The SEA and the Seattle Public Schools continue to strive for a relationship that is focused on providing the best possible learning environment for students. The organizational structures described below will help to advance collaboration as we work toward this goal.

SECTION A: Organizational Structure

The proposed organizational structure for effective collaboration consists of:

*The Partnership Committee
The Leadership Committee
The Labor-Management Committee
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. Define the factors that will be used to focus effort and resources on a school/ program(s). 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, ITBS, DRA, CBAs, SAT, WASL, PSAT, APP completion rates; length of time attending SPS, and the percentage of students on track to graduate. Determine whether the school/program(s) as presently configured would be sustainable in the longer term.

b. 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.

c. 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.

d. 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.

e. 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 Seattle’s students.

f. 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.

g. 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 RIF, staff in designated schools will be exempt from layoff for one year. If there are RIF’s in two consecutive years, the staff in a designated school will not be RIF’d in a greater percentage than the overall RIF in the SPS (rounded to the nearest .5 FTE) in the second year. Individuals who would have been RIF’d but for this exemption are committed to remain in the school for the next year so long as job categories they are eligible for exist in their school. If there is a catastrophic RIF caused by double levy failure or similarly devastating impact caused by State cuts in support to SPS, these exemptions found above will be null and void and all employees will be considered eligible to be RIF’d.

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 RIF and displacement and assignment.

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.

2. The Leadership Committee

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 regularly and/or on an ad hoc basis at mutually convenient times determined by the Superintendent and the SEA President or their designees.

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 Director of Human Resources, including the Labor Relations Director and representatives from among the Education Directors appointed by the Chief Academic Officer and other appropriate staff as needed. The Executive Director of SEA and the Director of Labor Relations will determine the agenda for these meetings.

4. Building Leadership Teams

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 Education Director with a copy forwarded to the 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) An Academic Achievement Plan (aka Transformation Plan), including the configuration and structure of the school’s classes and/or program offerings.

2) A school-wide professional development plan to support the Academic Achievement Plan.

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 Academic Achievement Plan, while recognizing that the principal has the right to make the final decision.

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.

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 Transformation Plan, 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. Two (2) Learning Improvement Days 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 Transformation Plan;

e. Decisions will be made by the building/program through the building/program decision-making model. This time may be used for scheduled activities like training, seminars, working together as collaborative teams in support of the Transformation Plan 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 on the BLT will make the decision as to the use of the days identified above.

2. A third TRI day is scheduled before the first student day for the purpose of building business and classroom/worksite preparation.

3. A fourth TRI day is a SPS scheduled and planned day 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. The SPS shall provide $3000 per building to support stipends for site-based decision making.

7. 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. The funding from one (1) FTE BDST position 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. The position will be funded for three (3) years and evaluated for effectiveness. By March 15, 2007 the parties will determine if the position warrants continued funding.

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 funding from three (3) BDST positions ($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. By March 15, 2007 the program will be evaluated for effectiveness and a decision to renew or modify the support made.

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. During fall 2004 the parties will develop the program and establish the parameters for participation and success. To the extent possible the program will commence summer 2005. 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 2/3rds 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 beginning fall of the 2005-06 school year through the 2007-08 school year will be made available as a result of the bilingual grievance settlement of 2003-04. 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:

SPS and SEA will collaborate on the appointment and support of three task forces charged with planning and developing:

a. Adult learning models designed to infuse all staff development and decision-making processes with culturally relevant techniques, processes and norms. 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 brings to SPS and which 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; (10 to 15 people)

b. Guidelines and processes designed to integrate culturally relevant materials and assessments into all new instructional material adoptions. Identify a process for infusing culturally relevant material into existing curriculum. (15 to 20 people) and;

c. Understanding and skills to increase the ability of school staff to communicate with parents/guardians, students, and school communities. (15 to 20)

Under the guidance of the Professional Development Steering Committee these taskforces will begin work in the fall of 2004 with a target of May 2005 of having preliminary outlines for review by SEA and the SPS. By May 2005 the taskforces will identify a timeline for implementation of their recommendations, a process for implementation including increasing the capacity of SPS employees to do this work, a method of ongoing evaluation of the effectiveness, a process for how the goals will become integrated into ongoing programs and the cost of implementation. Implementation will begin no later than the summer of 2006. The parties will receive regular updates as to the progress of these taskforces.

