Kent - schoolcontracts.info

Transcription

Agreement Between
Kent School District
and
Kent Education Association
September 1, 2011 - August 31, 2013
TABLE OF CONTENTS
Preamble
Witnesseth
1
1
ARTICLE I, Recognition and Definitions
Section 1
Recognition
Section 2
Definitions
2
3
ARTICLE II, Status and Administration of Agreement
Section 1
Ratification & Relationship of Existing Policies
Section 2
Compliance with Agreement
Section 3
Conformity to Law
Section 4
Distribution of Agreement
Section 5
Exhibits
4
5
6
7
8
ARTICLE III, Association and Board Rights and Responsibilities
Section 1
Exclusivity
Section 2
Access
Section 3
Membership Communication
Section 4
Availability of Information
Section 5
Right of Consultation
Section 6
Dues Deduction and Representation Fees
Section 7
Release Time
Section 8
Building Representatives
Section 9
Management Rights
Section 10
No Strike/No Lockout
9
10
11
12
13
14
17
18
19
20
ARTICLE IV, Teacher Rights
Section 1
Individual Rights
Section 2
Just Cause
Section 3
Personnel File
Section 4
Teacher Protection
Section 5
Rights, Responsibilities and Authority of Teachers
Section 6
Employment Contracts
Section 7
Assignment
Section 8
Vacancies and Voluntary Transfers
Section 9
Involuntary Transfer
Section 10
Job Sharing
Section 11
Staff Reallocation
Section 12
Involuntary Transfer for Building Closure
21
23
24
26
27
31
36
37
39
40
41
42
ARTICLE V, Leaves
Section 1
Section 2
Section 3
Section 4
Section 5
Section 6
Section 7
Section 8
Section 9
Section 10
Section 11
Section 12
Section 13
Section 14
Section 15
Leave for Illness, Injury and Emergencies (Sick Leave)
Discretionary Leave
Extended Health Leave
Maternity/Parental Leave
Bereavement Leave
Leave to Serve as an Elected Public Officeholder
Jury Duty or Subpoena Leave
Military Leave
Professional Leave
President‘s Leave
On-The-Job Injury
Other Leaves
Short-Term Leave Without Pay (LWOP)
Leave Provisions
Family and Medical Leave
ARTICLE VI, Salaries, Stipends and Benefits
Section 1
Provisions Governing Teachers‘ Salary Schedule
Section 2
Commitment, Completion, Longevity, and
National Board Certification Stipends
Section 3
Guest Teacher Salaries and Other Conditions
Section 4
Extra Curricular/Extra Duty Pay
Section 5
Payroll Deductions
Section 6
Payment Provisions
Section 7
Tax Sheltered Annuities
Section 8
Travel
Section 9
Insurance Benefits
Section 10
Teacher Assistance Program
Section 11
Educational Staff Associate Experience Stipend
ARTICLE VII, Other Terms and Conditions of Employment
Section 1
Work Day
Section 2
Workload
Section 3
School Facilities
Section 4
In-Service Professional Education
Section 5
Teacher Exchange
Section 6
Student Teachers
Section 7
Non-Discrimination/Affirmative Action
Section 8
Layoff and Recall
Section 9
Calendar
Section 10
High School Advisory Program
43
46
48
49
51
52
53
54
55
56
57
58
59
61
62
63
65
68
74
81
82
84
85
86
88
89
90
93
100
101
102
103
104
105
111
112
ARTICLE VIII, Assessment
Section 1
Teacher Assessment Model
Section 2
The Certificated Assessment Model
Section 3
Probation
116
117
123
ARTICLE IX, Grievance
Section 1
Definitions and General Conditions
Section 2
Procedures
Section 3
Individual Complaints
126
128
132
ARTICLE X
Section 1
Section 2
133
134
The Supplemental Contract Evaluation System
Evaluative Criteria for Supplemental Contracts
ARTICLE XI, Special Education
Section 1
Inclusion
Section 2
Medication/Health Care
Section 3
Instructional Assistant Time
136
137
138
ARTICLE XII, Shared Decision Making
139
DURATION AND ACCEPTANCE OF AGREEMENT
140
EXHIBITS
C
Supplemental Contract Performance Appraisal for Certificated Personnel
141
D
Grievance Form
142
E
Individual Teacher Contracts
E1 Continuing
E2 One-Year Provisional
E3 Two-Year Provisional
E4 Three-Year Provisional
E5 Leave Replacement
E6 Retire/Rehire
143
144
145
146
147
148
F
Supplemental Contract
149
G
Separate Contract
150
H
Kent Teachers‘ Salary Schedule
H-1 Supplemental TRI Schedule
151
152
I
Insurance Benefits
I-1 Declaration of Domestic Partnership
153
154
J
KEA/District Letter of Agreement on a Waiver
155
K
Professional Growth and Assessment Protocol for Classroom Teachers
159
L
Teacher Domains
163
M
Professional Growth and Assessment Model Flowchart for Teachers
195
N
Short Form Professional Growth Plan
196
O
Professional Growth and Assessment Protocol for Registered Nurses
197
P
Nurse Domains
201
Q
Professional Growth and Assessment Protocol for School Counselors
226
R
Counselor Domains
231
T
Professional Growth and Assessment Protocol for Librarians
263
U
Librarian Domains
265
V
Professional Growth and Assessment Protocol for Instructional Coaches/Mentors 293
W
Instructional Coach/Mentor Domains
296
X
Professional Growth and Assessment Protocol for CTE and WBL Specialist
332
Y
CTE Specialist and Work-Based Learning Specialist Domains
335
LETTERS OF AGREEMENT
Alternate Calendar – Late Arrival 2011-2012 and 2012-2013
347
TRI Payment for the 1.9% Salary Adjustment
348
1
PREAMBLE
This Agreement is entered into this 1st day of September, 2011 by and between
the Kent Education Association and the Kent School District Number 415. The
signatories shall be the sole parties to this Agreement.
WITNESSETH
WHEREAS, the Board and the Association recognize and declare that providing a
quality education for the children is their mutual aim, and that the character of such
education depends on the quality of the teaching service, and
WHEREAS, the Board has a statutory obligation, pursuant to the Educational
Employment Relations Act, RCW Ch. 41.59, to bargain with the Association as the
exclusive representative of the employees covered by this Agreement with respect to
hours, wages, terms and conditions of employment, and
WHEREAS, the parties have reached certain understandings which they desire to
confirm in this Agreement,
In consideration of the following mutual covenants, it is hereby agreed as follows:
KEA/KSD Negotiated Agreement
091411
2
ARTICLE I - RECOGNITION AND DEFINITIONS
Section 1
RECOGNITION
The Board hereby recognizes the Association as the sole and exclusive bargaining
representative for all professional certificated personnel* under contract or on leave. Such
representation shall cover all personnel assigned to newly created professional certificated
positions unless the parties agree that such positions are supervisory as defined in RCW
41.59.020 (4) (d). Such representation shall exclude superintendent, assistant
superintendents, principals, assistant principals, directors, executive directors, and
coordinators except activities coordinators, and personnel whose job category does not
require holding a certificate as authorized by the State Board of Education or the
Superintendent of Public Instruction.
The Board agrees not to negotiate with or recognize any teachers‘ organization other than
the Association for the duration of this Agreement.
*This includes the following employees:
1.
Substitute certificated employees employed by the District for more than thirty (30)
days of work within any 12-month period ending during the current or immediately
preceding school year, and who continue to be available for employment as
substitute teachers.
2.
Substitute certificated employees employed by the District in positions where it is
anticipated or comes to pass that a member of the bargaining unit will be absent from
her or his regular assignment and will be replaced in such assignment for a period in
excess of twenty (20) consecutive work days.
8/27/93
3
ARTICLE I - RECOGNITION AND DEFINITIONS
Section 2
DEFINITIONS
Unless the context in which they are used clearly requires otherwise, when used in this
Agreement:
The term ―Agreement‖ shall mean this entire Collective Bargaining Agreement.
The term ―Association‖ shall mean the Kent Education Association.
The term ―Board‖ shall mean the Board of Directors of the Kent School District
Number 415.
The term ―District‖ shall mean the Kent School District Number 415.
The term ―teacher‖ shall refer to all employees represented by the Association in the
bargaining unit as defined in Article I, Section 1.
The term ―days‖ shall mean calendar days unless otherwise specifically defined in
this Agreement.
The term ―Act‖ shall mean the Educational Employment Relations Act, RCW 41.59.
The terms ―seniority‖ and ―seniority list‖ shall be as defined in Article VII, Section
8, paragraph C, sub-paragraphs 1, 2, and 3 of this Agreement.
The term ―joint committee‖ shall mean a committee consisting of an equal number of
members appointed by the Association president and the District superintendent.
Unless the context in which they are used clearly requires otherwise, words used in this
contract denoting gender shall include both the masculine and feminine; words denoting
number include both the singular and plural.
8/27/93
4
ARTICLE II - STATUS & ADMINISTRATION OF AGREEMENT
Section 1
RATIFICATION AND RELATIONSHIP OF EXISTING POLICIES
This Agreement shall become effective when ratified by the Board and Association and
executed by authorized representatives thereof and may be amended or modified only
with written mutual consent of the parties.
This Agreement shall supersede any written rules, regulations, policies or resolutions of
the District which are contrary to its expressed terms.
8/27/93
5
ARTICLE II - STATUS AND ADMINISTRATION OF AGREEMENT
Section 2
COMPLIANCE WITH AGREEMENT
All individual teacher personal services contracts shall be subject to and consistent with
Washington State Law and the terms and conditions of this Agreement. If any individual
teacher contract contains any language inconsistent with this Agreement, this Agreement
shall be controlling.
8/27/93
6
Section 3
CONFORMITY TO LAW
This Agreement shall be governed and construed according to the Constitution and Laws
of the State of Washington. If any provision of this Agreement, or any application of this
Agreement to any teacher or groups of teachers covered hereby shall be found contrary to
law by a court of competent jurisdiction, such provision or application shall have effect
only to the extent permitted by law, and all other provisions or applications of the
Agreement shall continue in full force and effect.
If any provision of this Agreement is found to be contrary to law by a court of competent
jurisdiction, an Attorney General Opinion, or an Auditor‘s Report, the parties shall meet
pursuant to the Act concerning said provision.
8/27/93
7
Section 4
DISTRIBUTION OF AGREEMENT
The District shall:




Maintain an updated version of this agreement on the KSD web site.
Print and provide 100 copies of this agreement each year to the Association.
Provide a copy of this agreement and all exhibits and attachments as a single
complete document in Microsoft Word format to the Association.
Include page numbers on each page in the printed and Word formats of the
agreement.
Printed copies of this agreement shall be made available upon request.
092309
8
Section 5
EXHIBITS
The exhibits are integral parts of this Agreement and are incorporated into it.
8/27/93
9
ARTICLE III - ASSOCIATION & BOARD RIGHTS & RESPONSIBILITIES
Section 1
EXCLUSIVITY
Throughout this Agreement certain rights and functions are accorded and ascribed to the
Association as the legal representative for all teachers covered under this Agreement.
Rights and privileges afforded the Association and its constituent organizations shall not
be granted to a minority organization seeking to represent teachers represented by the
Association. The right to participate as an organization representing teachers in grievance
processing shall be an exclusive right of the Association.
8/27/93
10
Section 2
ACCESS
Representatives duly authorized by the Association shall be permitted to transact official
Association business on school property at all reasonable times, provided that this shall
not interfere with or interrupt normal school operations.
Visiting Association officers and/or staff will notify the building office of his/her visit. If
the building supervisor believes the time of the visit will interfere or interrupt normal
school operations, a more appropriate time will be suggested by the building supervisor.
The Association shall be the only teacher organization having the exclusive right to use
district buildings without cost for meetings and to transact Association business. There
will be charges for cooks, janitors, or supervisors where it becomes necessary to pay
salaries beyond normal working hours, to defray costs for damages to facilities,
equipment and fields or pay start-up costs for heat and utilities.
8/27/93
11
Section 3
MEMBERSHIP COMMUNICATION
The Association shall have the right to use the teacher mailboxes, and to post notices of
activities and matters of Association concern on teacher bulletin boards. The District shall
provide a mailbox in the main office at each school labeled for outgoing KEA mail. The
Association also agrees it will not seek to utilize teacher mailboxes or to post any
materials which are not in the best interest of the District or its normal operation. Copies
of all materials posted shall be sent to the superintendent or designee. The building
principal shall be sent a copy of the KEA Reporter.
The Association agrees to indemnify and hold the District harmless for any and all claims
which may arise from any mailed or posted Association material.
The Association may use the District‘s internal mail distribution system if those
communications contain information concerning grievances and/or matters relating to
joint KSD/KEA training or in-service opportunities. The Association shall indemnify and
hold the District harmless against any and all claims, fines, demands, suits, attorney fees,
or other costs as may result from any violation of law that may result from such use of the
District‘s mail service by the Association.
In order to increase the effective use of technology, to allow increased timeliness and
efficiency in the management of information, and to promote a greater sense of
community and labor-management collaboration between the District and Association
while maximizing the usage of a resource, the parties have agreed that the Association
shall be a part of the District‘s wide area network with the ability, consistent with the
District‘s adopted electronic access policy, to: (1) share designated files; (2) access the
Internet; and (3) create and maintain a World Wide Web server. The District shall provide
the KEA president and staff with e-mail accounts (including Internet e-mail). The
Association shall be responsible for all telephone, equipment, hardware, software and
labor costs for maintaining the Association‘s local area network.
9/26/01
12
Section 4
AVAILABILITY OF INFORMATION
Upon request, the Board shall provide the Association with copies of financial statements
that are produced in the regular course of business, copies of reports to the Office of the
State Superintendent of Public Instruction, copies of actual and projected enrollments and
other relevant financial information produced for the Board of Directors. The Board will
also furnish the Association with agendas and minutes of all Board meetings, together
with information which may be necessary for the Association to process any grievance.
Upon request, the Board shall make available to the Association addresses of teachers,
provided that the Association shall ensure that District lists are not released outside the
Association.
8/27/93
13
Section 5
RIGHT OF CONSULTATION
The superintendent shall meet periodically with Association representatives at mutually
agreed upon times to discuss matters of concern to either party.
Prior to adopting major revisions to educational programs and fiscal changes the Board
shall provide an opportunity for input from the Association with respect to major
revisions.
8/27/93
14
Section 6
DUES DEDUCTIONS AND REPRESENTATION FEES
The Association shall give written notice to the District Finance Office of: the dollar
amount of dues required of an Association member which are to be deducted during the
school year under payroll deduction. This amount shall not be subject to change without
at least thirty (30) days written notice to the District Finance Office. Any such change
shall be implemented by the District within sixty (60) days of the written notice to the
District Finance Office.
The deductions authorized above shall be made in twelve (12) equal amounts from each
pay warrant, allowing for an adjustment following ratification of this Agreement.
Teachers who commence employment after September or terminate employment before
August shall have their deductions prorated for the months the teacher is employed. The
District Finance Office agrees to promptly remit directly to the Association all monies so
deducted, accompanied by two copies of a list of teachers for whom the deductions have
been made.
The Association agrees to reimburse any teacher for any sums deducted in excess of the
total amount due to the Association at that time, provided that the Association or its
affiliate actually received the excessive amount.
A. Membership Deductions
Within ten (10) days of their commencement of employment, teachers may sign and
deliver to the Board an Assignment of Wages Form, which form shall authorize
deduction of membership dues required of a member of the Association.
In the event a certificated employee who is a member of the Association is granted a
one (1) year leave of absence without pay, the authorization shall be temporarily
suspended during the one (1) year period of the leave of absence and shall be
reactivated at the beginning of the year following the leave of absence.
B. Representation Fee Deduction
In the event that any teacher employed after December 8, 1976, fails to sign and deliver
an Assignment of Wages Form described herein, the Board agrees to deduct from the
salary of such teacher a representation fee in the amount equal to membership dues
required of a member of the Association; provided, however, that teachers who have
joined the Association and paid by means other than payroll deduction, as verified by the
monthly Association list, and nonmembers as of December 8, 1976, who are not willing
9/26/01
15
Section 6
DUES DEDUCTIONS AND REPRESENTATION FEES (continued)
to pay the representation fee, shall not be subject to this deduction. Representation fee
deductions shall be handled and transmitted by the Finance Office in the same fashion as
membership deductions as provided for in this section.
C. Charitable Organization Deductions
Any teacher claiming a bona fide religious objection shall notify the Association and
the Board of such objection in writing within ten (10) days of commencement of
employment.
Finding determination of any bona fide religious objection, the Board agrees to
deduct from the salary of the teacher claiming such objection an amount equivalent
to the Association dues required of a member of the Association; provided, however,
that said monies shall not be transmitted until such time as the Board is notified that
a final determination pursuant to the Act has been made. In the event that it is finally
determined that the teacher does not have a bona fide religious objection, the Board
agrees promptly to remit to the Association all monies being held.
In the event that a teacher has been determined by the Association to have a bona
fide religious objection to the payment of a representation fee or agency shop fee, the
teacher shall pay an amount of money equivalent to the regular dues and fees to a
designated charitable organization pursuant to RCW 41.59.100. Within ten (10) days
of the commencement of employment or determination of bona fide religious
objection, whichever occurs later, the teacher may sign and deliver to the Association
an Assignment of Wages Form, which shall direct the Association to transmit to the
designated charitable organization the amount equal to dues deducted from the
employee‘s pay warrant.
The Association agrees to defend, indemnify, and hold the District (suits by the
District excepted) harmless against any and all claims, suits, orders, or judgments
brought or issued against the District as a result of any action taken or not taken by
the District pursuant to proper implementation of this section, contingent upon:
(1) the District‘s agreement that the Association shall be authorized to defend such
suit through a mutually agreed upon attorney; but if agreement cannot be reached, an
attorney will be selected by an arbitrator; and (2) the District‘s agreement to provide
full cooperation and information to the Association in defending any suit which may
be brought against it as a result of this agreement.
All new teachers and new guest teachers shall be required to attend a new teacher
orientation. New teacher orientations shall be conducted prior to the first student day of
9/26/01
16
Section 6
DUES DEDUCTIONS AND REPRESENTATION FEES (continued)
each school year and thereafter as needed during the school year. The District shall
provide the association notice at least forty-eight (48) hours in advance of each new
teacher orientation and provide the association within one week following each
orientation a list of the new teachers who attended each new teacher orientation.
During each new teacher orientation the association shall be provided the opportunity to
present the union security provisions of RCW 41.59 and the Agreement; to invite new
teachers and new guest teachers to become members of the Association; and to distribute
and collect a signed acknowledgment of receipt of notice of the Agreement's provisions
regarding union security and the packet explaining teacher or guest teacher's rights
associated with the agency fee to those new teachers who do not elect to become
members of the Association during the new teacher orientation.
9/26/01
17
Section 7
RELEASE TIME
Members of the Association may, upon written request and subject to the approval of the
Superintendent or his/her designee, be granted release time. The Association will submit
the names of Association members and the expected days desired to be absent for the
school year, if known. All additional requests must be submitted at least five (5) working
days in advance of the expected day(s) of absence.
The District will provide release time for up to 35 KEA members to attend the annual
WEA Representative Assembly. Any request in excess of 35 members must be approved
by the Superintendent.
