be assigned a STAR Consulting Teacher for at least one full year. STAR Consulting Teachers will provide service
at a 1:15 ratio for teachers new to the profession. The STAR Panel will
differentiate services as needed and work to achieve a “new to the profession”
caseload ratio of 1:15. The District
will cap the number of STAR Mentors at eight (8). If there are more than 120 new teachers, SEA
and SPS will reopen negotiations to discuss this matter.
2) Experienced Teachers: Experienced teachers new to the district will
be notified of opportunities to participate in teacher induction professional
development.
b.
Peer Assistance Component:
Experienced
teachers requesting peer assistance may apply to the STAR Program to receive
support. Examples of request could include a teacher whose assignment has
changed, or is seeking opportunities to enhance his/her practice.
1) The applicant
completes a Peer Assistance Request form and submits to STAR Panel.
2) The STAR Panel
reviews requests and determines the level of support given recognizing a
consulting teacher’s total case load will not exceed a ratio of 1:20.
3.
The STAR Panel:
The STAR Panel is composed of four members appointed
by the SEA and three members appointed by the Superintendent of the SPS. The Panel year is defined as September 1st -
August 31st, co-chaired by SEA and SPS members. To meet, at least five members of the Panel
must be present. The Panel will attempt
to operate by consensus, but failing consensus all actions taken by the Panel
must be approved by at least five affirmative votes. The major responsibilities of the STAR Panel
are as follows:
a.
STAR Program - The
STAR Panel determines the specific details of the STAR Program. The Panel establishes operational procedures, and is
responsible for the continuous improvement of the program such as revision or
development of all necessary procedures,
forms and documents. It generally manages the STAR program. The STAR Panel will be provided the staffing
needed to perform these duties.
b.
STAR Program
Consulting Teachers - The Panel selects the STAR program consulting teachers
based on criteria established elsewhere in this document. These teachers are trained to offer peer mentoring/assistance
and trained in the specific details of the STAR Program. The Panel continuously monitors and evaluates
the effectiveness of the STAR Program.
c.
STAR Program
Participants - Teachers new to the profession shall receive classroom
observations, classroom visitations, conferences, professional development, and
opportunities
to set goals and reflect on their practice.
Reports are based on professional
practice standards, goals, and personal reflections. The development of these forms and rubrics are the responsibility of the STAR Panel.
4.
Status Reports -
The STAR Panel monitors the progress of each participant by reviewing their
reflective reports regularly submitted by STAR consulting teachers.
5.
The STAR Panel
is updated at regular intervals on the progress being made by STAR participants
new to the profession. Once program
components have been completed, a final report will be submitted to the panel
for sign off and inclusion in the participant’s personnel file.
a.
The STAR Program
Certificate of Participation will include the dates of entry and exit from the STAR
program.
b.
It will also
include the goals which were mutually established by the consulting teacher and
the participant.
c.
A listing of all
meetings or site visits involving the consulting teacher and the participant,
including a log of dates and times met will be included.
d.
After this material
has been in the former participant’s personnel file for five years, the former
participant may, upon written request to the Executive Director of Human
Resources, have the information listed above removed from her/his personnel
file.
e.
Experienced
teachers voluntarily requesting STAR mentor assistance will not have any
documentation placed in their personnel file.
6.
The STAR
Consulting Teacher Selection Criteria:
a.
Demonstrates strong
professional practice and knowledge of instruction.
b.
Demonstrates
ability to work successfully with racially, culturally and linguistically
different groups.
c.
Demonstrates
talent in written and oral communications.
d.
Demonstrates
leadership ability or potential within her/his profession.
e.
Demonstrates
ability to work cooperatively and effectively with other professional staff
members.
f.
Has extensive
knowledge of a variety of classroom management and instructional techniques that
support culturally responsive learning and teaching environments.
g.
Demonstrates
knowledge of adult learning and mentoring principles.
7.
Selection
Process:
a. There
is an application form specifically for the position of STAR consulting
teacher. As positions become available
they will be posted throughout the SPS with an application deadline. Applications will be kept on file for future
consideration based on the expansion and/or needs of the Program. In addition to submitting a properly
completed application form, each applicant is required to submit current references
directly to the STAR Panel from the following individuals:
1) A reference from her/his building principal or
immediate supervisor if the teacher is not assigned to a school building.