5. In order to enable employees to continue improving their professional competence, the SPS shall offer in-service courses subject to available funding.

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. 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.

8. Any professional in-service course may be taken for personal enrichment purposes on a space-available basis.

9. All material, tuition, or transportation fees for college extension courses shall be paid by the employee.

10. 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.

11. Courses shall be offered in the geographical location most convenient for those employees participating.

12. Courses shall be offered at times which are as convenient as possible for the majority of those employees participating.

13. 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.

14. Workshops and/or Professional Development Training 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 Training 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.

15. 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.

16. 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.

a. Certificated non-supervisory 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.

b. In addition, the employees who are responsible for preparing IEP’s are entitled to at least twenty (20) additional hours paid at per diem, for the purpose of preparing IEP’s. To access this payment the employee must be current in IEP preparation.

17. The SPS and the SEA agree to abide by the provisions of RCW 28A.415.250 with reference to the Mentor Teacher Program.

18. 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.

19. Mentoring and support for induction. The STAR review, conducted by the UW, SEA and SPS, submitted recommendations for continuing improvement of the STAR process. The following are issues that will be addressed by the Steering Committee during the life of this Agreement.

a. Expansion of the mentoring model to include employees during their first 5 years of employment.

b. Develop a complementary building-based mentor program for all employees new to the SPS.

c. Develop a Masters in Teaching and Learning to expand leadership capacity and instructional leadership at the building level.

d. Identify and develop other ways to increase capacity of building staff to help colleagues.

e. Develop and 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.

f. The needs of substitute educators new to the SPS or new to teaching or their long-term assignment will be addressed.

SECTION D: THE STAR PROGRAM

1. 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 programs to improve the quality of instruction through expanded and improved staff development opportunities and peer assistance. The Board, Administration and SEA commit to undertake strategies to accomplish the above goals. These include a commitment to long-range staff development. Long-term strategies include developing an Educators Academy available to all SPS staff.

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. Newly-employed teachers will be assigned a consulting teacher for at least their first year.

d. Experienced teachers (intervention participants) assigned to the STAR Program receive assistance until the STAR Panel determines that no further assistance is needed or will be productive.

e. All contractual and legal rights of employees assigned to the STAR Program are honored.

f. The terms of the STAR Program will supersede the terms of the Collective Bargaining Agreement if there is a conflict between the two documents.

g. The STAR Program may be terminated at any time by either the Superintendent or the SEA President with 90 days written notice to the other party.

2. The STAR Program:

The STAR Program consists of two components, one for newly-hired teachers 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. Newly-Hired Staff Component: The newly-hired staff component of 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. Consulting teachers work with newly-hired teachers and coach, assist and assess their classroom performance.

b. Intervention Staff Component: The intervention staff component of the STAR Program offers all available 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 STAR 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 STAR Panel.

The following aspects of the STAR Program demonstrate the relationships and interaction among various team members:

1) Prior to working with a teacher identified for intervention, the consulting teacher meets with the building principal or program manager to discuss the case. The building principal or program manager identifies problems and offers suggestions for improvement.

2) The consulting teacher meets with the participating teacher to discuss the STAR Program intervention and goal setting process.

3) The consulting teacher observes the participating teacher and assesses teaching performance to determine performance goals.

4) The building principal or program manager, consulting teacher, and program participant 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.

5) During the participant’s involvement in the STAR Program various developmental strategies may be employed. The consulting teacher frequently observes 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.

6) The consulting teacher communicates regularly with the building principal regarding the progress of the program participant and to discuss reports prior to submitting them to the STAR Panel.

7) The STAR Panel, at its own discretion, may request a discussion regarding the progress and program status of STAR Program participants. In addition, any of the parties involved with the STAR participant may request a discussion with the STAR Panel regarding the progress and program status of STAR Program participants. This includes building principals or program managers, consulting teachers, STAR participants, or other school system personnel who are involved with the STAR participant. The STAR Panel will decide whether a discussion is warranted and which parties shall participate in the requested discussion.