The District shall make salary payments to and insurance contributions on behalf of such
teacher if the teacher were not on release time, provided that the Association shall
reimburse the District for those salary and insurance costs to the District allocable to the
release time. When detailed plans for a guest teacher are required of a teacher, the
Association shall reimburse the District for the cost of the guest teacher only.
In the event the Association fails to reimburse the District as required above, the District
may, at its discretion, cancel this section in its entirety.
092309
18
Section 8
BUILDING REPRESENTATIVES
Association building representatives shall meet with individual school principals
periodically at mutually agreed upon times to discuss the administration of this
Agreement as it relates to that particular school and other matters of concern to either
party, provided that neither the principal nor the Association building representatives
have the authority to reach any decision which changes this Agreement.
Association building representatives may request information regarding building‘s
long-term maintenance plans and major curriculum changes, including the District‘s
computer plan for the building. Building representatives may also have the opportunity
for input prior to any final decision on the initial building budget preparation.
If the building principal and a majority of teachers in a building approve, then the
Association building representative shall not be assigned nonclassroom supervision of
students.
8/27/93
19
Section 9
MANAGEMENT RIGHTS
The management and operation of the District and the direction of staff members are
vested exclusively in the District subject to the terms of this Agreement. All matters not
specifically and expressly controlled by the language of this Agreement may be
administered for the duration of this Agreement by the District in accordance with Board
policy or procedure. Nothing in this agreement shall be construed to be a delegation to
others of the policy-making authority of the Board, which authority is specifically
reserved by the Board.
8/27/93
20
Section 10
NO STRIKE - NO LOCKOUT
There shall not be authorized any strike, slow down, or any other stoppage of work by the
Association, regardless of whether an unfair labor practice is alleged. Should a strike,
slow down or stoppage by the Association members occur, the Association shall
immediately instruct its members to return to work. If the teachers do not resume work as
required by the Agreement immediately upon being so instructed, they shall be subject to
discipline, including discharge.
The District agrees that there will be no lockout of teachers represented by the
Association.
This section of the Agreement may be reopened each year in July by either party, and
shall remain open until agreement is reached on this section by both parties.
8/27/93
21
ARTICLE IV - TEACHER RIGHTS
Section 1
INDIVIDUAL RIGHTS
A. Discrimination
There shall be no discrimination against any teacher by reason of race, creed, color,
sexual orientation, marital status, sex, disability, age, national origin or because of their
membership or non-membership in employee organizations or in their exercise of other
rights under Chapter 41.59 RCW.
B. Harassment
1. Teachers shall be able to work in an environment free from sexual harassment.
2. The District will take reasonable steps to protect employees who are the
subjects of harassment (including sexual harassment), bullying (including
cyber bullying), intimidation, or threats.
The District will:
 investigate all complaints, allegations, or evidence of such misconduct;
 take disciplinary actions against students and/or employees, where appropriate, for
engaging in such misconduct; student discipline will be consistent with Article IV,
Section 5.C.1 of this contract. If a student is found to have committed any of the
infractions described in this section, the teacher‘s disciplinary recommendation
will be given due consideration.
 notify law enforcement agencies regarding such misconduct, when appropriate;
 cooperate in the prosecution of offenders charged for such misconduct; and
 report to the employee any findings and actions.
The Employee(s) will:
 file a complaint with the District under the District‘s policies and procedures
when the employee becomes aware of harassment, bullying, intimidation, or
threats; and cooperate fully with the district‘s investigation of such misconduct.
C. Academic Freedom
1. The exercise of full rights of citizenship is guaranteed by the District for
teachers. Teachers may express themselves in the classroom in a manner
which best enhances the students‘ right to learn. In exercising this academic
freedom the teacher is responsible to use expression in a manner which is
appropriate to the age and maturity of the student‘s level of development, and
subject to reasonable limitations placed by the District.
091411
22
ARTICLE IV – TEACHER RIGHTS
Section 1
INDIVIDUAL RIGHTS (continued)
2. Free interchange of ideas leading to clearer understandings at the maturity
level of pupils must be expected as a part of effective teaching. This freedom
is restricted when it conflicts with basic responsibility to utilize properly the
current District-authorized courses of study, District rules, or regulations. Any
challenge of teachers‘ use of educational materials on the basis of suitability,
upon their presentation of ideas, or upon their literary merit, shall be resolved
by utilizing Policy 2331, Controversial Issues, and/or Policy 2311,
Instructional Materials.
3. The principle of academic freedom or expression for teachers shall not
supersede the basic responsibilities of the teacher to the education profession.
These responsibilities include: (a) a commitment to support the Constitution
of the United States, (b) a concern for the welfare, growth, and development
of children, and (c) an insistence upon objective scholarship.
D. Civility
The parties acknowledge that adults treating one another with civility and respect is a
fundamental component of a successful working relationship and an important practice to
model for students. Therefore, criticism between staff and administrators will be made
outside the presence of students, parents, the public arena or other employees.
091411
23
Section 2
JUST CAUSE
No teacher shall be disciplined or reprimanded without just and sufficient cause. No
teacher shall be subject to discrimination, intimidation, or harassment due to his/her
dissent and/or differences with the administration. If a teacher objects to any disciplinary
action, the teacher may use the grievance procedure including binding arbitration. The
specific grounds forming the basis for disciplinary action will be made available to the
teacher in writing.
The District shall follow a policy of progressive discipline which shall normally include
verbal warning, reprimand, and suspension without pay with nonrenewal or discharge as a
final and last resort. Any disciplinary action affecting a teacher shall be appropriate to the
behavior which precipitated the action.
Any provisional employee who has been the subject of disciplinary action may be
nonrenewed at the conclusion of his/her current contract year.
Progressive discipline shall not apply in cases of deficient teacher performance covered
by Article VIII, Evaluation, or conduct which is of a serious or aggravated nature.
Prior to or at the outset of a meeting held to discuss allegations that may warrant
disciplinary action, the teacher shall be informed of the purpose, possible outcome, and
that the teacher has the right to have an association representative present at the meeting.
The nonavailability of an association representative shall not prohibit the investigatory
meeting from taking place. The Association representative shall not obstruct or interfere
with the interview.
Any complaint not called to the attention of the teacher may not be used as the basis for
disciplinary action or adverse evaluation against the teacher. Any written record made of
a complaint against a teacher must be called to the attention of the teacher within ten (10)
working days of the time the record was made.
This section and the grievance procedure, including binding arbitration, will not apply to
matters regulated by law, including teacher performance (except for procedural matters
covered under Article VIII, Evaluation), nonrenewal of contract for continuing or
provisional employees, discharge or adverse effect of contract.
051006
24
Section 3
PERSONNEL FILE
Beginning with the 2007-2008 school year, one personnel file shall be maintained in
Human Resources for each employee of the bargaining unit and may contain, but not be
limited to: the original employee application, payroll authorizations, recommendations,
transcripts, certification documents, correspondence, evaluation reports, and pertinent
data concerning the employee:
A. In addition, a building working folder shall be maintained for each employee at each
building/work site.
B. Employees shall, upon request, have the right to inspect all contents of their District
personnel file and/or building working folder. The employee may be accompanied by
another person of the employee‘s choosing to review the personnel file and/or
building working folder.
C. Upon request, an employee will be provided a copy of any or all documents contained
in the District personnel file and/or building working folder.
D. All materials placed in personnel files and building working folders will be dated and
initialed by the employee unless the document had been initiated or submitted by the
employee.
E. The employee has the right to add information in explanation of materials already in
the personnel file and building working folder and may add other items relevant to
his/her employment.
F. Employees may request that letters documenting disciplinary action that are more than
three (3) years old be removed from their building working folder provided there has
been no further disciplinary action within the three year period. Any materials filed
longer than five (5) years in the personnel file kept within Human Resources shall, at
the employee‘s request, be removed provided: 1) the materials are not required to be
retained by law, or 2) the materials are not part of a formalized continuing action, or
3) that the District may keep documents regarding allegations of physical or sexual
abuse or harassment for more than five (5) years if these documents are kept in a
sealed file in the possession of the District‘s legal counsel, or 4) that the District may
keep the employee‘s evaluation for more than five (5) years if the evaluation is kept
sealed in a separate archive. Such requests shall be made in writing.
101107
25
ARTICLE IV – TEACHER RIGHTS
Section 3
PERSONNEL FILE (continued)
Materials may only be considered part of a formalized continuing action, if at the time of
the employee‘s written request, the employee
1. is on a plan for improvement pursuant to Article VIII, Section 1;
2. is on probation pursuant to Article VIII, Section 2;
3. has a grievance pending resolution pursuant to Article IX;
4. has been given notice of probable cause for disciplinary action which is still
subject to appeal or being appealed; or
5. has been given notice of probable cause for discharge, adverse effect or
nonrenewal of contract which is still subject to appeal or being appealed.
G. A building working folder may be maintained by the building principal or other
immediate supervisor. This file may contain materials and notes, including letters and
e-mails from parents and students, letters documenting meetings held for possible
disciplinary actions, and written directives. No derogatory material shall be placed in
the building working folder unless first shared with the employee. Materials shall be
maintained in the building working folder for a maximum of three years; initial purge
to be completed by June 2008.
101107
26
Section 4
TEACHER PROTECTION
The Board will name teachers as an additional insured on the District‘s liability and errors
and omissions insurance programs. The scope of protection will not exceed the coverage
purchased for the District; provided such insurance includes malpractice protection for
school nurses, psychologists, speech-language pathologists, physical and occupational
therapists; and provided further that the District agrees to defend, indemnify, and hold the
teacher harmless against any and all claims, suits, orders, or judgments brought or issued
against the teacher as a result of any action taken or not taken by the teacher in the course
of performing her/his job.
The District agrees to select an insurance carrier who also agrees to defend, indemnify,
and hold the teacher harmless against any and all claims, suits, orders, or judgments
brought or issued against the teacher as a result of any action taken or not taken by the
teacher in the course of performing her/his job, excluding gross and/or willful negligence.
The Board of Directors will provide teachers‘ insurance* to pay for loss or damage to
personal property of school employees when engaged in the maintenance of order and
discipline and the protection of school personnel and students and the property thereof.
*NOTE:
Such insurance supplements the individual teacher‘s insurance which provides
the primary coverage.
8/27/93
27
Section 5
RIGHTS, RESPONSIBILITIES AND AUTHORITY OF TEACHERS
A. Teacher Responsibilities. Teachers shall have the following responsibilities with
respect to the discipline of students:
1.
Each teacher shall enforce the prescribed school District rules for student
conduct.
2.
Each teacher shall comply with school District and building rules and guidelines
relating to the discipline of students.
3.
Each teacher shall maintain good order and discipline of students in the
teacher‘s classroom when students are under the teacher‘s supervision, and/or in
the teacher‘s presence.
4.
Each teacher assigned to classroom duties shall keep and maintain accurate
attendance records of students.
5.
Each teacher shall conduct herself or himself in a professional manner and shall
avoid making any statement to any student which may be demeaning or
offensive to any student or group of students.
B. Teacher Authority and Methods of Student Control.
1.
Teacher Authority
Subject to the limitations set forth below in connection with the emergency
removal and corporal punishment of students, all teachers shall have the
authority to discipline any student for any disruptive or disorderly conduct or
other violation of rules for student conduct which may occur in the presence of
the teacher‘s supervision. Teachers may also recommend the suspension or
expulsion of students to the proper school authorities.
2.
Methods of Student Control
a. Discipline. Discipline shall mean all forms of correction other than suspension
and expulsion and shall include the exclusion of a student from a class for a
period of time not exceeding the balance of the school day. Discipline shall also
mean the exclusion of a student from any other type of activity conducted by or
in behalf of the school District. The forms of discipline set forth below are not
092309
28
Section 5
RIGHTS, RESPONSIBILITIES AND AUTHORITY OF TEACHERS (continued)
intended to exclude the imposition of other appropriate forms of disciplinary
action.
No form of discipline shall be administered in such a manner as to prevent a
student from accomplishing specific academic grade, grade level or graduation
requirements or adversely affecting a student‘s academic grade or credit in a
subject or course because of tardiness or absences, except to the extent that the
student‘s attendance and/or participation is related to the instructional
objectives of the subject or course and such attendance and/or participation has
been identified pursuant to the school District policy as a basis for grading.
b.
Detention. Teachers and other certificated employees shall have the authority
to detain students under their supervision for up to forty (40) minutes after the
regular student dismissal time. Detention will not extend beyond the time of
departure of the bus upon which the student can ride unless prior arrangements
have been made with the student‘s parents or guardian.
c.
Removal. Any student who creates a disruption of the educational process in
violation of the building disciplinary standards while under a teacher‘s
immediate supervision may be excluded by the teacher from his or her
individual classroom and instructional or activity area for all or any portion of
the balance of the school day or until the principal or designee and teacher have
conferred, whichever occurs first: PROVIDED, That except in emergency
circumstances, the teacher shall have first attempted one or more alternative
forms of corrective action; PROVIDED FURTHER, That in no event without
the consent of the teacher may an excluded student be returned during the
balance of that class or activity period.
d.
Emergency Removal. A student may be removed immediately from a class,
subject or activity by a teacher or administrator and sent to the principal or a
designated school authority, provided that the teacher or administrator has good
and sufficient reason to believe that the student‘s presence poses an immediate
and continuing danger to the student, other students, or school personnel or an
immediate and continuing threat of substantial disruption of the class, subject,
activity, or educational process of the student‘s school. The removal shall
continue only until the danger or threat ceases or the principal or designated
school authority acts to impose discipline, impose a short-term suspension,
initiate a long-term suspension or an expulsion, or impose an emergency
expulsion.
092309
29
Section 5
The principal or designated school authority shall meet with the student as soon
as reasonably possible following the student‘s removal and take or initiate
appropriate corrective action or punishment. In no case shall the student‘s
opportunity for such meeting be delayed beyond commencement of the next
school day. The teacher or administrator who removed the student shall be
notified of the action which has been taken.
e.
Corporal Punishment.
Corporal punishment shall not be authorized as a means of disciplining
students in the Kent School District. District staff may use reasonable force
when deemed necessary to restrain a student.
Explanatory Note:
Suspension requires the principal to deny a student the right of attendance for a stated
period of time.
C. Teacher Rights. Teachers shall have the following rights with respect to discipline of
students.
1.
Each teacher shall be entitled to appropriate assistance and support from
building administrators in connection with discipline problems relating to
students.
2.
Each teacher shall be advised of any complaint from an identifiable source made
to the principal or other school District administrator regarding the teacher‘s
discipline of students. The teacher shall be given the opportunity to present
her/his version of the incident and to meet with the complaining party in the
event that a conference with the complaining party is arranged.
3.
Each teacher may use such action as is necessary to protect herself or himself, a
fellow teacher or administrator, or a student from attack, physical abuse or
injury.
4.
Each teacher is entitled to an annual review of the written school District and
building rules and guidelines relating to the discipline of students.
092309
30
Section 5
5.
Each teacher required to accept a student into class who has committed physical
or verbal assault upon a teacher shall have the authority to impose emergency
removal and recommend an appropriate sanction which may include suspension
or expulsion upon said student for misconduct.
Before any student is admitted into a class (a) after having assaulted, threatened,
or intimidated by threat of force or violence a teacher; or (b) if the student has a
documented history of violent or threatening behavior, all receiving teachers and
any other personnel who, in the judgment of the principal with input from one or
more of the teachers to whom the student is assigned, supervise the student or
should be aware of the student‘s record, shall be notified.
A written plan for behavior improvement and specific behavior expectations
shall be developed by the principal and the appropriate teacher(s). The principal
and the teacher(s) shall meet with the parents or guardians and the student to
review and discuss the conditions of behavior improvement and behavior
expectations before the student will be admitted to the class.
If a student is already the subject of a Functional Behavioral Analysis (FBA),
Behavioral Intervention Plan (BIP), an Individualized Education Plan (IEP), a
504 Plan, or some other written plan based on the student‘s education and/or
behavioral needs, the school need not create another plan under this section,
except as required by state or federal law. Under such circumstances, however,
the plan shall be shared with other teachers or personnel as required by this
section. A student may only be excluded from school or a classroom under this
section if such exclusion is not in conflict with state or federal law.
For the purposes of this section, ―history of violent and threatening behavior‖
includes serious violent acts or threats to commit serious violent acts of which
the school has notice and which have occurred within a sufficiently recent
period of time so as to warrant concern from a reasonable person that the
student may pose a threat to staff or other students.
D. Visitors. See Board Policy 4311 and Board Procedure 4311P regarding classroom
observation guidelines.
092309
31
Section 6
EMPLOYMENT CONTRACTS
A. General Conditions
1.
No teacher shall be employed in a position of a certificated employee with the
District except by written order of a majority of the Board of Directors of the
District at a regular or special meeting thereof, nor unless the teacher is the
holder of a valid certificate required by law or the State Board of Education for
the position for which the teacher is employed.
2.
The Board shall make with each teacher employed by it a written contract,
which shall be in conformity with the laws of the state, and except as otherwise
provided by law, limited to a term of not more than one year. The contract forms
for regular, supplemental, and separate contracts are attached hereto as Exhibits
E, F, and G. Every such contract shall be made in duplicate, one copy to be
retained by the school District superintendent or secretary, and one copy to be
delivered to the employee.
3.
Release from contract. A teacher under contract shall be released from the
obligation of the contract upon request under the following conditions:
a.
A letter of resignation must be submitted to Human Resources with a copy to
the teacher‘s immediate supervisor.
b.
A release from contract prior to July 1 shall be granted provided a letter of
resignation is submitted prior to that date.
c.
A release from contract after July 1 shall be granted provided a satisfactory
replacement can be obtained.
d.
A release from contract shall be granted upon the teacher‘s request in case of
illness as verified in writing by the teacher‘s physician.
B. Regular Contracts
1.
Regular contracts are as follows:
a.
Continuing contract: for regular certificated teachers employed pursuant to
RCW 28A.405.210.
b.
Provisional contract: for certificated teachers new to the District, as designated
in RCW 28A.405.220.
091411
32
Section 6
EMPLOYMENT CONTRACTS (continued)
2.
c.
Leave replacement contract: for certificated teachers hired to replace teachers
who have been granted leave, pursuant to RCW 28A.405.900. Certificated
employees may be hired on a leave replacement contract basis to replace a
teacher who has been or will be on a leave of absence, either with or without
pay, for a period exceeding three (3) months. Such contract will not be issued,
however, unless the District holds a written statement from the teacher on leave
to the effect that the teacher will not return for the balance of the leave
replacement contract.
d.
Retire/rehire contract: for certificated teachers who have retired from Plan I of
the Teachers Retirement System pursuant to RCW 41.32 et seq. In order to
address employee shortages, particularly in hard-to-fill positions, certificated
teachers who retire and are separated from service for at least one full calendar
month may be rehired for up to 1,500 hours per calendar year while receiving a
full pension. Retired/rehired teachers are not leave replacement employees
although the law treats them as if they were for the purposes of continuing
contract provisions. Positions for which a retired applicant might be considered
must be posted and interviews must be held.
Length of Contract. The length of the annual teacher base contract shall be
defined by the legislature.
C. Other Contracts
1.