2) A reference from a union representative.
3) References from two other teachers from her/his
building or program if the teacher is not assigned to a school building.
b. The STAR Panel reviews the application and identifies teachers
for further consideration. The STAR
Panel will conduct an interview process with the finalists. The Panel selects teachers from this group of
applicants. All applications and
references are treated with the strictest confidentiality and will not be
disclosed except as required by law.
8.
Assignment
Status:
Applicants
who are not accepted as consulting teachers are notified in writing. Those who are selected by
the STAR Panel as consulting teachers will:
a.
Upon assignment,
work full-time as a consulting teacher.
Generally, assignments will be for the school year and will not continue
more than four (4) years. Once an
individual has served as a consulting teacher, the individual may reapply to be
a consulting teacher after returning to her/his regular duties for a period of
three years.
b.
Have a right to
return to their most recent teaching assignment if they were hired prior to
September 1, 2009, regardless of the length of the consulting teacher
assignment, and to receive any supplemental contracts that they held at the
time of their assignment. If the
duty-service for which the supplemental contract was issued is no longer in
existence, there is no obligation on the part of the SPS to provide another
supplemental contract. STAR consulting
teachers hired beginning September 1, 2009 will not have the right to return to
the same position although they are guaranteed a similar position within the district.
c.
Supplemental
contracts held by consulting teachers before assignment to the STAR Program
will be ended upon assignment and payment will be prorated if the services
under the contract have begun.
d.
Upon assignment
in the STAR program, consulting teachers will receive a supplemental contract
for services as an assigned consulting teacher.
Partial years will be prorated.
Consulting teachers will work a 185-day year and will be compensated for
additional assigned STAR program-related work beyond this period on a per diem
basis. The per diem amount shall be based on their regular rate of pay and the
STAR program supplemental contract.
e.
Other successful
applicants may be given the opportunity to be placed in a pool for future
consideration in the event a position in their category becomes available.
9.
STAR Program
Review:
The
SPS or SEA may initiate a formal or informal review of the STAR Program at any
time.
E.
INTERVENTION STAFF SUPPORT PROGRAM
1. Intervention
Staff Support: The intervention staff support program offers resources within
the school system to help experienced teachers who are having serious
difficulties in the performance of their professional duties. In close cooperation with the building
principal, the Intervention Support Consulting Teacher (consulting teacher)
works to identify weaknesses in teaching skills, develops specific performance
goals, offers support, and monitors progress of each intervention
participant. Other school system
personnel assist in the program when requested by the consulting teacher.
The
following aspects of the Intervention Staff Support Program demonstrate the
relationships and interaction among various team members:
a. Prior to
working with a teacher identified for intervention, the consulting teacher will
meet with the building principal or program manager to discuss the case. The building principal or program manager
will identify problems and offer suggestions for improvement.
b. The
consulting teacher will meet with the participating teacher to discuss the
intervention and goal setting process.
c. The
consulting teacher will observe the participating teacher and assess teaching
performance to determine performance goals.
d. The
building principal or program manager, consulting teacher, and program
participant will meet to establish mutually agreed upon specific performance
goals necessary to raise the participant’s performance to a successful level. If specific subject or program related
concerns are involved, program consultants and supervisors may also be included
in this conference.
e. During
the participant’s involvement in the Intervention Staff Support Program,
various developmental strategies may be employed. The consulting teacher will frequently
observe the participant, having both pre-observation and post-observation
conferences as often as practical.
Subject area consultants and/or other specialists may be included as
frequently as deemed necessary by the consulting teacher. The participant may also request assistance
from such specialists.
f. The
consulting teacher will communicate regularly with the building principal
regarding the goals and areas being worked on with the participant. Evaluation of the participant will follow the
agreed-upon timelines in the Performance Improvement Plan and will be the
responsibility of the principal or program manager.
2. For
the 2009-2010 school year, the SEA and SPS agree to use two of the STAR mentor
positions for the purpose of having two Intervention Support Consulting
Teachers. Current STAR mentors will be
able to apply for the positions and will be interviewed. The two successful candidates for the
Intervention Support Consulting Teachers will be provided appropriate
professional development in the area of content and in the area of emotional
support. The STAR Panel will be members
of the hiring process and interview team.