8) The intervention teacher may be offered career assistance services if deemed appropriate by the consulting teacher.

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 chair rotates annually between the two parties, with a Panel year defined as September 1st - August 31st. 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, develops all necessary forms and documents, and 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 assistance and trained in the specific details of the STAR Program. The Panel continuously monitors and evaluates the effectiveness of STAR Program consulting teachers and makes decisions regarding their continuation in the program.

c. STAR Program Participants - Newly-hired Staff Participants - Specific guidelines for classroom observations, conferences, in-service, and interim reports based on statutorily-required and bargained performance criteria, are developed by the STAR Panel.

d. Intervention Staff Participants - The Panel reviews and acts upon “Recommendation for Intervention” forms. If the Panel agrees to include a teacher in the STAR Program, the Panel notifies the teacher and the building principal and assigns a STAR Program consulting teacher.

4. Status Reports and Evaluations - The STAR Panel monitors the progress of each participant by reviewing status reports and evaluations regularly submitted by STAR consulting teachers. While participating in the STAR Program, building principals will evaluate employees, consistent with SPS policies and the Collective Bargaining Agreement. While participating in the STAR Program, no employee will be placed on probation.

5. The STAR Panel is updated at regular intervals on the progress being made by STAR participants. A Final Report is completed by the consulting teacher and is submitted for review by the STAR Panel. When the Panel receives this report from a consulting teacher stating that a STAR program participant needs no further assistance or that further assistance will not be productive, the panel, if it concurs, completes and forwards an “Exit from STAR Program” form for inclusion in the participant’s personnel file. A copy of this form is sent to the participant as well. This form will contain the following information:

a. Date the teacher began in the STAR program.

b. Date the teacher exited the STAR program.

c. Whether the teacher exited the STAR Program satisfactorily or unsatisfactorily.

d. The goals which were mutually established by the consulting teacher and the participant.

e. A listing of all meetings or site visits involving the consulting teacher and the teacher, including a log of dates and times met.

f. 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.

6. The STAR Consulting Teacher Selection Criteria:

a. Demonstrates outstanding professional and/or teaching ability.

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.

7. Selection Process:

There is an application form specifically for the position of STAR consulting teacher. An announcement will be posted annually throughout the SPS for this position with an application deadline. Applications will be accepted at any time and 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 a minimum of three and a maximum of five references directly to the STAR Panel. These references may be submitted from the following individuals:

a. A reference from her/his building principal or immediate supervisor if the teacher is not assigned to a school building.

b. A reference from a union representative.

c. References from two other teachers from her/his building or program if the teacher is not assigned to a school building.

The STAR Panel reviews the application and identifies teachers for further consideration. The
STAR Panel will conduct interviews 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. Continue in their current assignment until the STAR Panel determines the need for a consulting teacher. Identification by the Panel as a consulting teacher is not a guarantee of an active assignment.

b. Upon assignment, work full-time as a consulting teacher until the Panel determines the service is no longer needed. Generally, assignments will be for the school year and will not continue more than three 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.

c. Have a right to return to their most recent teaching assignment 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.

d. 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.

e. Upon assignment in the STAR program, consulting teachers will receive a supplemental contract for services as an assigned consulting teacher at the rate of $5,875 per year. 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.

9. The STAR Participant – Newly -hired staff participants:

a. All newly-hired teachers who have not previously participated in the STAR program will participate for at least one year for the purpose of professional development and evaluation. The STAR Panel will have the authority to excuse a teacher from the program because of special job-related considerations.

b. Upon satisfactory exit from the STAR program, newly-hired participants will be guaranteed a continuing contract if funded, open positions exist within their categories for the following year.

10. Intervention Staff Participants:

The process of enrolling a teacher as a STAR Program participant is initiated whenever a building principal or program manager, or SEA-represented employee believes that a teacher is experiencing serious difficulty in the performance of professional duties and could benefit by intervention from a STAR consulting teacher.