Supplemental Contracts:
a.
There shall be a supplemental contract for Board-authorized extra-curricular
and supplemental assignments pursuant to Article VI, Section 6, and Article VI,
Section 7-A, and RCW 28A.405.240.
b.
Supplemental contracts for extra-curricular and supplemental assignments are
for one year. A teacher with a supplemental contract will be reissued a
supplemental contract for the same assignment for the ensuing school year
unless:
(1) The teacher is no longer a member of the building staff, unless it is
mutually agreeable that he/she retain the supplemental assignment;
(2) The duty is no longer authorized; or
(3) The performance of the duty was ―not satisfactory,‖ pursuant to Article X,
Section 1.
091411
33
Section 6
c.
2.
Should a supplemental contract not be reissued, the teacher is entitled to a
written statement from the immediate supervisor stating the specific cause (s)
for non-issuance of the contract.
Separate Contracts for Educational Excellence
a.
There shall be a separate contract for Board-authorized additional days/duties
pursuant to Section 7, SB 3235, 1985 Laws of Washington, for:
(1) Additional days/duties pursuant to Article VI, Section 4-B; and
(2) The following specific additional days/duties, provided that employees
who are offered such contracts shall, as a condition of employment, be
required to accept and perform such contracts:
(a) teachers under regular contracts: one (1) day
The day before school shall be designated for classroom
preparation but may be worked any time after August 15 and prior
to the first day of school at the teacher‘s discretion.
(b) teachers under regular contracts: two(2) days
For the 2011-2012 and 2012-2013 school years, the District will
provide two building-directed workshop days. These days will be
scheduled on the two days before the floating prep day in (a)
above. These days will replace the LID days which were not
funded by the State Legislature. Teachers will be paid at their per
diem rate for these days. The number of hours of pay will be
determined by the teacher’s FTE status. In the event funding is
restored for the LID days, the District will not be required to
provide these additional paid days.
(c) psychologists: ten (10) days in addition to (a) and (b) above
Three (3) days will be used between August 15 and the start of the
school year. Three (3) days will be used immediately after the
school year. The remaining four (4) days will be scheduled at the
discretion of the psychologist to complete student evaluations/reevaluations and meet timelines as required by state and federal law
and such professional duties, including, but not limited to,
consulting with staff on behavioral strategies, social behavioral
instructional programming for students, development of progress
monitoring systems, and consultation on tiered interventions.
091411
34
Section 6
(d) secondary counselors: ten (10) days in addition to (a) and (b)
above
(e) secondary librarians: ten (10) days in addition to (a) and (b) above
(f) elementary librarians: five (5) days in addition to (a) and (b) above
(g) vocational teachers: as mandated by the District’s vocational
program and accreditation requirements
(h) curricular leaders: based on the following formula:
Teacher
FTE
Responsibility
Days
10 or more
8
8.0-9.9
6
6.0-7.9
4
4.0-5.9
3
0-3.9
2
(i)
(j)
half-day kindergarten teachers: one (1) day for each
kindergarten session taught by the teacher in addition to (a) and
(b) above
nurses: up to five (5) days (prorated based on FTE assignment
allocated per school) may be used prior to the first day of
school in order to complete Individual Health Plans (IHPs) and
any other related work deemed necessary to meet the IHP
requirements, including, but not limited to, immunization
reports, related communications, and preparation for students
with life threatening conditions. The five (5) days will consist
of the following:


The two (2) district designated workshop days prior to the
first day of school in (2)(b) above
Three (3) days using principal effective education time
b.
Separate contracts for additional days/duties are for one year. A teacher with a
separate contract shall have no right to be reissued a separate contract for the
ensuing year.
c.
Separate contracts shall be governed by Section 7, SB 3235, 1985 Laws of
Washington, and not by the provisions of this Agreement, except as specified
in paragraph 2-a and -b, above, and the corresponding salary provisions of
Article VI, Section 4.
091411
35
Section 6
The parties recognize that an integral part of the District‘s educational program is
provided by a professional staff with teaching or ESA certificates. Therefore, it is the
intent of the parties that work currently performed by members of the bargaining unit
pursuant to ―Certificated Employee Contracts‖ will continue as a rule to be
performed by bargaining unit members, assuming qualified personnel are available.
This intent means that, subject to the District‘s authority under Article VII, Section 8,
bargaining unit members will not be laid off due to changes in the method of
providing educational services in the District. This intent also means that new
professional staff positions due to enrollment growth will be filled by qualified
certificated personnel. At the same time, the Association recognizes that program
needs and financial opportunities warrant the continued practice of using
nonbargaining unit individuals for projects and programs on a limited basis.
091411
36
Section 7
ASSIGNMENT
Assignment is defined as a specific grade level and/or subject to be taught in a specific
school building or buildings by a teacher in a particular academic year.
The Board recognizes that its obligation is to meet the needs and interests of students.
However, the Board also recognizes it is desirable to consider the interests and aspirations
of its teachers in the selection and assignment process as well. All teachers shall be
assigned on the basis of their professional qualifications and certifications in accordance
with the laws of the State of Washington and regulations of the Department of Public
Instruction.
Secondary teachers will normally be assigned in their major or minor field of study. The
District will not normally assign an elementary teacher with less than one year‘s
successful experience to a K-6 regular combination class. (This excludes classes other
than regular K-6, i.e., all specialty teachers and specialists.) However, in order to
complete the preparation of teaching schedules, it is recognized that teachers must be
assigned in order to make a matching of students‘ needs and request for classes with the
teachers available.
Principals are encouraged to consult teachers regarding the subjects and/or grade level
they would prefer to teach. Principals will review such preferences and consider them in
the preparation of teaching assignments. Prior to the end of the school year, principals
will make a reasonable effort to determine teacher assignments and to make the
information available to teachers. If it is determined that a change in an assignment must
be made, the teacher will be notified as soon thereafter as possible of his/her assignment
in writing and, where applicable, the notification will include the position, building, grade
level or class or subject or courses and other pertinent facts concerning the assignment.
If a change in an elementary assignment and/or classroom change occurs during the
school year, the teacher will be relieved of regular duties one (1) school day to complete
the change. Whenever an elementary or secondary classroom move occurs, the District
will provide boxes and needed moving supplies and will move all materials.
Supplemental contract positions shall not be obligatory but shall be with the consent of
the teacher. Preference in making such assignments shall be given to teachers under
contract.
092309
37
Section 8
VACANCIES AND VOLUNTARY TRANSFERS
A vacancy shall be defined as a new position or a position not already filled by a teacher
from within a building.
A transfer shall be defined as a change from one building to another without change in
salary.
Vacancies for positions covered by this bargaining unit will be announced in District
bulletins, copies of which will be mailed to the Association office as they become known,
except: (a) for a leave replacement contract position and (b) for positions where a person
previously on leave replacement contract is being recommended to fill the vacancy. Prior
to the summer vacation period, the District shall provide information to teachers
regarding the use of the certificated job line for announcement of summer vacancies.
Vacancies for any positions covered by this bargaining unit which may only be filled
from teachers already in the building will first be announced in building bulletins and/or
in letters which will be mailed to the teachers in the building.
Transfer request forms shall be available to all teachers in their buildings or District
office. Use of the form shall not be prejudicial to the teacher‘s professional standing.
As vacancies occur, a teacher may request consideration for transfer by completing a
Certificated Transfer Request Form and submitting it to Human Resources within seven
(7) days of the announcement of the vacancy. During the summer vacation period, the
request for transfer form may be submitted by a teacher‘s designee. In the event the
principal is unavailable at the time a teacher or designee submits a request for transfer
form during the summer vacation period, the District shall waive the requirement for the
principal‘s signature.
Teachers will be considered for an interview according to the certification required, and
the specific requirements of the position as listed in the vacancy announcement. Teachers
not meeting the minimum requirements of the vacancy shall be notified in writing by
Human Resources when an interview was not granted. Teachers meeting the minimum
requirements will be notified of their interview time.
092309
38
Section 8
VACANCIES AND VOLUNTARY TRANSFERS (continued)
The District recognizes that its obligation is to meet the needs and interests of students.
However, the District also recognizes it is desirable to consider the interests and
aspiration of its teachers in filling vacancies and making transfers. Therefore, the District
in making a determination in relationship to a vacancy shall utilize the following criteria:
1.
2.
3.
4.
5.
6.
Qualifications of the teacher
Requirements of the position
Program needs of the District and the individual school
Suitability of the teacher in terms of the needs of the position, including success
in previous assignments
Teachers previously appointed to positions through involuntary transfer
Ability and performance being equal, the teacher with the most seniority shall
have his/her preference
The District will give consideration to the preference the teacher has requested but may
deny transfer if, in its opinion, the transfer is not in the best interest of the District.
Requests for transfer will not be accepted as of August 1. All teachers whose transfer
requests have been denied shall have the opportunity to discuss reasons for the denial
with the principal. However, the teacher shall have the responsibility of initiating such
request, and it must be accomplished within seven (7) days of the date of the letter of
denial.
Transfer During a School Year
Requests for transfer being implemented during the current school year shall only be
considered with approval from the teacher‘s immediate supervisor and the assistant
superintendent of human resources.
If a transfer occurs during the school year, the teacher will be relieved of regular duties
two (2) school days to complete the transfer. The District will provide boxes and needed
moving supplies and will move all materials.
092309
39
Section 9
INVOLUNTARY TRANSFER
An involuntary transfer shall be defined as a change from one building to another without
change in salary when the teacher has not requested such transfer.
It is recognized that an involuntary transfer is not a generally satisfactory method for
filling a vacancy and, as such, will not be resorted to unless all other reasonable avenues
have been pursued. However, the parties recognize that because of overstaffing a building
or the loss or relocation of a program, it may be necessary to involuntarily transfer
teachers. The teacher with the least seniority in an elementary building, secondary
department, or special program shall be involuntarily transferred unless there is an
overriding program need. The district shall notify the teacher in writing when an
involuntary transfer is made. In the event that there is more than one teacher being
involuntarily transferred at the same time, then the teacher with the greatest seniority shall
be given first choice of the positions being filled involuntarily.
For the purpose of involuntary transfer, and for that purpose only, the seniority of a
teacher who, in the immediately preceding twelve (12) months had a leave replacement
contract which was changed to provisional or continuing status, shall be:
(1) considered to be less than the seniority of any teacher in that elementary
building, secondary department, or special program and
(2) the normal definition of seniority in the case of two teachers in this
circumstance in the same elementary building, secondary department, or special
program.
If an involuntary transfer occurs during the school year, the teacher will be relieved of
regular duties two (2) school days to complete the involuntary transfer. The District will
provide boxes and needed moving supplies and will move all materials.
Persons involuntarily transferred shall have the first priority in filling vacancies from
which they were involuntarily transferred within a two (2) year period from the time the
teacher was transferred.
In an effort to support the professional growth and retention of new teachers, those
teachers holding provisional contracts will be exempt from the involuntary transfer
process. Therefore, the teacher holding a regular contract with the least seniority in an
elementary building, secondary department, or special program shall be involuntarily
transferred unless there is an overriding program need.
092309
40
Section 10
JOB SHARING
1.
Definition
Job sharing shall refer to two (2) teachers sharing one (1) full-time position or to one
(1) teacher filling a part-time position while also being on part-time annual leave for
the balance of a full-time contract.
2.
Responsibilities of an assignment by two (2) job sharers may be divided and/or
allocated according to a plan designed by the job sharers with the approval of their
immediate supervisor.
3.
Job sharing assignments shall be filled only by teachers who have jointly agreed to
work together.
4.
Teachers holding job sharing assignments shall be granted the appropriate annual
fractional leave which may be renewed upon mutual agreement of the teachers,
immediate supervisor, and Human Resources.
5.
In the event a long-term replacement is required for a job sharer, the district will ask
the remaining teacher if she/he would like to fill the position.
8/27/93
41
Section 11
STAFF REALLOCATION
It is recognized that a need exists to provide reallocation of staff to meet the unique needs
of both the individual employee and the district. The reasons for such staff reallocation
may be staff revitalization, staff compatibility, resolution of a personal problem, or
maintenance or improvement of the educational program. Staff reallocation shall be
limited so as not to be overly disruptive to an individual building. Accordingly, transfers
for the following year, may be made, notwithstanding any other provision(s) of this
Agreement. The individual transfer may be requested by the teacher and/or the
building/program administrator and shall be decided by the superintendent or his/her
designee and the Association President. Employee(s) so transferred shall be notified in
writing as soon as possible, but not later than June 10 of the school year. The written
notification shall include the reason(s) for the staff reallocation.
The provisions of Article IX of this Agreement relating to grievances shall not be
applicable to assignments made using the staff reallocation process.
8/27/93
42
Section 12
INVOLUNTARY TRANSFER FOR BUILDING CLOSURE
In the event of an anticipated building closure, the following involuntary transfer process
will be implemented.
The district shall notify the Association and affected employees of the impending closure
no later than May 15 of the year preceding the closure.
The employee with the greatest seniority within that elementary building, secondary
curricular area, or special program shall have first choice of available positions in his/her
current content area for which he/she is qualified.
The District and Association shall agree to the list of open positions before releasing the
list to the employees and before posting these positions. Should additional positions
become available before the actual selection, the Association shall be notified and the
positions will be added to the list.
Employees will be notified of all open positions as early as possible prior to the end of the
school year. The employees shall be allowed three days to consider the available
positions. The District shall contact each employee in order of seniority. The employee
will select from the available positions.
Employees in specialized positions, where there may be limited opportunities for
selection, shall be placed in positions on a case-by-case basis based on their
qualifications. These positions may include, but are not limited to, art, technology,
library, and counseling. Employees teaching music shall be placed using current District
practice.
For the purpose of involuntary transfer caused by a building closure, the seniority of the
employee who, in the immediately preceding twelve months, had a leave replacement
contract which was changed to provisional or continuing status, shall be considered to
have less seniority than any teacher in that elementary building, secondary curricular area,
or special program.
In the event that two or more employees had a leave replacement contract which was
changed to provisional or continuing status, their seniority shall be determined as defined
in Article VII, Section 8.C.1 and 2.
101107
43
ARTICLE V - LEAVES
Section 1
LEAVE FOR ILLNESS, INJURY AND EMERGENCIES
Each teacher under contract with the District shall be granted twelve (12) days sick leave
for illness, injury and emergencies as defined herein.
Sick leave accumulated by a teacher while employed in a certificated position in any
school district in the state shall be granted to such person upon employment in the
District, provided such accumulated sick leave is verified by the previous employer(s).
Compensation for sick leave shall be the same as the employee‘s regular rate.
The District shall administer a leave sharing program as authorized by Chapter 392-126
WAC.
Any sick leave not taken shall accumulate from year to year unless the teacher elects to be
paid for some accumulated sick leave under the Attendance Incentive Program as
provided by the following: (1) in January any eligible employee may exercise an option to
receive remuneration for unused leave for illness or injury accumulated in the previous
year at a rate equal to one day‘s monetary compensation of the employee for each four
full days of accrued leave for illness or injury in excess of sixty (60) days. Leave for
illness or injury for which compensation has been received shall be deducted from
accrued leave for illness or injury at the rate of four days for every one day‘s monetary
compensation; PROVIDED that no employee may receive compensation under this
section for any portion of leave for illness or injury accumulated at a rate in excess of one
day per month; (2) at the time of separation from school district employment due to
retirement or death, an eligible teacher or the teacher‘s estate shall receive remuneration
at a rate equal to one day‘s current monetary compensation of the employee for each four
days accrued leave for illness or injury. No more than 180 accrued sick leave days shall
be eligible for conversion.
Any time a teacher is absent in excess of five (5) consecutive working days, certification
must be provided by a licensed healthcare provider that the absence was due to illness, or
injury, and must be renewed every ten (10) days, unless other arrangements are approved
by Human Resources. After an employee uses fifteen (15) days of sick leave during any
one school year, the District may require certification by a licensed healthcare provider
that any additional use of sick leave is due to illness or injury.
Employee
Employees may use sick leave when they are unable to attend work because of illness or
injury.
092309
44
ARTICLE V - LEAVES
Section 1
LEAVE FOR ILLNESS, INJURY AND EMERGENCIES (continued)
Child
Employees may use sick leave for the illness of their child under the age of 18 that
requires supervision or medical treatment. Any absence in excess of five (5) days will
require certification from a licensed healthcare provider.
Employees may use sick leave to care for children over 18 who are incapable of self-care
because of mental or physical disability. Incapable of self-care means that the individual
requires active assistance or supervision to provide daily self-care in several of the
activities of daily living. This includes activities such as grooming, bathing, dressing,
cooking, cleaning, shopping, paying bills, eating, etc. Any absence in excess of five (5)
days will require certification from a licensed healthcare provider.
Other Family Members
Employees may use sick leave to care for a spouse or domestic partner with a serious
health or emergency condition as certified in writing by a licensed healthcare provider.
Additionally, employees may use sick leave for up to five (5) days maximum per
academic year to care for a parent, parent-in-law, or grandparent with a serious health or
emergency condition as certified in writing by a licensed healthcare provider. KSD may
require the employee to furnish evidence that no alternative to the employee‘s absence is
practicable.
Serious health condition means an illness, injury, impairment, or physical or mental
condition that involves any period of incapacity or treatment connected with inpatient
care in a hospital and the like. It also includes the period of incapacity or subsequent
treatment or recovery in connection with the inpatient care as long as it includes any
period of inability to work, attend school or perform other regular daily activities.
Emergency condition means a health condition that is a sudden, generally unexpected
occurrence related to health that demands immediate action, and is very short term in
nature.
In the case of a strike or work stoppage by any association or union associated with the
Kent School District, the Board of Directors reserves the right to ask for a licensed
healthcare provider‘s validation of illness provided the Board acts to give advance notice
that this provision will be implemented during a specific time.
092309
45
ARTICLE V - LEAVES
Section 1
LEAVE FOR ILLNESS, INJURY AND EMERGENCIES (continued)
Experience credit for determining salary schedule placement and seniority shall be the
same as the experience credit the teacher would have received had such person not taken
sick leave.
Any teacher returning from taking sick leave shall be assigned to the same position held
at the time the leave commenced, or if such leave extended from one (1) school year into
the subsequent school year and that position is no longer available, such teacher shall be
assigned to an equivalent position.
092309
46
ARTICLE V - LEAVES
Section 2
DISCRETIONARY LEAVE
1.
Three (3) days of discretionary leave with pay per year shall be available to all
teachers.
2.
No more than fifteen (15) percent of staff per building (rounded up to the nearest
whole number) will be granted leave for any given day. No leaves of this type will be
granted on the days directly before or after holidays, the first or last day of school,
the day before or after the winter break, the day before or after the February break, or
the day before or after the April break; however, discretionary leave may be used for
such days for one of the following reasons:
2.1 Legal affairs that cannot be conducted at another time.
2.2 Situations created by forces of nature having significant deleterious effects upon
the teacher‘s property, health, or family safety.
2.3 Preadoptive leave.
2.4 Birth of a teacher‘s child.
2.5 Funerals not covered by bereavement leave.
2.6 Noninjury accidents when teachers are enroute to work.
2.7 Failure of a public transportation carrier to meet a regularly scheduled operation.
2.8 Educationally significant events that involve the employee or student within the
employee‘s care, e.g., graduation.
2.9 Employee‘s observance of a bona fide religious event based on the tenets of
his/her own faith.
3.
4.
The procedures for obtaining such leave are as follows:
a.
The employee must give notice for such leave, identifying it as employee
discretionary leave, to the principal or supervisor five (5) days in advance of
taking said leave. Must have recommendation for approval by the supervisor in
situations when advance notification cannot be given.
b.
Supervisor‘s signature does not necessarily imply approval of paid leaves. The
absence report will then be forwarded to Human Resources to ensure that
negotiated agreement allowable leave requirements have been met.
In an effort to provide employees flexibility regarding the use of discretionary leave,
one day of discretionary leave may be carried forward for use in the following year.
If carried forward such day must be used or it will be lost. The carry forward day is
not eligible for cash out. Except for one day which can be carried forward into the
following year, discretionary leave is noncumulative. Employees will be
091411
47
ARTICLE V - LEAVES
Section 2
DISCRETIONARY LEAVE (continued)
electronically notified of the opportunity to ―roll over‖ a discretionary day not less
than three (3) weeks prior to the June 10 deadline for submission. Once the request
has been submitted, it is irrevocable.
5.
Employee discretionary leave may not be used for any day on which the District
operates under an emergency schedule due to inclement weather, unless such leave is
prearranged at least five days in advance as outlined in item #3a of this section.
However, when the district is operating on an emergency, shortened schedule due to
inclement weather, any teacher arriving after the start of the adjusted student day will
use employee discretionary leave first (if available), and then leave for illness, injury,
and emergencies in half-hour increments (see Article VII, Section 1, 9).
6.
Employees with unused employee discretionary leave as of June 30 of the preceding
school year will be eligible to receive remuneration for unused leave. The employee
must have the equivalent of at least one-half workday balance in order to exercise
this option. Remuneration shall be equal to the then daily guest teacher rate times the
number of discretionary leave days balance. The discretionary leave balance shall be
reduced to zero (0). Payment shall be made no later than July.
Teachers who notify the district of their intent to retire by April 1 will automatically
receive per diem remuneration for any unused discretionary leave. Written
notification of intent to retire must be submitted to human resources by April 1 or the
daily guest teacher rate will be used for leave cash out purposes.
091411
48
ARTICLE V - LEAVES
Section 3
EXTENDED HEALTH LEAVE
A teacher who is unable to perform his/her duties because of health reasons may be
granted a leave of absence up to one (1) year without pay.
The District may require certification by a licensed health care provider that the health
reason is valid and may also require that the employee present written permission by
his/her licensed health care provider before returning to active service.
Application for such leave shall be made in writing to Human Resources.
8/27/93
49
ARTICLE V - LEAVES
Section 4
MATERNITY/PARENTAL LEAVE
A maternity leave without pay shall be granted to any teacher because of medical
disability due to childbearing, as verified in writing by the teacher‘s licensed health care
provider, for the period the licensed health care provider verifies the teacher is disabled
due to childbearing.
All or any portion of a maternity leave taken by a teacher because of a medical disability,
may at the teacher‘s option, be charged to her available sick leave for the period the
teacher‘s personal licensed health care provider certifies in writing that the teacher is
disabled due to childbearing.
If the child is born on or before April 1, the teacher may elect to take an optional parental
leave of absence without pay for the purpose of child rearing for any portion of the
remaining school year. If the child is born after April 1, the teacher may elect to take an
optional parental leave of absence without pay for any portion of the remaining school
year or for the balance of the remaining school year and for any portion of the following
school year if so requested in writing by June 1.
If a teacher is on an unpaid parental leave of absence and does not qualify for FMLA, the
teacher must work a minimum of half of the school days in the month of June in order to
receive district benefits for the time period beginning July 1 through September 30.
A parental leave may be granted for adopting or receiving permanent custody of a child
through the age of five (5). The leave may commence at any time during the first year
after receiving de facto custody of said child, or prior to receiving custody if necessary in
order to fulfill requirements for adoption.
Teachers shall make application for maternity or parental leave in writing to Human
Resources. Such request must be made at least thirty (30) days prior to the date on which
such leave is requested to begin. Such leave request must state a return to work date
which may be extended as circumstances require.
Early return from leave: A teacher who has been granted maternity or parental leave and
desires to return to service during the period of the leave may return at a time mutually
agreeable to the teacher and the superintendent or designee.
092309
50
ARTICLE V – LEAVES
Section 4
MATERNITY/PARENTAL LEAVE (continued)
Reemployment rights: Assignment upon return from maternity or parental leave shall be
guaranteed and shall be into the teacher‘s former position, if available, or if not available,
at least an equivalent position. Such teacher shall retain all rights, seniority and benefits
commonly afforded teachers on leave without pay, including those under the continuing
contract statutes.
A teacher who is pregnant may continue in active employment as late into her pregnancy
as she desires, unless her health care provider determines she is unable to properly
perform her required duties.
092309
51
ARTICLE V - LEAVES
Section 5
BEREAVEMENT LEAVE
Up to five (5) days bereavement leave may be granted in the event of a death in the
―Immediate Household‖ or ―Immediate Family.‖ Bereavement leave of one (1) day may
be granted for a person within the ―Not Immediate Family‖ definition.
Definitions:

Immediate Household – All people living in the same family unit, not necessarily
related.

Immediate Family – Husband, wife, parent, child, brother, sister, son-in-law,
daughter-in-law, brother-in-law, sister-in-law, father-in-law, mother-in-law,
grandparent, or grandchild.

Not Immediate Family – Niece, nephew, aunt, uncle, cousin, or close friend.
Bereavement leave shall not be cumulative.
091411
52
ARTICLE V - LEAVES
Section 6
LEAVE TO SERVE AS AN ELECTED PUBLIC OFFICEHOLDER
Teachers are encouraged to exercise their rights in a full range of citizenship activities.
With three (3) weeks‘ notice, a teacher may be granted up to four (4) weeks of continuous
leave without pay or benefits for the purpose of campaigning for his/her own election. A
successful candidate to a public elective office which would require absence from his/her
normal teacher contractual obligations will be granted leave without salary or benefits
during the leave period.
8/27/93
53
ARTICLE V - LEAVES
Section 7
JURY DUTY OR SUBPOENA LEAVE
Leaves of absence shall be granted for jury duty or when subpoenaed as a witness. The
teacher shall notify the District when notification to serve on jury duty or as a subpoenaed
witness is received.
9/26/01
54
ARTICLE V - LEAVES
Section 8
MILITARY LEAVE
The District will comply with current state statutes, including RCW 41.26.520,
RCW 38.40.060, and the federal Uniformed Services Employment and Reemployment
Rights Act, US Code, Title 38, Chapter 43.
8/27/93
55
ARTICLE V - LEAVES
Section 9
PROFESSIONAL LEAVE
With the approval of the superintendent‘s designee, paid professional leave may be
granted for up to seven (7) days per year. Additional days must be approved by the
assistant superintendent of Human Resources. When necessary, the District shall provide
guest teachers to perform the duties of teachers who have been granted professional leave.
Should an honoraria or stipend be provided to the teacher for attending the educational
meeting, payment will be given to the District to offset the costs of the expenses and a
guest teacher. Any excess will be retained by the teacher.
062205
56
ARTICLE V - LEAVES
Section 10
PRESIDENT‘S LEAVE
To promote a greater sense of community and labor/management collaboration between
the District and Association, the superintendent shall grant a full-time leave of absence to
the president of the Association at the beginning of each school year.
During the leave the District shall make salary payments to, and insurance contributions
on behalf of, the president as if he/she were not on leave, provided that the Association
shall reimburse the District in advance monthly for the salary cost of the president.
In addition, any credit for state retirement shall be granted on the basis of the rules and
regulations as governed by that system.
In the event the Association fails to reimburse the District in advance as required above,
the District may, at its discretion, cancel this section in its entirety.
The Association agrees to indemnify and hold the District harmless against any and all
claims, demands, suits, attorney fees, or other forms of liability that may arise out of or by
reason of the District‘s compliance with the terms of this section.
2/28/96
57
ARTICLE V - LEAVES
Section 11
ON-THE-JOB INJURY
All teachers covered by this agreement shall be covered by the Washington State
Workers‘ Compensation Law, self-insured by the Kent School District. The cost of the
industrial insurance and Medical Aid coverage will be borne by the employer. The cost of
the Pension Fund will be shared equally by the teacher and the employer in accordance
with the Workers' Compensation Law.
An injury while on duty shall include and be limited to physical injuries sustained on or
off District property to a teacher performing services required by the District in
connection with the performance of a teacher‘s regular or supplemental contract
responsibilities.
Whenever an employee is absent from employment and unable to perform duties as a
result of a personal injury sustained in the course of employment, said employee shall be
entitled to use accumulated sick leave. In the event the employee acquires Industrial
Insurance Benefits in the form of time-loss payments, the employee shall have the option
of using sick leave on a pro rata basis so that the combination of time-loss payments and
sick leave benefits will equal the employee‘s regular salary (under no combination of the
above shall an employee be paid greater than their current salary amount). An employee
may lawfully elect not to file a worker‘s compensation claim and instead utilize full
accumulated sick leave. However, the district will not promote, encourage, or advise
employees in any way to exercise this option.
Upon exhaustion of sick leave, said employee shall be entitled to leave without pay
(except for any Workman‘s Compensation Award) for the balance of the time
documented by the employee‘s licensed health care provider. Upon verification by a
licensed health care provider of the employee‘s ability to return to light duty, the
employee shall be so assigned if such light duty is, in fact, available. Upon verification by
a licensed health care provider of the employee‘s ability to perform the essential functions
of the employee‘s job with or without reasonable accommodations, the employee shall be
returned to regular duties.
092309
58
ARTICLE V - LEAVES
Section 12
OTHER LEAVES
Leaves of absence, either full-time or partial, without pay, which are in the best interest of
the District may be granted to teachers for up to one (1) year period for the purpose of
study, travel, recuperation, teaching in another school district, working in a professionally
related field or other approved activities. Such leave may also be granted for job-sharing
assignments, subject to the provisions of Article IV, Section 10, Job-Sharing.
The District may grant a leave of absence, either full-time or partial, to teachers to assume
an educational assistant position. During the leave, the District shall make salary
payments to, and insurance contributions on behalf of, the employee as if he/she were not
on leave of absence. In addition, any credit for state retirement shall be granted on the
basis of the rules and regulations as governed by that system.
Leave of absence without pay from the bargaining unit may be granted to certificated
employees for temporary administrative assignment.
Leaves for study, travel, teaching in another school district, or working in a professionally
related field must be requested in writing on or before June 1.
8/27/93
59
ARTICLE V - LEAVES
Section 13
SHORT-TERM LEAVE WITHOUT PAY (LWOP)
Purpose: The District and the Association recognize that employees are committed to
meeting the needs of their students, public, and colleagues. They also recognize that
employees may at certain times have personal or family needs, or professional
opportunities to broaden or enhance their job skills which may conflict with job
responsibility. To resolve these conflicts, the parties hereby establish a collaborative
process to accommodate an employee‘s need for leave without pay.
Exhaustion of or inability to use discretionary leave. In the event an employee has
exhausted discretionary leave and/or the employee is unable to use discretionary leave,
opportunities will be made available for employees to utilize leave without pay given the
following conditions:
1. The leave of absence must meet a unique need or special circumstance for one of
the following reasons:
•
•
•
•
•
•
•
Extraordinary opportunity for travel
Classes or professional training
Job interviews
Religious reasons (includes religious holiday)
Personal growth experience
Family obligation or celebration
Family hardships not covered by paid leaves (including illness)
2. The request for leave without pay shall be made to the employee‘s
principal/supervisor no later than five (5) school days in advance of the first day of
absence. In the event of an emergency or an extraordinary situation, the employee
shall attach a complete explanation of the request. The principal/supervisor
signature on the absence form indicates an awareness of the request but does not
imply approval.
3. The total leave without pay and discretionary leave absences shall not exceed 15%
absences in a building on any school day, with the exception of days directly before
or after holidays, the first or last day of school, the day before or after the winter
break, the day before or after the February break, or the day before or after the April
break. On those days the limitation shall not exceed 10%. The limitation shall be
administered on a first-come, first-serve basis at the building level.
9/25/02
60
ARTICLE V - LEAVES
Section 13
SHORT-TERM LEAVE WITHOUT PAY (LWOP) (continued)
4. An individual employee shall have the opportunity for leave without pay for a total
of ten (10) days in a five (5) year period provided that leave without pay is limited
to a total of five (5) consecutive days absence. In the event the District designee
agrees an extraordinary situation or emergency exists, the five (5) day limitation
may be waived.
5. Use of leave without pay for extraordinary trips or travel is limited to twice in any
five (5) year period.
6. Payroll deduction: Leave without pay shall be deducted at one day of the
employee‘s base contract for each day of absence. Payroll shall make the deduction
using the established payroll cutoff dates.
7. A joint committee of two (2) KEA and two (2) District members shall be formed for
the purpose of hearing an appeal of a denied leave without pay request.
Exhaustion of sick leave. For reasons valid under the conditions specified in this
collective bargaining agreement for sick leave, anyone who exhausts sick leave will be
granted leave without pay due to the exhaustion of sick leave. The stipulations of the
bargaining contract apply regarding licensed health care provider verification, etc.
9/25/02
61
ARTICLE V - LEAVES
Section 14
LEAVE PROVISIONS
All leaves of absence for a period of one (1) year or more must be requested in writing to
human resources and shall require approval of the Board of Directors.
Leaves of less than one (1) year without pay may be approved and granted by the
Superintendent or designee.
Leaves not requiring approval of the Board of Directors will require that the employee
submit a ―Reason for Absence‖ form upon return to service. Forms shall be provided by
the District for this purpose. The forms shall not be in conflict with the terms of the
Agreement.
An employee on Maternity/Paternal Leave, or a Leave for Study shall not be denied the
opportunity to be placed on the guest teacher list.
While on a leave of absence, the employee shall have the option to remain an active
participant in fringe benefit programs by contributing thereto the amount required, but
with no District contribution.
Reemployment rights: Assignment upon return from leave without pay shall be
guaranteed and shall be into the teacher‘s former position if available, or if not available,
at least an equivalent position. Such teacher shall retain all rights, seniority and benefits
commonly afforded educators on leave without pay, including those under the continuing
contract statutes.
051403
62
ARTICLE V - LEAVES
Section 15
FAMILY AND MEDICAL LEAVE
In accordance with the Family and Medical Leave Act (P.L. 103-3) and in addition to any
other leave provisions in this Agreement, every eligible teacher shall have the right to
take up to a combined total of twelve (12) weeks of leave without pay per school year in
connection with: (1) the birth and first year of care of a child; (2) the adoption or foster
parent placement of a child; (3) the serious health condition of an employee‘s spouse,
child, or parent; and (4) the employee‘s own serious health condition. When medically
necessary, leave may be taken intermittently or on a reduced leave schedule (a leave
schedule which reduces the number of hours per workday). The taking of leave
intermittently or on a reduced leave schedule shall not reduce the total amount of leave to
which the teacher is entitled.
A teacher shall be eligible to use the provisions of this section if the teacher was
employed 1250 hours or more during the immediately previous school year.
A ―serious health condition‖ means an illness, injury, impairment, or physical or mental
condition that involves continuing treatment by a health care provider or inpatient care in
a hospital, hospice, or residential medical care facility. A ―parent‖ means a biological
parent or de facto parent. A ―child‖ means a biological, adopted, or foster child, a
stepchild, a legal ward, or a child of a person standing in loco parentis, who is—(1) under
18 years of age; or (2) 18 years of age or older and incapable of self-care because of a
mental or physical disability.
While a teacher is on Family and Medical Leave, the District and the teacher shall
continue to make their respective contributions to the teacher‘s benefits so that the
teacher shall continue to receive benefits just as if the teacher were not on leave.
When foreseeable, the teacher must provide 30 days notice of the date when the leave is
to begin, unless circumstances dictate otherwise, in which case the teacher shall provide
such notice as is practicable.
The District may require the teacher to provide certification from teacher‘s health care
provider, or a family member‘s health care provider as to: (1) the date that the condition
commenced, (2) the duration, (3) the necessity for the teacher‘s leave, and (4) the
teacher‘s inability to perform his/her job functions. Upon return to the work, the District
may require the teacher provide certification from his/her health care provider that the
teacher is able to resume work.
8/27/93
63
ARTICLE VI - SALARIES, STIPENDS AND BENEFITS
Section 1
PROVISIONS GOVERNING TEACHERS‘ SALARY SCHEDULE
A. General Condition
Each teacher‘s salary for the current school year shall be determined by the teacher‘s
placement on the KENT TEACHERS‘ SALARY SCHEDULE developed in
compliance with the state salary schedule and the allocation determined by the
legislature, and the Supplemental TRI Schedule described in Article VI, Section 4,
6.c. The salary schedule and the Supplemental TRI Schedule are attached as
Exhibit H and Exhibit H-1. Prior to September 1 each year, parties shall reopen
bargaining on Exhibit H-1 for the ensuing school year.
B. Compliance
It is the intent of the parties to comply with the limitations imposed by
RCW 28A.400.200 and the State Budget. No provisions of the Agreement shall be
interpreted or applied so as to place the District in breach of the salary limitations
imposed by state law or subject the District to state funding penalty.
C. Salary Placement
Teachers shall be placed on the salary schedule and the Supplemental TRI Schedule
according to:
1.
Criteria established by the State Law, WAC and as further specified in the
annual SPI reporting guidelines for the S-275 report, and
2.
Certification, degree, official transcripts, and experience verification on file as
of the date of issuance of the individual teacher contract. Adjustments will be
made as per D, below.
D. Advancement
1.
No advancement on the salary schedule shall be made until the appropriate
documentation (certification, degree, official transcripts, and experience
verification) is registered in Human Resources.
092309
64
Section 1
PROVISIONS GOVERNING TEACHERS‘ SALARY SCHEDULE (continued)
2.
Any returning teacher planning on advancement for the ensuing school year
must:
a. Have all necessary course credit or experience completed on or before October 1
each year for advancement credit for that school year, and
b.
Have appropriate documentation submitted to human resources prior to
November 1 each year for advancement credit for that school year. Salary
advancement shall not be credited any later than November 1 of the fiscal
school year, unless the teacher can produce evidence that the circumstances
were beyond his/her control.
3.
All new hires must have appropriate documentation of all course credit,
including clock hours, and experience registered in Human Resources within
ninety (90) calendar days of their first day of work in order for the credit and/or
experience to be applicable to the current year salary, unless the teacher can
produce evidence that the absence of the documentation is beyond his/her
control. Documentation received after the cutoff date will be applicable for the
following school year in accordance with the terms and conditions of the
applicable collective bargaining agreement.
4.
Advancement shall further be in accordance with criteria established by the
State Law, WAC and as further specified in the annual SPI reporting guidelines
for the S-275 report.