11. A candidate is recommended for selection as a STAR intervention participant by their building principal, program manager, or immediate supervisor, by an SEA-represented employee at their worksite, or by candidate self-nomination. If the building principal, program manager, or immediate supervisor is the initiating party, she/he will complete the “Recommendation for Intervention” form, and discuss the recommendation with the candidate.

12. If an SEA-represented employee is the initiating party, she/he shall, in writing, recommend to an SEA Building designee that the employee be considered a candidate for participation in the STAR Program. (The SEA designee shall be democratically elected by a majority of the SEA-represented employees at that worksite.) If the SEA site designee concurs with this recommendation, she or he completes a “Recommendation for Intervention” form and informs the candidate.

13. In either case, for the recommendation to continue receiving consideration, both the building principal, program manager, or immediate supervisor and the SEA Site designee must agree that the candidate is in need of intervention assistance. They both sign the “Recommendation for Intervention” form and forward it to the STAR Panel. If this is not the case, no further action will be taken at that time to include the candidate in the STAR Program.

a. If a candidate wishes to self-nominate, she/he will complete a “Recommendation for Intervention” form and forward it to the STAR Panel, noting the self-nomination on the form.

b. Once a candidate has been recommended to the STAR Panel, she or he may submit a written statement commenting on their recommendation.

c. The STAR Panel will review and act upon the recommendation. If the Panel agrees to include a teacher in the program, the panel will notify the teacher and the building principal, program manager, or immediate supervisor. The Panel will assign a STAR consulting teacher to the new program participant. The teacher’s participation is voluntary, but both the SEA and the SPS strongly encourage individuals to participate. If a teacher chooses not to participate in the STAR Program, this will be documented in the teacher’s personnel file on a form created by the STAR Panel.

d. While a teacher is participating in the STAR Program, she/he cannot be administratively transferred unless approved by the STAR Panel. The STAR Panel may initiate an administrative transfer if it is likely to increase the participant’s chance for success in the Program.

14. Career Assistance Services:

STAR Program participants may receive career assistance services, including individual career counseling. These services will be provided by an outside contractor chosen by the STAR Panel. Consulting teachers may recommend career assistance services for participating teachers to the STAR Panel. The STAR Panel will decide whether such services shall be provided and for what period of time after reviewing the consulting teacher’s recommendation and consulting with the participant’s building principal or program manager.

15. Seattle School’s Educator Academy: The Academy shall be charged with the creation and delivery of a comprehensive staff development program for the continuing education and professional development of SEA-represented employees. Such programs shall:

a. Promote peer instruction.

b. Provide instruction from leading educators, trainers and facilitators from outside Seattle Schools.

c. Provide in-service opportunities, clock hour programs and facilitate the delivery of low-cost college credit programs which reflect the needs defined by SEA-represented employees and specifically designed to facilitate the delivery of quality education in an ethnically diverse, urban setting.

d. Provide classroom instruction, laboratory learning opportunities and exposure to technological innovations.

e. Encourage and facilitate opportunities for Seattle educators to engage in team building, planning, and the development of innovative instructional programs and school/program design.

16. Governed cooperatively by an Academy Governance Committee (AGC) comprised of:

a. A majority of SEA members who shall be appointed by the SEA President.

b. SPS administration representatives appointed by the Superintendent.

c. Parent/Community and Higher Education representatives appointed by AGC and SPS administration.

d. Located in a Seattle school facility and staffed in accord with the procedures developed by the AGC.

17. Background:

The STAR Program is a collaborative effort between the SEA and the Seattle Public Schools, which was negotiated in the fall of 1991. Both parties recognize that implementation of the STAR Program is contingent upon funding, primarily from sources outside the Seattle Public Schools. It is further understood that both the newly-hired and intervention components of the STAR program must be implemented at the same time and that, at a minimum, a five-year funding commitment is needed to begin the Program. The Academy concept outlined in this document need not be implemented initially, but is vital to the long-term success of the STAR Program.

18. STAR Program Review:

The SPS or SEA may initiate a formal or informal review of the STAR Program at any time.