092309
65
Section 2
COMMITMENT, COMPLETION, LONGEVITY, AND NATIONAL BOARD
CERTIFICATION STIPENDS
A. Commitment Stipend
In recognition of commitment to education and numerous additional responsibilities
throughout the year, the Kent School District and Kent Education Association agree to
the provision of a commitment stipend. Employees must have started working under
contract by the first day of the second semester of the previous school year, and fulfilled
their contractual obligations through November of the current school year. Continuing
employees must also have signed and returned their contracts by May 31 of the previous
school year. The annual stipend will be distributed to employees in the November pay
warrant based on FTE and the salary schedule placement as follows:
BA, Steps 1-8
BA+15, Steps 1-9
BA+30, Steps 1-10
BA+45, Steps 1-12
BA+90, Steps 1-16
BA+135, Steps 1-16
MA, Steps 1-9
MA+45, Steps 1-9
MA+90 or PHD, Steps 1-9
$2,000
$2,000
$2,000
$2,000
$2,000
$2,000
$2,000
$2,000
$2,000
MA, Steps 10-16
MA+45, Steps 10-16
MA+90 or PHD, Steps 10-16
$2,600
$2,600
$2,600
B. Completion Stipend
In recognition of commitment to education and numerous additional responsibilities
throughout the year, the Kent School District and Kent Education Association agree to
the provision of a completion stipend. Teachers placed on Step 0 will receive a
completion stipend of $2,000 at the end of their first fully completed year of teaching on
the June pay warrant. The completion stipend will be prorated based on the hire date for
teachers starting after the first day of school.
091411
66
ARTICLE VI – SALARIES, STIPENDS AND BENEFITS
Section 2
COMMITMENT, LONGEVITY, AND NATIONAL BOARD CERTIFICATION
STIPENDS (continued)
C. Longevity Stipend
In recognition of commitment to education the Kent School District and Kent Education
Association agree to the provision of a longevity stipend. Employee eligibility regarding
number of years of service will be determined based on the rounding used for experience
and education. The annual stipend will be paid in monthly increments throughout the year
based on FTE and the salary schedule. The annual stipend is as follows:
BA+90, Step 16, with 20-24 years of experience
MA, Step 16, with 20-24 years of experience
BA+135, Step 16, with 20-24 years of experience
MA+45, Step 16, with 20-24 years of experience
MA+90 or PHD, Step 16, with 20-24 years of experience
$1,600
$1,600
$1,675
$1,700
$1,800
BA+90, Step 16, with 25 or more years of experience
MA, Step 16, with 25 or more years of experience
BA+135, Step 16, with 25 or more years of experience
MA+45, Step 16, with 25 or more years of experience
MA+90 or PHD, Step 16, with 25 or more years of experience
$2,675
$2,700
$2,800
$2,850
$3,000
D. National Board Certification Stipend
As per Washington State legislation and in recognition of National Board Certification,
the annual stipend provided by the state will be paid as a lump sum of $5,000. Should a
National Board Certified employee be assigned to a high poverty building population, in
accordance with WAC 392.140.973, that National Board Certified employee will receive
an additional stipend of $5,000. Said stipends are contingent on state funding for the
National Board Certification stipend and will include any changes in the amount as
determined by the legislature.
Payment will be made to the teacher with continuing board certification in the September
pay warrant. Newly National Board Certificated employees will be paid no later than the
pay period immediately following the period in which the district receives notification of
attainment.
091411
67
ARTICLE VI – SALARIES, STIPENDS AND BENEFITS
Section 2
COMMITMENT, LONGEVITY, AND NATIONAL BOARD CERTIFICATION
STIPENDS (continued)
E. National ESA Certification Stipend
The District will provide a stipend in the amount of $5,000 per school year for
Educational Support Associates who possess the following recognized national
certifications.
Speech Language Pathologists
Registered Nurses
Occupational Therapists
*Physical Therapists
Psychologists
Certificate of Clinical Competence
National School Nurse Certification.
National Board for Certification in Occupational
Therapy (NBCOT)
National Physical Therapist Examination (NPTE)
National Certification in School Psychology
(National Association of School Psychologists);
or American Board of Professional Psychology
Diplomate
*For physical therapists, passage of the National Physical Therapist Examination (NPTE)
will be accepted in lieu of national certification.
Payment will be made to the teacher with continuing board certification as a lump sum in
the September pay warrant. The employee must provide Human Resources with a copy of
his/her national certification by September 1 in order for the stipend to be paid on the
September 30 pay warrant. Educational Support Associates who are newly certified will
be paid no later than the pay period immediately following the period in which the district
receives a copy of the certification from the employee.
In the event that a new ESA classification is added by the District, the Union and the
District will meet to determine if this classification has a national certification beyond
minimum licensing requirements. If such certification exists, the contract will be
modified to include a stipend in the same amount for the added job classification.
091411
68
Section 3
GUEST TEACHER SALARIES AND OTHER CONDITIONS
A. There shall be two classifications of guest teacher service.
1.
Regular guest teachers.
2.
Long-term guest teachers utilized in assignments of 20 consecutive days or more
in the same assignment.
B. The base rate of pay for guest teachers shall be as follows:
1.
Full day = $133.35
2.
Half day = $76.20
3.
Daily regular guest teachers as defined in Section A.1 above, working twenty
(20) nonconsecutive days or more, will be paid a bonus of $200 for each
completed 20 work day segment gained in at least half-day increments. The
bonus shall be paid three times per year to eligible regular guest teachers.
4.
In-service opportunities designated by the District for pay for guest teachers will
be compensated at hourly rate of (half-day pay ÷ 4).
5.
Long-term guest teacher assignments of twenty (20) days or more shall be paid
in accordance with the Teacher‘s Salary Schedule retroactive to the first day of
assignment.
6.
If a guest teacher is offered a position which is contingent on enrollment and the
position is eliminated due to lack of enrollment during the first 19 days of the
school year, then the guest teacher shall be paid in accordance with the
Teachers‘ Salary Schedule for each day he/she worked in the position.
7.
Retired certificated employees who worked for KSD at the time of retirement
shall be paid an additional $5.00 per full day worked as a daily regular guest
teacher as defined in Section A.1.
091411
69
Section 3
GUEST TEACHER SALARIES AND OTHER CONDITIONS (continued)
C. Conditions
1. An assignment of less than four (4) hours per day shall constitute a one-half day
assignment. For special purposes, a guest teacher may be assigned for an
additional hour. The rate of pay will be half-day rate ÷ 4. In all other situations,
or if the special purpose is for more than one (1) hour, an assignment of four (4)
hours per day or more shall constitute a full-day assignment.
2.
The workday for a guest teacher shall be the same as the workday of the regular
teacher whose position the guest teacher is filling, or that portion of the regular
teacher‘s workday for which the guest teacher is assigned.
3.
In the event a guest teacher called by the District reports for duty, and no
assignment exists, the guest teacher may choose to remain at the building on an
alternate assignment designated by a building administrator for one-half day and
be paid the one-half day rate, or may choose to leave the building and receive no
compensation.
4.
Long-term guest teachers who are replacing a teacher whose normal assignment
requires travel between schools or travel within the District on school business
will be compensated for mileage as per Article VI, Section 11, Travel.
5.
Guest teachers who serve two one-half day assignments in the same day, which
requires travel to an additional building, shall be compensated at the rate of two
one-half assignments, but shall not receive travel reimbursement.
6.
Secondary guest teachers who serve six straight periods without a conference
period shall be compensated at the rate of two one-half day assignments.
7.
The District shall conduct an optional Orientation Workshop for guest teachers
at the beginning of each school year. The purpose of the workshop is to provide
guest teachers an opportunity to gather and share additional information about
being successful as a guest teacher beyond the information provided in the
Guest Teacher Handbook. The Association and District will mutually designate
some experienced guest teachers as presenters for the Workshop.
091411
70
Section 3
8.
The District shall provide each guest teacher represented by the Association a
Handbook, including copies of District rules and regulations affecting guest
teachers, membership dues deduction information, a map showing building
locations, a list of all school buildings, including addresses and phone numbers,
application procedures, information relating to in-service opportunities, pay
warrant data, and the Substitute Office phone number. Guest teachers may
submit suggestions to Human Resources for revisions of the handbook.
At each building, the District shall provide the guest teacher with a folder which
contains information pertinent to the guest teacher‘s assignment.
9.
Principals who have supervised a guest teacher for ten (10) days or more will,
upon request, complete a Professional Reference Form. A copy will be given to
the guest teacher upon request.
10. Guest teachers who are also applicants for contracted positions in the District
shall be provided, upon their request, a copy of their Applicant Tracking System
summary sheet excluding the District's confidential pre-screening scores.
11. In the event an administrator submits a Guest Teacher Feedback Form which
includes a recommendation not to send the guest teacher to the site again or to
substitute for a specific teacher again, the administrator's recommendation will
not be implemented unless the following conditions are satisfied:
a.
The guest teacher is provided a copy of the Guest Teacher Feedback Form
signed by the administrator within five days of the date the form is received by
Human Resources.
b.
The guest teacher is notified that he/she has five days to request a meeting to
discuss the Guest Teacher Feedback Form with Human Resources before any
final decision is made and that the guest teacher may have an association
representative at this meeting. During this time, the guest teacher will not be
sent to work at the site before a final decision is made. If the guest teacher does
not request a meeting within five days, then the recommendation may be
implemented.
091411
71
Section 3
D. Insurance Benefits
The District shall allow guest teachers who have been on the Kent guest teacher list
for at least the past five consecutive years to participate in one of the medical
insurance programs by paying their own premium. The method of payment shall be
as follows:
1.
Initially the guest teacher who is eligible for insurance coverage shall make the
first month‘s payment and a second month‘s deposit. By the 5th day of each
month, the guest teacher employee shall submit to the District payroll office a
check in the amount of the premium due.
2.
In a month when the guest teacher fails to deliver payment to the payroll office,
the deposit will be forwarded to the insurance carrier as payment. If the deposit
is used, the payroll office shall notify the guest teacher within two weeks that
the deposit was used. The guest teacher shall be solely responsible for leaving
another deposit with the payroll office within two weeks to make the premium
payment if it is again necessary.
3.
Failure to make the required payment to the payroll office as detailed in 1 and 2
above shall serve as the guest teacher‘s notice to the District that the guest
teacher wishes to discontinue his or her medical insurance coverage.
4.
In order to identify a group of guest teachers who may participate in selected
District insurance programs on a self-paid basis, in addition to those guest
teachers who qualify under Article VI, Section 2, Subsection D of the
Agreement between the parties, a Preferred Substitute Participation Plan
(―Plan‖) will operate as outlined below:
a.
Any guest teacher who worked as a guest teacher for 90 days or more in the
District during the immediately preceding school year, and who remains
available to work as a guest teacher in the District, may participate in the Plan
by notifying the District before August 15 of his/her desire to participate in the
Plan for the upcoming school year.
091411
72
Section 3
b.
Any guest teacher participating in the Plan shall be eligible to join, on a selfpay basis, any of the District approved medical insurance plans or other
voluntary insurance plans, subject to any conditions imposed by the District‘s
insurance carriers. The method of payment shall be that which is outlined under
Article VI, Section 2, Subsection D of the Agreement between the parties. The
initial check must be received in payroll before August 15.
E. Leave for Illness, Injury, and Emergencies
1.
Each guest teacher shall accrue one day of leave for illness, injury, and
emergencies as defined herein (referred to hereafter as ―sick leave‖) for each
fifteen days of guest teaching in the Kent School District. Any sick leave not
used shall be accumulated from one school year to the next.
2. Guest teachers may apply sick leave only when assigned in a long-term
assignment (as defined in B-3), and then only after the 20th day of that
assignment. When sick leave is applicable, compensation shall be the same as the
compensation the guest teacher would have received had such guest teachers not
taken sick leave.
3.
For any absence in excess of five (5) consecutive working days, certification
must be made by a practicing licensed health care provider that absence was due
to illness or injury, and must be renewed every ten (10) days unless other
arrangements are approved by Human Resources. After an employee uses fifteen
(15) days of sick leave during any one school year, the District may require
certification by a practicing licensed health care provider that any additional use
of sick leave is due to illness or injury.
4.
In the case of a strike or work stoppage by any association or union associated
with the Kent School District, the Board of Directors reserves the right to ask
for a doctor‘s validation of illness provided the Board acts to give advance
notice that this provision will be implemented during a specific time.
5.
―Emergency: for the purposes of this Section shall be limited to a serious illness,
injury or disability of the spouse or dependent child of the teacher which
necessitates the presence of the teacher to care for the family member as
certified in writing by the teacher‘s licensed health care provider. The Kent
School District may require the teacher to furnish evidence that no alternative to
the teacher‘s absence is practicable.‖
091411
73
Section 3
6.
F.
Guest teachers shall not be eligible for the Attendance Incentive Program.
The District shall furnish the Association a listing of all guest teachers employed by
the District for more than thirty (30) days in the preceding school year and who are
still on the guest teacher list for the current school year. The list shall be provided to
the Association by September 30 of each year. In addition, a list of long-term guest
teachers shall be provided to the Association quarterly.
G. All sections of this agreement shall apply to guest teachers except for the following:
- Article IV, Section 7 and 8
- Article V
- Article VI, Sections 8, 9, and 10
- Article VII, Section 4 and 8
- Article VIII
091411
74
ARTICLE VI - SALARIES
Section 4
EXTRA-CURRICULAR/EXTRA-DUTY PAY
A. Supplemental Contracts
Extra-curricular and supplemental assignments shall be provided on a supplemental
contract pursuant to Article IV, Section 6-C-1, and shall be paid as follows:
1.
Extra-Curricular: The amount to be paid on a supplemental contract for an
individual who holds one of the following positions shall be determined by the
schedule listed below.
HIGH SCHOOL
Annual
$2,600
Band
$5,500
Debate
$2,750
*Drama
$2,750
*Musical
Production Director
$1,700
Instrumental Director
$1,100
Choral Director
$1,100
*combined maximum of two productions per year
Newspaper/Electronic Media and Bulletins
Orchestra
Vocal Music
Activity Coordinator
Senior Class Advisor
Class Advisor (Freshman, Sophomore, and Junior)
MIDDLE SCHOOL
Activity Coordinator
Annual
Drama
Newspaper/Electronic Media and Bulletins
Band
Jazz Band
Orchestra
Vocal Music
$2,500
$4,050
$4,050
$6,650
$1,000
$ 500
$2,500
$1,800
$1,800
$1,800
$2,700
$2,000
$2,000
$2,000
091411
75
Section 4
EXTRA-CURRICULAR/EXTRA-DUTY PAY (continued)
ELEMENTARY
Band
$2,600
Vocal Music
Orchestra
$1,200
$2,600
Outdoor Education
$2,500
Stipend to cover seven (7) evening events/festivals,
distribution and maintenance of instruments
Stipend for out of contract day performances
Stipend to cover seven (7) evening events/festivals,
distribution and maintenance of instruments
Stipend to be divided among teachers involved in
planning and attending camp
B. Separate Contracts
1.
Payment for the following District-authorized and administratively approved
additional duties, which are beyond the regular contract duties, shall be provided
on a separate contract pursuant to Article IV, Section 6-C-2, as listed below:
a.
Curricular Leaders: (Curricular leader supplemental contracts issued for the
1990-91 school year shall continue to be issued as a supplemental contract.)
Teacher FTE Responsibility
12.0 or more
10.0-11.9
8.0-9.9
6.0-7.9
4.0-5.9
0-3.9
Stipend
$4,707
$3,923
$3,139
$2,354
$1,570
$1,046
The procedure for payment shall be as follows:
(1) A teacher shall be allocated a stipend as secondary curricular leader based
on the total number of teacher FTE the teacher is responsible for as
curricular leader.
(2) Senior high athletic curricular leader will be placed in the 12.0 FTE or
more category. Middle school athletic curricular leader will be placed in
the 6.0-7.9 FTE category.
b.
Student instruction: Driver training taught by teachers who were traffic safety
instructors during the 1995-96 school year, summer school, special education
extended year, home tutoring, Saturday sessions, smoking clinic, and those
other student instructional programs designated by the District for payment
under this section.
c.
Attendance at workshops approved in advance by the District for payment.
091411
76
Section 4
2.
d.
Services performed in District-approved curriculum development.
e.
Services performed as District-approved elementary project leader.
f.
Services performed as support specialists for a period not to exceed twenty (20)
consecutive days.
Additional Classes:
a.
The following standards shall be used for the purpose of defining the FTE for a
secondary teacher. A secondary teacher shall be considered as 1.0 FTE if the
teacher teaches five 50 to 60 minute classes per day for the entire school year.
Secondary teachers who are contracted for fewer than five 50 to 60 minute
classes per day shall be given a fractional FTE which shall be prorated from
these standards.
Teachers who teach during the regular course of their work day one extra class
beyond a 1.0 FTE, shall be paid in the following manner: For the purpose of
computing compensation, each extra 50 to 60 minute class taught per day, the
teacher shall receive 1/5th of one day of the teacher‘s regular contracted base
salary.
b.
3.
Elementary: Teachers who teach during the regular course of their work day
one extra P.E. or music class beyond a 1.0 FTE, shall be paid in the following
manner: For each extra class taught daily, the teacher shall receive 1/9th of one
day of the teacher‘s regular contracted base salary and for an extra class taught
every other day, the teacher shall receive 1/18th of one day of the teacher‘s
regular contracted base salary.
Additional Days:
Payment for additional days, pursuant to Article IV, Section 6-C-2-a.-(2), for
teachers under regular contract, psychologists, secondary counselors, secondary
librarians, elementary librarians, vocational teachers, and curricular leaders shall
be at each teacher‘s per diem, at a rate of one day of the employee‘s base
contract of the annual salary for each additional day.
091411
77
Section 4
4.
Class Coverage:
a. A secondary principal (or her or his designee) may assign secondary teachers
who offer to cover classes for teachers who are required to be absent from class
as authorized by the building administrator. In the event no teachers volunteer to
cover classes, and after all reasonable good faith efforts to obtain a guest teacher
have failed, then the principal or designee may require a teacher to cover a class,
provided, no teacher may be required to cover a class again unless every other
teacher with the same preparation time has also been required to cover a class as
often as the teacher who is being required to cover a class again.
b.
Employees assigned to cover classes will receive notice of the assignment 24
hours in advance, except in cases of emergency, and payment shall be made at
each teacher‘s per diem, at an hourly rate of one day of the employee‘s base
contract divided by 7.5 hours, for each period covered. For the purpose of
computing compensation, covering a class for 25 minutes or more shall be
considered as covering the class for a full period. For the purpose of computing
compensation, class periods of 50 to 60 minutes shall be considered as 1.0
hours in length. An emergency for the purpose of this section will be defined as
a situation in which the absent teacher has provided less than 24 hours advance
notice to the substitute office and the school, and in such situations the teacher
assigned to cover the class will be given notice as much in advance as possible.
c.
When an elementary classroom does not have an assigned substitute (guest
teacher) due to the shortage of available substitutes, an elementary principal (or
designee) may assign elementary teachers/specialists to cover a classroom.
Elementary class coverage will be reimbursed at per diem for the first planning
period and at $32.00 per hour for every hour after that. Class coverage will be
documented on an extra pay time sheet. This documentation will reflect the
time worked beyond the contracted day to complete regularly assigned duties
equal to the amount of time spent covering a classroom. Occasionally, teachers
on special assignment may also be assigned to provide elementary classroom
coverage and will be compensated as stated above.
In the event that students are reassigned to other certificated elementary
classrooms, the receiving staff members will be reimbursed according to the
percentage of the students added to their classroom. (Example: A second grade
classroom does not have a substitute and that classroom is divided between the
remaining two second grade classrooms. Each receiving teacher would get half
of $192.00 if the students remained with her/him for the full day.)
091411
78
Section 4
5.
The District and Association believe that the most powerful way to affect
improvement in student learning is for the school staff, parents, and community
members to be involved in developing a building plan to improve student
learning at their school. To that end the parties request that once a building plan
is developed, that groups within the building, and/or individual staff members in
the building make their decisions or choices for the use of effective education
days in support of or consistent with the building plan.
For the 2011-12 and 2012-2013 school years, the District will make available
the following fund for instructional/program enhancement purposes. The fund
will be generated on the basis of the equivalent of thirteen (13) days of staff
time at each teacher‘s per diem. The time will be paid at each teacher‘s per
diem, at a rate equal to one day of the employee‘s base contract, divided by 7.5
hours.
Days referred to in this subsection shall be divided into two categories.
a.
Working time, at the teacher‘s discretion, in activities selected by the teacher
shall be focused on improving student achievement, multicultural diversity,
strategies to assist English Language Learners, and/or instructional methods
intended to help close the achievement gap. Examples of appropriate activities
may include but not be limited to: staff development classes eligible for credit
or clockhours; District approved departmental or individual projects related to
student achievement; curriculum events, IEPs, student placement and
recommendation meetings; and pre-arranged co-curricular supervisory
responsibilities.
b. Optional working time at the discretion of the building or program administrator
shall also be focused on improving student achievement, multicultural diversity,
strategies to assist English Language Learners, and/or instructional methods
intended to help close the achievement gap. The four (4) building/program
administrator days are directed by the building/program administrator. Three (3)
of the thirty (30) hours will be specifically designated to compensate teachers
for open house/curriculum night activities. By November 1, an initial list of
qualified activities for at least sixteen (16) hours will be provided. On or before
March 1, a second list of qualified activities for the remaining eleven (11) hours
will be provided. Activities will necessitate attendance in order to claim those
specific hours of effective education. Additional options may be added to the
list(s) throughout the school year.
091411
79
Section 4
For the 2011-2012 and 2012-2013 school years for high school certificated
staff, three (3) of the thirty (30) hours will be specifically designated to
compensate teachers for open house/curriculum night activities. Seven and onehalf (7.5) hours of the thirty (30) hours will be specifically designated to
compensate all high school teachers who act as advisors. For the remaining
nineteen and one-half (19.5) hours, a list of qualified activities, reflective of
activities from previous years, will be provided.
c.
Thirteen (13) days of working time will be available for the 2011-2012 and
2012-2013 school years as follows: (i) nine (9) days at the teacher‘s discretion,
which meet the qualifications of paragraph (a); and (ii) four (4) days of optional
working time meeting the qualifications of (b) above as determined by the
building or program administrator. Payment for the nine (9) days at the
teacher‘s discretion will be spread evenly over twelve (12) months (see Exhibit
H-1 – Supplemental TRI Schedule for annual amount). The four (4) days
determined by the administrator will be paid by extra pay timesheet.
6. For the 2011-12 and 2012-2013 school years there will be four optional days in
Article VII, Section 9 (Certificated Employees Working Calendar). These
optional days will be used for workshops or as floating report card/goal setting
days as follows:
October
Elementary Floating Goal Setting Day
Secondary Workshop Day
(With prior approval from building administrator, this day may be
used to attend state workshop day trainings, conferences, and
workshops.)
November
Elementary and Secondary Workshop Day
January
Elementary and Secondary Floating Report Card Day
March
Elementary and Secondary Workshop Day
Optional workshop days must be worked in their entirety; four (4) hours will be
building directed and three (3) hours will be teacher directed.
The four optional days will be paid by sign-in sheet. (These optional days are
also referenced in Article VII, Section 2, B.3.)
091411
80
Section 4
7. For the 2011-2012 and 2012-2013 school years the annual goal-setting
conference will provide direction for 7.5 hours working time to be made
available for professional improvement purposes (prorated for less than full-time
FTE). This time will be paid as special projects pay.
8. Three (3) days will be available for the 2011-2012 and 2012-2013 school years
for teachers new to the teaching profession (teachers holding three-year
provisional contracts and without any prior teaching experience) to attend the
District‘s new teachers workshop. Fifteen (15) additional hours (prorated for less
than full-time FTE) will be available to these new teachers to use as specified in
a plan developed with their mentor teacher. This time will be paid as special
projects pay.
One (1) day of optional working time will be available for the 2011-2012 and
2012-2013 school years for teachers new to the Kent School District but not new
to the profession (teachers holding one-year provisional contracts) to attend the
District‘s new teachers workshop.
9.
IEP Stipend:
In recognition of the extra time required for the development of IEPs the
following stipends will be paid to all unit members responsible for writing IEPs
in twelve equal monthly payments based on FTE and placement on the salary
schedule:
BA Step 0 through MA Step 9
$1,800
MA Step 10 and above
$2,300
091411
81
Section 5
PAYROLL DEDUCTIONS
The District shall continue the existing payroll deductions as authorized by the individual
teacher.
8/27/93
82
Section 6
PAYMENT PROVISIONS
Payroll checks shall be issued to the teacher on the last calendar day of each month,
excluding Saturday, Sunday or holidays. December payroll checks shall be distributed on
the last scheduled school day preceding the winter vacation. As an option each teacher
may have his/her payroll check processed through the direct-deposit program, so long as
the program is cost-free to the District except that all teachers hired since September 1,
1997, are required to enroll in direct deposit of their pay.
Monthly salary payments shall be as follows:
1.
For teachers who commence employment at the beginning of the year with a regular
contract and are scheduled to work the full year, payment of the base contract shall
be made in twelve (12) monthly installments, each payment being one-twelfth
(1/12th) of the total base contract.
2.
For teachers who commence employment after the beginning of the school year but
before March 1 and who are scheduled to work the remainder of the school year,
payment for the base contract shall be: (a) an initial payment calculated by Payroll to
be the pro-rata monthly amount due for the first partial month followed by (b) the
remaining salary being paid in equal monthly installments during the full months
remaining through August 31. (Example: A teacher contracted to work from Feb. 7
through the remainder of the year would be on the payroll 6 3/4 months and would
receive payment in 6 equal installments after the initial partial installment.)
3.
For teachers who commence employment after March 1, and are scheduled to work
the remainder of the year, payment of the base contract shall be paid through June
with pro-rata calculations made for partial months. Employees in this category will
have the option of continuing benefits, including payment of the District
contribution, if any, through July and August through triple deduction on the June
warrant.
4.
For teachers who are hired on a partial contract, i.e., October 7 - March 15, payroll
shall make pro-rata calculation for the beginning and ending months and equal
installments for the months in between. (Example: Oct., prorated; Nov. Dec., Jan.,
Feb., equal installments; March, final payment of all salary due.)
5.
For persons employed on a separate contract who do not hold a regular contract,
salary payment shall be made in prorated monthly payments with final payment held
pending receipt in payroll of notification from the building principal of completion of
the assignment.
9/25/02
83
Section 6
PAYMENT PROVISIONS (continued)
6.
Payment for salary earned by regular staff in extra duties (i.e., effective education,
special projects, project leader, class coverage, staff trainer, home tutor) shall be in
accordance with the established payroll time sheet dates. Completed time sheets must
be received in payroll by the established monthly cut-off date for payment to be made
on that month‘s warrant.
Time sheets for extra duties for the current school year must be received by payroll
by the monthly cut-off date for September of the ensuing year. Payment will not be
made for time sheets submitted after this established cut-off date, provided, that a
written reminder is sent to all teachers on or before August 31.
On payday, each teacher shall receive a statement which shall itemize the teacher‘s
compensation and deductions for that month, leave time used during the month, and
the balance of accumulated leave which remains. Each teacher shall also receive a
statement each January of the total compensation and deductions for the prior
calendar year.
In the event of a mistake in payment resulting in underpayment, corrections shall be
made within five (5) working days of the request to make the correction.
Pay for employees terminating employment in June will continue in equal monthly
installments for the remainder of the fiscal year. Should an employee request full
payment of all compensation owed, a request in writing shall be made to the human
resources department by June 10 for payment within 30 days of the termination date.
The District agrees to maintain a user task force to oversee the Section 125 plan.
9/25/02
84
Section 7
TAX SHELTERED ANNUITIES
The District shall permit payroll deductions for tax sheltered annuity programs that have
been endorsed by the District. However, the District shall not discontinue any existing tax
sheltered annuity programs without the consent of the Association. Licensed agents may
not contact staff members during working hours. A teacher, but not a group of teachers,
may meet with an agent on school premises outside the teacher‘s workday.
8/27/93
85
Section 8
TRAVEL
Any teacher authorized to use his/her personal car on District business shall be
compensated at the rate established by the Federal IRS allotment. The mileage shall be
authorized and validated by the teacher‘s immediate supervisor.
Teachers shall not be required to use their own personal vehicles for transporting students
on District business.
8/27/93
86
Section 9
INSURANCE BENEFITS
The District shall provide insurance premium payments towards premiums of approved
District group insurance programs in accordance with the provisions and options outlined
herein.
New teachers desiring coverage must enroll in the medical and salary insurance programs
within thirty (30) days of their employment. Regular teachers shall have the option to
change or enroll in insurance programs during the open enrollment period specified by
the District (normally the month of September through the second Friday of October of
each year). Enrollment in the mandatory dental, group term life, and long-term disability
programs are automatic.
The District contribution shall be according to the following schedule for all eligible
employees and their eligible dependents, including domestic partners as defined in
Exhibit I-1 (Declaration of Domestic Partnership). The District contribution shall first go
to the premium cost of the dental plan, group term life, and long-term disability, and then
to the approved health insurance (See Exhibit I), provided that:
1.
An employee must work a minimum of 3.75 hours per day to be eligible to
enroll in the mandatory programs, and
2.
An employee must work a minimum of 3.75 hours per day to be eligible to
enroll in the medical program.
Teachers shall be eligible to receive a District contribution equal to the full benefit
allocation determined by the legislature prorated on an FTE basis. A full FTE is equal to
1350 annual hours (180 days x 7.5 hours).
If the negotiated amount per teacher per month does not cover the premiums in full for
those insurance plans above, the District shall deduct from the teacher‘s monthly salary
the amount necessary to pay the premium(s) due.
A teacher who is on an authorized leave of absence may elect to keep in force for one
year only an insurance membership that was in effect while the teacher was previously on
salaried status by reimbursing the District for the premium.
091411
87
Section 9
INSURANCE BENEFITS (continued)
Monthly benefit provisions established for the employee shall commence with the first
month‘s salary warrant and shall continue through August of that school year except:
1.
Benefits for employees hired after March 1 and for those resigning or being
terminated in June will automatically be kept in force through September 30
unless the employee authorizes in writing that any or all benefits be
discontinued. Deductions for benefits will be made on the June, July, and
August pay warrants for those leaving employment in June.
Deductions for July, August, and September will be made on the June pay
warrant for those hired after March 1.
2.
For those who resign, are terminated, or whose contract ends prior to June 1, the
benefit payments shall cease with the final pay warrant.
Any unused balance of the District fringe benefit contribution will be allocated for
District-funded benefits for eligible employees. The total amount accumulated in this
manner will be divided equally among the number of eligible teachers and
proportionately to eligible part-time teachers. This additional contribution for payment of
premiums for basic benefits will be adjusted throughout the year based on the total
number of eligible employees and available balance of unused District benefit
contribution.
091411
88
Section 10
TEACHER ASSISTANCE PROGRAM
A. The Teacher Assistance Program shall be conducted in accordance with this
Agreement and in conformity with Chapter 392-196 WAC.
B. Selection of Beginning Teachers and Mentors
Mentors will be selected by district administrators, including principals and/or
supervisors, in conjunction with classroom teachers representing the bargaining unit.
Each mentor selected for the program must:
1.
Be a proficient teacher based on his or her evaluations.
2.
Hold a valid professional, continuing, or standard certificate.
3.
Agree to attend scheduled workshops.
4.
Meet the criteria specified in the legislation (WAC 392-196).
Both mentors and beginning teachers who participate will do so on a voluntary basis.
C. Program Evaluation Responsibilities of the Mentor
The only evaluation required of either the beginning teacher or mentor teacher will
be the state‘s required program evaluation. Copies of this evaluation will be made
available to the District and the Association. Neither the beginning teacher nor the
mentor shall be involved in the evaluation of another staff member. Other than fulltime mentors, the mentor shall not be evaluated on his or her performance as a
mentor. The Association shall be involved in any District evaluation of the Teacher
Assistance Program for the SPI.
D. Compensation for Participation
Beginning teachers and mentors will be paid a stipend for participating in the KSD
Mentor Program in addition to their regular salary.
E. Release Time
The mentor and beginning teacher shall be allocated at least the minimum amount of
release time set by the state to facilitate the program.
6/23/04
89
Section 11
EDUCATIONAL STAFF ASSOCIATE EXPERIENCE STIPEND
In an effort to be more competitive in both the recruitment and retention of educational
staff associates, the District will grant an experience stipend. Such stipend will recognize
all years of qualifying prior, non-education experience to educational staff associates as
determined by human resources. The experience stipend will be calculated and paid as
follows:
1. The employee‘s salary placement will be calculated based on current state salary
placement criteria.
2. The employee‘s salary placement will then be calculated based on up to sixteen
years of verified experience.
3. The difference between the salary computed on the state salary placement criteria
and the computation of verified experience (up to 16 years) will result in the
amount of the experience stipend.
4. The annual stipend will paid in monthly increments throughout the year.
051006
90
ARTICLE VII - OTHER TERMS AND CONDITIONS OF EMPLOYMENT
Section 1
WORK DAY
Teachers shall begin their work day thirty (30) minutes before the students‘ school day
begins and shall continue until a minimum of thirty (30) minutes after the students‘
school day ends. The total length of the workday shall be a minimum of seven and onehalf (7-1/2) continuous hours for all teachers.
The instructional time shall be interpreted to mean the student day and shall specifically
exclude the required thirty (30) minutes before and after school and the thirty (30)
minutes minimum duty-free lunch period.
1.
The secondary teacher‘s total instructional time shall not exceed two hundred ninety
(290) minutes per day. All secondary teachers shall have at least one period of
preparation time each instructional school day.
2.
The elementary teacher‘s total instructional time shall not exceed two hundred ninety
(290) minutes per day. All intermediate teachers shall have an average of thirty-six
(36) minutes of preparation time during each instructional day. All primary teachers
shall have an average of thirty (30) minutes of preparation time during each
instructional day. Each block of preparation time shall be thirty (30) minutes. Each
primary and intermediate teacher shall have his or her choice of an additional twentyfive (25) minutes of duty-free planning time either immediately before the start of the
student day or immediately after the students are dismissed. Principals shall consult
with their teachers regarding the building schedule.
3.
Teachers of elementary music, elementary physical education, and all special
education teachers required contact time with students shall not exceed that of
classroom teachers.
4.
The principal of a school may assign a reasonable load of extra duties beyond the
instructional time as necessary to properly supervise the children of the school. Such
extra duties shall be fairly and equitably assigned in a manner easily understood by
all concerned. Such extra duties shall not conflict with the classroom schedule of the
teacher.
091411
91
Section 1
WORK DAY (continued)
5.
The purposes of faculty (all staff) meetings are to share information, discuss concerns of a
majority of participants, involve staff in decision-making, review student achievement data
to plan instructional interventions, and/or provide training of limited scope and duration in
topics including multicultural diversity, strategies to assist English Language Learners, and
instructional methods intended to help close the achievement gap. Additional meetings
might include, but are not limited to, Vertical Team, Grade Level Team, SIT, CAST, and
CASL meetings. The following meeting guidelines detail the maximum number of meetings
that can be held. The building administrator may choose to schedule fewer meetings.
There shall be no more than two (2) required meetings per week nor a total of more than
eight (8) meetings per month per teacher. No meeting shall extend more than sixty (60)
minutes after students are dismissed. Such meetings will not be held on professional
development days or other days on which student attendance hours have been reduced, as
specified by the contractual calendar. No meetings or trainings may be held during teacherdirected time on late start time and workshop days, or on parent/teacher conference days. In
order to assist teaching staff in preparation for parent/teacher conferences, building
administrators will not require mandatory before/after school meetings in the five (5) school
days prior to parent/teacher conferences. Staff may meet additionally at their own initiative
and discretion, but will in no way be directed to attend by the administration, nor will the
lack of participation in additional meetings be reflected in any disciplinary document.
By a majority vote of the teachers in a specific school, faculty meetings may be held before
school rather than after school, with no additional increase in time or workday, in which
case the meeting can start no earlier than sixty (60) minutes before the student day. Other
meetings will be scheduled at the discretion of the building administrator.
If an emergency (an unexpected and dangerous situation requiring immediate action) or
other need for immediate communication arises, a special staff meeting of limited duration
and purpose may be called by the building administration.
The limitations in this section do not apply to meetings required by state and/or
federal law.
6.
All teachers shall have a duty-free lunch period of not less than thirty (30) continuous
minutes.
7.
Teachers may leave the school campus during their duty-free lunch period but may
be required to check out.
091411
92
Section 1
WORK DAY (continued)
8.
Teachers who have a preparation period during a scheduled assembly will not be
required to attend the assembly unless additional supervision is necessary on a
temporary basis to insure the safety and appropriate behavior of students.
9.
For any day on which the District operates on an emergency, shortened schedule due
to inclement weather, teachers will not be required to report for work until one-half
(1/2) hour before the start of the adjusted student day. On any such day, teachers will
be required to report to the school office immediately upon arrival and sign an
attendance log indicating their time of arrival. Any teacher reporting after the
beginning of the adjusted student day, will use Employee Discretionary Leave first
(if available), and then Leave for Illness, Injury and Emergencies in half-hour
increments. For each half-hour that a teacher arrives after the start of the adjusted
student day, a half-hour of leave will be deducted.
10. Half-day kindergarten teachers shall have five (5) full days each semester for
conducting parent-teacher conferences. Guest teachers will be provided for each halfday kindergarten teacher for three (3) full days and the kindergarten students shall be
dismissed for two (2) additional days for the half-day kindergarten teacher to conduct
parent-teacher conferences. In order to comply with the Basic Education Act,
kindergarten students shall be provided the opportunity to participate in the
conferences. Any dismissal for kindergarten roundup and/or the last day of school
shall be made up through an extended learning experience(s), provided any half-time,
half-day kindergarten teacher electing to participate in said extended learning
experience shall be compensated for an additional half day at their per diem rate of
pay.
091411
93
Section 2
WORKLOAD
The District and Association recognize the value of low class size. The District will attempt to
keep the class size as low as possible. The parties agree, acknowledge, and accept that the
uncertain nature of school funding; the under-funding of the basic education and other state
programs; and unfunded compensation for certificated personnel may result in the future in a
reduction of instructional positions and that the result of such a possible reduction may well
result in increased class size averages. The District will make a good faith effort to equalize the
class size/workloads within all employees and work groups.
A. Class Size
1. On an ongoing basis, the principal or his/her designee shall work to minimize or
eliminate overload conditions. Any employee who has class size(s) that exceed the
numbers listed below, except for the first four weeks of school and the first two weeks of
second semester, shall initiate the following procedure:
Step 1: The principal and/or the affected teacher shall arrange a meeting to discuss class
size concerns.
Step 2: The building principal shall have three (3) school days from the date of the
meeting to address the class size concern according to the options listed below. If the
affected teacher and principal cannot come to an agreement, the class size concern shall
be referred to the superintendent or designee for resolution by the end of the third day.
The superintendent or designee will notify the principal and teacher of the resolution
within four (4) days.
2. For the 2011-12 and 2012-13 school years, class size in general education classrooms
shall be considered in overload status when the class exceeds the numbers below:
Grades K-3 – 25 students per class (class size in K-3 shall not exceed 29)
Grade 4-6 – 29 students per class (class size in grades 4-6 shall not exceed 32)
Grades 7-8 – daily class load of 145 based on five periods
Grades 9-12 – daily class load of 155 based on five periods (with the exception of
advisory period)
091411
94
Section 2
WORKLOAD (continued)
3. At the secondary level, physical education (P.E.) and performing music classes will be
exempt from these overload levels. At the elementary level, the overload levels for P.E.
and music will be 32 students in K-3 and 35 students in grades 4-6. In elementary classes
consisting of more than one grade level, actual enrollment shall not be more than the
student-teacher ratio for the lower grade level.
4. The following are options to address class size if class sizes reach overload status:







Balance classes
Create split subject or grade level classes
Create additional sections
In secondary schools, provide a substitute to assist teacher or give release time as long
as the need exists (see tables below)
Reassign staff
In elementary schools, provide paraeducator time for the classes that are overloaded
(see tables below)
Any other creative solution agreeable to the affected teacher and principal or
superintendent/designee
5. In the event that paraeducator time is chosen for elementary schools, the following hours
are allocated for support:
In the 2011-2012 and 2012-2013 school years:
Elementary Schools - Student Enrollment
Grades K-3 26 – 27
Grades K-3 28 – 29*
Grades 4-6
Grades 4-6
30 – 31
32*
Paraeducator Time
2.0 hours daily
3.0 hours daily
2.0 hours daily
3.0 hours daily
*No elementary class shall exceed the student enrollment as stated above excluding P.E.
and music as indicated in section 2.A.3.
091411
95
Section 2
6. Substitute support will be allocated when the overload exists for fifteen (15) days or
more. In the event that substitute time is chosen, the following days are allocated for
support:
In the 2011-2012 and 2012-2013 school years:
Middle School – Student Enrollment
146 – 148
149 – 153
154 +
Substitute Time per Quarter
.5 day
1.0 day
1.5 days
High School – Student Enrollment
156 – 158
159 – 163
164 +
.5 day
1.0 day
1.5 days
7. The building administrator will make reasonable effort to equitably distribute special
education students and ELL students among classrooms.
8. For the purposes of determining elementary workload, students mainstreamed from
Special Education programs (excluding students receiving a single special education
service such as speech/language pathology services) will be counted according to the
following:
a. Regular classroom: Students assigned to regular classrooms from Special Education
programs for five (5) hours or more per week in areas related to IEP goals or for
content area instruction excluding students with dedicated paraeducator support will
be counted as full-time students in the regular classroom.
b. Music, P.E: A Special Education student in the program on a regular basis will be
counted as full-time student for the music or P.E. teacher.
9. Special Education, Specialists, and ESAs
KSD and KEA recognize that a reasonable school class size or caseload ratio is desirable
and that the extensive demands of special needs students requires considerable plan
development and implementation, individual time with students, and creates a higher
workload, and that specialists who deal with broad portions of the student population
must have responsibility to serve reasonable numbers of students in order to be effective.
KSD and KEA believe that class-size and caseload ratio must reflect individual school
091411
96
Section 2
needs and unique problems. The staffing allocation to the buildings will be based on staff
to student ratios and will be monitored for consistency with District goals.
Itinerant support personnel may submit caseload concerns in writing to their program
director. If after five (5) days the concern is not addressed, the employee may submit
his/her concerns to the superintendent’s designee advising of the concern and of the
decision or action taken by the program director. The superintendent’s designee will
respond to the employee recommending a disposition of the concern consistent with the
District program and mission and within budgetary, contractual, and legal constraints.
Should caseload concerns continue to exist an appeal can be made to the superintendent
for review. When resolving caseload concerns, district averages will be used for nurses.
ELL caseloads for buildings exceeding district caseload guidelines will be remedied by
the program administrator within ten (10) school days.
The following are caseload guidelines:
Nurse
1:1500 students
OT
30 students
PT
30 students
SLP
45 students
ELL
90 students
Psychologist
1:up to1300 students
Self-Contained SC Academic 12 students
Staff to Student Ratio of 1:4
Self-Contained Life Skills
10 students
Resource IP
30 students
SA Behavior
10 students
Social Worker
30 students in Behaviors Disorder program (SA)
Preschool ECE
12 IEP students per session, 6 students extended day
091411
97
Section 2
Overload Relief:
While individual students may require additional adult assistance, an adult to student ratio
will be utilized for the purposes of staffing. When caseload guideline adult to student
ratios are exceeded, the following support will be provided:
a. Ratio exceeded by one (1) student
Two (2) hours of paraeducator time per
day will be provided
b. Ratio exceeded by two (2) students
Two (2) additional hours of paraeducator
time
c. Ratio exceeded by three (3) students
Two (2) additional hours of paraeducator
time
Overload Relief for ESAs:
The district will allocate assistant time for OT, PT, and SLP overload each year to be
used for providing workload relief. Specific allocation of these assistant hours will be
determined by the Superintendent or designee with recommendation from representatives
of the work group. Effort will be made by the district to hire certificated staff when
available to keep the caseloads within the caseload guidelines and decrease the use of
assistants except in the case of the unavailability of certificated staff. School assignments
for OT, PT, SLP and School Psychologists will be done collaboratively by the
Superintendent or designee with recommendation from representatives of the work group.
In scheduling school psychologists, the district will make efforts to minimize the number
of schools assigned to each psychologist. Workload relief for nurses will be provided by
health tech assistants.
10. Paraeducators
The parties recognize the important role played by paraeducators and agree that
paraeducator assistance will be provided per 1.0 FTE teacher as follows to work both in
the special education room and to work in the general education room as needed to
provide inclusive experiences for students as directed by the special education teacher.
Teachers with lower caseloads may work collaboratively with their building administrator
to share paraeducator time as needed to meet the needs of special education students in
the building. ELL paraeducator relief in schools exceeding district caseload guidelines
will be determined by the program administrator as needed.
091411
98
Section 2
The following paraeducator hours are based on a 1.0 FTE teacher:
IP
SC
ASC
SA
ECE
ELL Elementary
ELL Secondary
6.0 hours per day
13.0 hours per day
13.0 hours per day
13.0 hours per day
13.0 hours per day
15.0 hours per day
12.0 hours per day
Paraeducator staffing may be added to special education classrooms with high impact
students based on the unique needs of students. Other remedies will be explored with the
teacher and principal.
In the event there exists a financial necessity (including, but not limited to levy failure or a
significant decrease in state support) that leads to a significant number of layoffs pursuant to
Article VII, Section 8, this section (Article VII, Section 2) will not be applicable.
B. Student - Progress Reporting
1. The building principal or other administrative authority may not change a pupil‘s grade
except for good cause following an inquiry as to the justification for such change. Any
change in a pupil‘s grade shall be preceded by notice to the teacher who had assigned the
grade to allow an opportunity for the teacher to provide relevant information to the
principal or other administrative authority. Whenever the teacher is not available for
consultation, the principal or other administrative authority shall, if reasonably feasible,
delay the decision concerning the grade change so that consultation with the teacher may
occur.
2. Secondary teachers shall be given at least four (4) workdays following the end of the
quarter to complete student-progress reports. Teachers will be given one (1) optional day
in January to work on semester report cards. This day (detailed in Article VI, Section 4)
will be scheduled on the certificated employees working calendar but the time may be
worked at the teacher‘s discretion any time within the window provided for report card
preparation. Upon request, teachers shall provide, by the last day of each semester, a list
of all students who have not successfully completed course requirements.
091411
99
Section 2
3. Elementary students shall be dismissed two and one-half hours prior to the end of the
regular school day for five days each semester for elementary teachers to conduct regular
conferences.
Each elementary school will have a teacher workshop day in October to prepare for
student goal setting and in January to prepare for student progress reporting. These two
(2) optional days (detailed in Article VI, Section 4) will be scheduled on the certificated
employees working calendar but the time may be worked at the teacher‘s discretion any
time within the window provided for goal setting/report card preparation determined by
the building. Half-day kindergarten teachers shall be compensated for an additional half
day in October and in January to prepare student progress reports for each kindergarten
session taught by the teacher.
4. If a parent requests, a conference need not be held.
5. Telephone conferences may substitute for conferences, upon the parent‘s request.
C. Special Allocation
1. Each elementary school will be allocated an additional .5 FTE to assist in staffing of K-3
instructional programs. Building staff will determine the assignment based on sitespecific needs in accordance with OSPI K-3 allocation guidelines.
2. The District shall provide one six-hour clerical assistant for secondary classroom teachers
per secondary school.
091411
100
Section 3
SCHOOL FACILITIES
Reasonable effort shall be made consistent with financial abilities to provide employees
with properly maintained adequate facilities, heating and lighting, and health and safety
standards. The District shall maintain safe working conditions.
A reasonable effort shall also be made to relocate a teacher into the regular building after
teaching one year in a portable, unless that portable is being utilized as a special class,
facility or department. Teachers requesting relocation shall be given a written explanation
as to why they cannot be placed into nonportable classrooms for the following school
year.
8/27/93
101
Section 4
IN-SERVICE PROFESSIONAL EDUCATION
Whenever sufficient interest warrants, in-service courses shall be designed that offer an
opportunity for staff to improve their skills. Such courses shall be offered for college
extension credit when possible.
All materials, tuition, and out-of-District transportation fees for college extension courses
and/or District courses required by the administration shall be paid by the District,
excepting for fifth year requirements.
8/27/93
102
Section 5
TEACHER EXCHANGE
Teachers may, with consent of the building administrators, exchange their regularly
assigned teacher positions for a duration of time mutually agreed to by the participating
teachers and building administrators.
The purpose of this exchange shall be for the expansion of teacher experiences in other
grade levels and/or subject levels.
8/27/93
103
Section 6
STUDENT TEACHERS
Teachers are under no legal obligation to the District or to a college/university involved to
accept a student teacher or a September experience student. If the teacher does accept this
responsibility, he/she does so on a voluntary basis.
In no case shall a newly employed (first year) teacher be requested to accept a student
teacher or a September experience student.
The supervising teacher does have the right to recommend dismissal of a student teacher,
and prior to dismissal the supervising teacher shall provide an explanation to the building
administrator, the college supervisor, and the student teacher involved.
8/27/93
104
Section 7
NONDISCRIMINATION/AFFIRMATIVE ACTION
The District shall ensure that all applicants and employees are considered only on the
basis of job-related qualifications. The District shall elect employees as needed on the
basis of merit, training and experience, and there shall be no discrimination against any
employee or applicant because of race, creed, color, sexual orientation, national origin,
marital status, religion, sex, age or disability. In accordance with the Kent School District
Affirmative Action Plan, the District retains the right to choose the better-qualified
applicant based upon bona fide occupational qualifications.
In implementing this Agreement the District shall recruit, employ and assign personnel in
conformity with state and federal rules, laws, regulations and directives and in accordance
with the Affirmative Action Plan of the Kent School District.
062205
105
Section 8
LAYOFF AND RECALL
A. General Conditions
1.
The Board shall determine the educational program and services for the school
District based upon the educational goals of the District and the financial
resources available. Any determination by the Board that the District‘s
educational program, services and staff must be reduced for the following
school year by reason of financial necessity including, but not limited to, levy
failure or significant decreased state support, shall be made consistent with the
financial resources available and the provisions of this Agreement.
2.
Priority shall be given to those programs and services in those areas which relate
to instruction, health and safety of students.
3.
The District shall minimize the numbers of employees to be laid off by:
a. Reducing the General Fund total fund balance to replace depleted revenue.
b.
Reducing General Fund expenditure in areas of capital outlay, travel,
contractual services, and books and supplies, but not to an extent that would
unreasonably impair district operations or instructional programs.
4.
The District shall not reduce the levels of teachers beyond the numbers
necessary to remain within the anticipated financial revenues for the following
school year.
5.
It is the intention of the parties that this section be consistent with Article VII,
Section 7 - Nondiscrimination/Affirmative Action.
B. Employment Categories. The following categories are established to ensure the
qualifications of teachers assigned to retained positions:
1. Elementary classroom teachers (K-6) including but not limited to instructional
coaches, librarians, and instructional technology specialists.
Elementary P.E. teachers
Elementary music teachers
Elementary counselors
092309
106
ARTICLE VII – OTHER TERMS AND CONDITIONS OF EMPLOYMENT
Section 8
LAYOFF AND RECALL (continued)
2.
Secondary school (7-12) subject matter areas or departments. A subject matter
area or department is a category defined but not limited to one of the following:
science, math, social studies, language arts, music, art, physical education and
health, and individual languages (e.g., French, Spanish, and German). Each
subject matter area or department represents a category and the specific subject a
teacher is qualified to teach must be listed under each subject matter area or
department.
3.
Support services or other specialties which will include: facilitators (by field of
specialty), secondary counselors, secondary librarians, special education
personnel (by field of specialty), educational staff associates (by field of
specialty), career and technical education (by field of specialty).
C. Seniority
1. Seniority shall mean total years of certificated experience of the nature eligible for
recognition by the District for salary purposes, regardless of whether actually
recognized on a given salary schedule (e.g., 20 years but the schedule stops after
16 years).
2.
A seniority list will be established for teachers on continuing and provisional
contracts by February 15. In the event ties exist when preparing the seniority list,
the employee(s) having the highest number of credits (including clock hour
credits) as recorded in Human Resources for salary purposes as of January 15 of
the current school year shall have seniority. If ties still exist, such teacher‘s
position on the list shall be determined by drawing lots among the teachers who
tie. Human Resources will draw lots as witnessed by the KEA President or his
or her designee.
3.
The seniority list established under paragraph C-2 above shall be posted at each
school and at the administration offices, and sent to teachers on leave and to the
Association. Any teacher who wishes to challenge his or her placement on the
seniority list must file a written notice with Human Resources within fourteen
(14) days immediately following the posting of said seniority list. Any such
notice shall identify the basis for the challenge. Human Resources shall review
all written challenges and shall make such changes as may be supported by
information contained in the teacher‘s personnel file. Notification to teachers
filing such challenges and to all teachers affected by any changes made shall be
given in writing by Human Resources on or before twenty-one (21) days
immediately following the initial posting of the seniority list. Any teacher
092309
107
Section 8
adversely affected by any changes made in the seniority list shall have seven
(7) days to file a written challenge thereto which challenge shall be made in the
same manner as specified for original challenges. Any teacher failing to
challenge his or her placement on the seniority list within the time limitations
specified above shall be deemed to have waived any right to thereafter challenge
such placement.
D. 1.
2.
Procedures for staff reduction: In the event the Board adopts a reduced or
modified educational program, the District shall, by April 30, determine, as
accurately as possible, the total number of certificated positions by categories
necessary for reduction. Vacancies created by retirement, resignations, leaves,
discharges, and one-year contracts such as retire/rehire and leave replacement
will be taken into consideration in determining the number of available
certificated positions prior to the following school year.
Retentions and layoffs shall be determined as follows:
a.
Certification. Prerequisites for retention shall include possession of any valid
Washington State Certification with the necessary endorsements as required by
statute or administrative code for the position(s) under consideration.
b.
Selection within employment categories. Certificated employees shall first be
considered for retention in their currently assigned category.
c.
Within the employment categories, retention shall be on a seniority basis, the
certificated employees with the greater seniority having preference. Employees
who cannot be retained in their current category shall be retained by seniority in
additional categories or specialties for which they are qualified.
d.
Requests for volunteers for layoff within the categories to be reduced will be
sent to all unit employees. Volunteers will be laid off first. If an employee
volunteers to be laid off, that employee shall be afforded all rights under this
Article.
e.
If an employee is on leave at the time of the layoff, that person will not be
exempt from the process. If the employee on leave is deemed to be laid off on
the basis of seniority and certification, that employee will become a part of the
reemployment pool and may return to active employment when recalled in
accordance with the terms of this section.
092309
108
Section 8
3.
The staff reduction procedures as herein provided shall be implemented on or
before May 15 of the school year prior to the school year in which any staff
reductions may be necessary. The superintendent shall take such action as may
be required by statute to non-renew or adversely affect the employment
contracts of affected teachers. Each employee so affected will receive written
documentation regarding the reason that they were separated from active
employment.
E. Transfer Due to Reduction of Staff
1.
Following the implementation of staff reduction procedures pursuant to
paragraph D above, each retained teacher shall be assigned to an available
position within the employment category used as the basis for his/her retention.
2.
In the event that it is necessary to transfer any teacher from his/her present
building the following procedures shall apply:
a.
All teachers in any building having an excess of teachers shall be advised by
Human Resources of the staff reductions, by employment category, to be made
within such building. Teachers assigned to such building and who were
retained within the excess employment category shall be given the opportunity
for voluntary transfer.
b.
In cases where insufficient voluntary transfers are obtained, teachers retained
within the employment category having an excess of teachers shall be chosen
for transfer by seniority, the teacher(s) with the least seniority being selected for
transfer. The teacher(s) selected will be informed by the principal or program
manager of the involuntary transfer and provided the opportunity to comment,
but shall not be given the option to refuse such transfer.
c.
In the event that two or more teachers within the same employment category
are involuntarily displaced pursuant to paragraph E2b above, and in the event
that there is more than one building in which openings exist, within such
employment category, the teacher with the greater seniority shall be given his
or her choice of building.
092309
109
Section 8
3.
After displaced teachers are assigned, qualified teachers in the reemployment
pool will be selected and assigned by the District for any positions which
subsequently become available, utilizing the provisions of paragraph F below.
After all vacant positions have been filled for the start of the school year, the
District will fill additional vacancies utilizing the provisions of paragraph F
below before giving consideration to requests for transfer as provided in Article
IV, Section 8.
4.
Every reasonable effort shall be made to insure that stipend personnel suffer no
monetary loss as a result of transfer because of reduction of staff.
5.
Human Resources shall use its best efforts to make building assignments (at
least on a tentative basis) prior to June 30, and to advise retained teachers of
their building assignments for the following year.
6.
An employee transferred voluntarily or involuntarily because of reduction of
staff may apply for a transfer to a specific vacancy that occurs in the employee‘s
original building and will be given priority for the next school year in returning
to that original building, provided that such a transfer does not impede the recall
of an employee who has been laid off.
F.
Provisions for Reemployment of Laid-Off Teachers
1.
All teachers laid off as a result of the implementation of this section will be
placed in a reemployment pool from which they will have priority for
reemployment the next three (3) school years.
2.
Recall shall be determined as follows:
a. Seniority. Teachers will be recalled in order of seniority for any position in a
category for which they hold the necessary certification and/or endorsements.
b.
Certification and/or endorsements. Possession of any valid Washington State
Certification, with the necessary endorsements as required by statute or
administrative code, required for the position(s) under consideration shall be a
prerequisite for recall to that specific position.
092309
110
Section 8
c.
In the event a teacher is due to be recalled in order of seniority and is eligible
due to certification or endorsement to fill more than one open position, that
teacher may choose from among the openings. If this applies to more than one
teacher being recalled, those teachers shall make their selections in order of
seniority.
d.
The teacher shall have the right to refuse the first and second offer of
employment. Refusing the third offer shall result in the teacher‘s name being
placed on the bottom of the rehire list.
3.
Any teacher wishing to be removed from the reemployment pool for the second
and third year shall notify Human Resources in writing between June 1 and June
30 preceding each school year. If such notification is not received, the name of
any such individual shall be retained in the pool.
4.
Teachers not reemployed before the start of each school year, upon request, shall
be placed on the substitute teacher roster.
5.
Any laid-off teacher shall, upon reemployment, retain full seniority rights and
all other rights as if his/her employment relationship with the District had not
been broken, provided, that no additional seniority credit shall be granted for the
period of unemployment.
G. Employment Notification
1.
All laid-off teachers shall be responsible for notifying Human Resources of a
telephone number and or e-mail address through which they can be reached.
2.
Laid-off teachers will be contacted by telephone and/or e-mail to be offered
reemployment and shall respond within twenty-four (24) hours following the
teacher‘s confirmation of receipt of the offer.
3.
Teachers may notify Human Resources authorizing acceptance or rejection of an
assignment on their own behalf.
4.
Any laid-off teacher may assign his or her proxy to another individual who will
then be authorized to accept or reject an assignment on his or her behalf, and
will provide written notice to the District which will include the name and
contact information of the proxy, and the starting and ending date for the period
of time that the proxy will be in effect.
092309
111
Article VII, Section 9
Certificated Employees Working Calendar
2011-2012
Note: In the event of school cancellation by the district, the make-up day(s) shall occur in June.
M
W
T
AUGUST
*29 *30 +31
(5)
12
19
26
3
10
17
24
31
7
14
21
28
T
SEPTEMBER
#1
6
7
8
13
14 15
20
21 22
27
28 29
4
11
18
25
F
2
9
16
23
30
OCTOBER
5
6
7
12 13 @14
19 20
21
26 27
28
NOVEMBER
1
2
3 @4
8
9 10 (11)
15
16 17
18
22
23 (24) (25)
29
30
1.
2.
3.
JANUARY
(3)
4
5
10
11 12
17
18 19
24
25 26
31
T
W
T
F
FEBRUARY
1
2
6
7
8
9
13
14 15
16
(20) (21) 22
23
27
28 29
3
10
17
24
+Floating Prep Day
*Required Days
DECEMBER
1
2
5
6
7
8
9
12
13
14 15
16
19
20 (21) (22) (23)
(26) (27) (28) (29) (30)
(2)
9
(16)
23
@30
M
#School Starts 9/1
( ) Labor Day 9/5
21 School Days
( ) Presidents‘ Break
2/20 & 2/21
19 School Days
MARCH
@ Optional Day
20 School Days
@ Optional Day
( ) Veterans‘ Day 11/11
( ) Thanksgiving 11/24 &25
18 School Days
( ) Winter Vacation
12/21 – 12/30
14 School Days
5
12
19
26
6
13
20
27
2
(9)
16
23
30
3
(10)
17
24
7
14
21
(28)
1
8
15
22
29
7
14
21
28
1 @2
8
9
15 16
22 23
29 30
APRIL
4
5
6
(11) (12) (13)
18 19 20
25 26 27
MAY
2
9
16
23
30
3
10
17
24
31
@ Optional Day
21 School Days
( ) Spring Vacation
4/9 - 4/13
16 School Days
4
11
18
25
( ) Memorial Day 5/28
22 School Days
1
8
#15
22
29
#Last Day of Work 6/15
11 School Days
JUNE
6
13
20
27
( ) Winter Vacation 1/2 &3
( ) M.L. King Day 1/16
@ Optional Day
18 School Days
4
11
18
25
5
12
19
26
6
13
20
27
7
14
21
28
School closure make-up days
(if needed) 6/18 & 6/19 and
more if necessary
In the event of school cancellations during the first semester, the last day of the first semester shall be rescheduled to fall on the 90th school
day for secondary students.
This calendar is based on 180 contracted days (180 school days), 3 additional required days, and 4 optional days. (Note: Contracts with 10
extended days shall also work June 18 - 22 and August 13 - 17, unless it is mutually agreed to substitute other dates or as stipulated in
Article IV, Section 6.C.2.)
Payment for days over the 180 school days will be as follows:
Payment for the August 29 and 30 required days and the August 31 floating day will automatically be paid on the September paycheck.
The four optional days will be paid by sign-in sheet.
091411
112
Section 10
HIGH SCHOOL ADVISORY PROGRAM
Purpose:
The Kent School District advisory program supports student academic achievement,
social development, and success beyond high school.
Required Components and Essential Elements:
1. Academic Achievement
 School Success Skills
 Academic Review
2. Social Development
 Community Building
 Character Development
3. Success Beyond High School
 Culminating Project Monitoring and Support
 Post High School Planning
The advisor provides students a personal connection with at least one adult that they will
have for each of their four years in high school.
Procedures:
Advisory sessions may be conducted once a week for a maximum of forty-five minutes
per session. High school administrators will provide detailed lesson plans at least two full
school days (not including the day of advisory) prior to the advisory session. Advisors are
to follow detailed lesson plans.
Advisors will not be disciplined or negatively evaluated due to students‘ failure to
successfully complete advisory requirements, culminating project components, or fulfill
graduation requirements.
Advisors are to assist students in developing the culminating project in the following
areas (approved by the Kent School Board – 2004):
051309
113
Section 10
HIGH SCHOOL ADVISORY PROGRAM (continued)
Components to be included in each school’s culminating project process:
Portfolio – Using the portfolio assessment checklist students will compile a portfolio of
evidence that demonstrates that they have successfully completed the identified learning
objectives and the identified components for the Kent School District culminating project
graduation requirement.
Community Service – Students will complete a minimum of five hours of service to
their community.
Career Exploration – Students will learn more about careers in which they are interested
through a variety of activities, to include job shadowing or a career related informational
interview. Each school will determine the requirements for this component.
Research Paper – Students will complete a research paper during their high school years
that will be included in their portfolio.
High School and Beyond Plan (thirteenth year plan) – Students will design a plan for
what they will do to continue their education after high school. This is a requirement for
graduation set by the State Board of Education starting with the class of 2008.
Technology Proficiency – Students will demonstrate proficiency with technology as
defined by Kent School District Student Technology Standards in the context of their
normal classroom work.
Oral Presentation – Students will demonstrate effective communication skills by
presenting orally a paper, project, or product identified at the school level.
Advisor requirements shall be limited to the following:

Advisors are to take roll and submit to attendance office. High school
administrators will apply appropriate discipline for students who are truant.

The following components of the culminating project will be reviewed by the
advisor to determine if student work meets stated standards
o Advisor reviews Best Works with reflection – four (4) Best Works total
during 9-12
o Advisor reviews reflection at the completion of job shadow
o Advisor reviews reflection at the completion of community service
o Advisor reviews artifacts for technology competencies
051309
114
Section 10
The following components of the culminating project will be verified by the
advisor to determine if document(s) is uploaded to eFolio
o Career Exploration (completed and evaluated in English classes)
 Cover letter written in English class
 Resumé including references created in English class
 Job application completed in advisory class time or English class
 Interest inventory (career cruising) completed in health class (KW),
PODs (KR), advisory class time (KM), advisory class time (KL)
o High School and Beyond Plan – all four schools will use the same format
 Four year plan completed in 9th grade advisory class or PODs
 13th year plan completed in advisory class
o Job Shadow – Completed approval form turned into advisor during
advisory
o Community Service – Completed approval form is turned into advisor
during advisory class
o Oral Presentation – Some advisors will adjudicate oral presentations when
released from other duties.
Academic Monitoring:
o Academic progress report done quarterly in advisory with student.
o Employability grades will not be assigned to students by the advisor.
Administration Responsibility:
o Oral Presentation – Upon successful completion of the oral presentation,
an identified central person, other than the advisor, will verify completion
in eFolio.
o Research Paper – Upon successful completion of the research paper, an
identified central person, other than the advisor, will verify completion in
eFolio.
o Communication with parents – parents will be informed by the
administration of graduation requirements, culminating project
requirements, and how to access their student‘s eFolio.
Student Responsibility:
Accountability - Students are accountable for the completion of culminating project
requirements.
051309
115
Section 10
Glossary
Monitor:
to remind, give warning
Advise:
to give counsel to
Review:
to determine if required elements are present and notifies students if
changes are necessary
Verify:
to check if document is uploaded
051309
116
ARTICLE VIII – ASSESSMENT
Section 1
TEACHER ASSESSMENT MODEL
Beginning in the 2005/06 school year the teacher assessment model currently being fieldtested will be required in each building. A phase in process will be used with full
implementation for all certificated staff by the school year 2008/09. Approximately 25%
of the certificated staff in each building will be required to participate beginning in
2005/06. Volunteers for the initial phase will be sought. During the 2003/04 and 2004/05
years the district and the association continued field-testing the model with opportunities
for staff feedback and refinement of the assessment instrument.
Continuing employees will participate in the assessment process for one (1) year. Upon
successful completion of the assessment as outlined in the flowchart, the employee may
move to the professional growth plan and remain on the PGP until such time as the
employee or the employee‘s administrative assessor requests a return to the assessment
phase. Said change shall be consistent with Article VIII, Section 2, 7.c.d.e. Provisional
employees will remain in the assessment phase throughout their provisional status. Leave
replacement employees will participate in the assessment process only.
101107
117
Section 2
THE CERTIFICATED ASSESSMENT MODEL
Certificated classroom teachers and other certificated employees within the bargaining
unit (collectively referred to as ―employees‖ herein) shall be evaluated each school year in
accordance with the procedures and criteria set forth herein.
An assessment of all certificated employees shall be completed prior to May 15 of each
year.
Each employee shall be assessed in accordance with the criteria appropriate to the
employee‘s position as set forth in Article VIII, Section 3. Assessments required or
permitted hereunder shall be documented on the assessment report form appropriate to
the employee‘s position. (See Exhibits A, B and S.)
The following process shall be utilized for the assessment of certificated employees:
1.
Prior to the beginning of the assessment process, the principal of each building and
those other qualified individuals who will be acting as assessors shall:
a.
Meet with staff upon their request to review and discuss the certificated
assessment in order to develop mutual understanding of the assessment
processes, procedures, and purpose.
b.
Designate the administrative assessor, if other than the principal. The assessor
for certificated employees shall be the principal or assistant principal of the
building to which the employee is assigned, or an administrative designee
holding an initial or continuing administrator‘s credential. The assessor for
certificated employees who spend less than one-half time in a building shall be
the director in charge of that program or the superintendent‘s designee when
mutually agreed to by the building principal, certificated employee and program
director. In no event shall the assessor be anyone represented by the Association
pursuant to Article 1, Section 1. No member of the bargaining unit shall be
designated as the official assessor of any District employee represented by the
Washington Education Association.
c.
In addition to the assessments required herein, principals and other designated
administrators may make assessments at any time during the school year. Such
assessments may cover individual observations or periods of time as identified
in the assessment report.
091411
118
Section 2
THE CERTIFICATED ASSESSMENT MODEL (continued)
d.
2.
3.
The assessment of an employee‘s performance shall be based upon the
observation of the employee‘s assignment as provided in paragraph 3 below
together with such other supportive evidence as may be pertinent to the adopted
criteria.
Goals Setting Conference.
a.
A goals setting conference will be held between the assessor and the staff
member being assessed in order to mutually establish specific written goals for
the year. This conference should result in (a) the selection of specific goals,
usually two or three will be sufficient, either from the evaluative criteria in the
appendix or from mutually agreed upon criteria on which assessment will be
based; and (b) writing the plan to achieve the goals on the form provided. In the
event agreement cannot be reached, the assessor will select specific goals,
usually two or three will be sufficient. The goals setting conference will be held
on or before November 15 of the contractual year.
b.
The selection of certain goals for particular emphasis shall supplement but not
replace the generally applicable assessment criteria for the employee involved in
the assessment phase of the certificated assessment cycle. The selection of goals
for the employee involved in the professional growth plan phase of the cycle
shall be developed according to the direction included in the Professional
Growth and Assessment Flowchart.
c.
Additional conferences between the administrator and the certificated staff
member may be held to monitor progress or to modify goals.
Observations.
Except as provided in paragraph 6 which follows, each certificated employee shall be
observed within the instructional or supervisory setting a minimum of three times per
year for a total of not less than ninety minutes. All three required observations shall
be conducted for a period of not less than twenty (20) continuous minutes. All three
required observations shall be conducted by the designated assessor unless the
certificated employee agrees in advance to do otherwise. Any audio or video
recordings will be mutually agreed upon, in writing, by both parties.
a.
Additional observations by the administrator may be held to monitor progress or
to modify goals.
091411
119
Section 2
4.
b.
Following each observation, the principal or other assessor shall promptly
document the results. Following the observation and within five school days, the
employee shall be provided with a copy of the written report.
c.
A post-observation conference will be held at the request of either the
certificated employee or the administrator.
d.
Following a request by a certificated employee, one of the three required
observations listed above will be pre-arranged.
e.
All employees newly employed by the school district shall be observed for the
purposes of assessment at least once for a total observation time of thirty (30)
minutes during the first ninety (90) calendar days of their employment.
Ratings of ―Unsatisfactory.‖
a.
A rating of unsatisfactory in up to two (2) elements in one domain or up to a
total of three (3) elements – A certificated employee shall be notified by the
assessor as soon as it becomes apparent that he/she is not performing
satisfactorily on one or more of the elements. No certificated employee shall
receive a mark of ―unsatisfactory‖ on an annual assessment unless he/she has
received prior written notification of the deficiency and the steps necessary to
show improvement. The employee may request a meeting with association
representation. The employee shall have at least four (4) weeks to demonstrate
improvement. If in the judgment of the assessor there has not been adequate
improvement to meet the evaluative criteria after four (4) weeks, the assessor
may mark unsatisfactory on the annual assessment for the previously identified
element(s).
b.
Plan of Improvement – The assessor may determine that a formal plan of
improvement of at least six (6) weeks is necessary when it becomes apparent
that a certificated employee is not performing satisfactorily in more than two (2)
elements in one domain or more than three (3) total elements on an annual
assessment. If determined that a formal plan of improvement is necessary, the
assessor may forgo subsection a., as stated above, and move immediately to a
formal plan of improvement. No certificated employee shall receive a mark of
―unsatisfactory‖ unless he/she is notified in writing by the assessor within a
reasonable time after it becomes apparent that he/she is not performing
satisfactorily and may be placed on a plan of improvement. A meeting shall be
091411
120
Section 2
held with the assessor, the certificated employee, an HR representative, and the
KEA president or designee to discuss the deficiencies. At this meeting the
assessor shall give specific comments based on documented workplace
observation(s) and/or other evidence as appropriate to the element to justify
such ratings. A written plan of improvement is the outcome of this meeting. The
assessor shall present the certificated employee with the written plan which
clearly describes areas of deficiency and outlines what the certificated employee
is expected to do in order to achieve satisfactory ratings. Prior to
implementation of the plan of improvement, the employee shall have the
opportunity for input regarding specific assistance needed. The employee shall
have at least six (6) weeks to demonstrate improvement. If in the judgment of
the assessor there has not been adequate improvement to meet the evaluative
criteria after six (6) weeks, the assessor may mark unsatisfactory on the annual
assessment for the identified element(s).
c.
The Human Resources Department will arrange for KEA notification and
participation. This provision shall not be used to delay or postpone conferences.
5. Year End Conference.
Either a Professional Growth and Assessment Protocol or a Short Form Certificated
Assessment Professional Growth Plan (PGP) Protocol reflecting those observations
completed in the observation process shall be discussed by the assessor with the
certificated employee on or before May 15.
The year-end assessment conference shall be held to:
a.
Complete the comments and summary statements on the final Professional
Growth and Assessment Protocol or Short Form Certificated Assessment PGP
Protocol.
b.
Discuss the assessment report. Upon completion and discussion of the Short
Form Certificated Assessment PGP Protocol or the Professional Growth and
Assessment Protocol, the certificated employee shall sign such form only to
indicate his/her awareness of the comments and summary statement recorded
thereon, but such signature shall not necessarily be interpreted to mean
agreement with the comments and/or summary statements. A copy of the annual
assessment report shall be given to each employee within three (3) days of the
conference. In the event the certificated employee disagrees with or questions
any results of the formal assessment procedure or disagrees with any statement
contained in the Professional Growth and Assessment Protocol, that employee
091411
121
Section 2
may, within fifteen (15) days after the delivery of the formal assessment form
write a detailed statement concerning the points of disagreement with the
assessment that shall be placed in his/her personnel file.
c.
6.
The appropriate division manager will review any attachments to the assessment
form.
Professional Growth Plan.
Provisional certificated employees will be assessed using the Provisional Assessment
Protocol. Continuing certificated employees will be assessed using the Professional
Growth and Development Assessment Protocol. Following successful completion of
the assessment cycle as defined in the professional growth and development
flowchart, the certificated employee may move to the professional growth plan cycle.
While on the PGP cycle the Short Form PGP Certificated Assessment Protocol will
be completed by the supervising administrator. The short form of assessment shall
include two PGP conferences and one classroom observation of at least thirty (30)
minutes without a written report unless employee requests a written report. Any
audio or video recordings will be mutually agreed upon, in writing, by both parties.
The short form assessment process shall not be used as a basis for determining that a
certificated employee‘s work is unsatisfactory nor as probable cause for nonrenewal
of an employee‘s contract under RCW 28A.67.070.
The employee may remain on the PGP until such time as the employee or the
employee‘s administrative assessor requests a return to the assessment phase.
7.
Professional Growth Plan
a.
The parties recognize that teaching is an evolving art and so encourage, through
this phase of the assessment cycle, ongoing professional development and
growth. Following the satisfactory completion of the assessment phase of the
cycle as outlined in the Professional Growth and Assessment Flowchart a
certificated employee may participate in a professional growth plan until such
time as the employee or the employee‘s administrative assessor requests a return
to the assessment phase.
b.
While on the Short Form PGP assessment phase of the cycle, only the Short
Form PGP Assessment Protocol will be included in the certificated employee‘s
personnel file for purposes of assessment documentation. While on the
assessment phase of the cycle, any instructional techniques, strategies, and
091411
122
Section 2
materials developed or utilized by certificated employees may be included in the
personnel file and used in the District‘s assessment.
c.
During the PGP phase of the assessment cycle, the administrative assessor
and/or certificated employee may return the employee to the assessment phase
during the goals setting conference. If during the year after the goals setting
conference, a certificated employee is removed from the PGP, the administrative
assessor shall provide written reasons for this change.
d.
If the certificated employee disputes the reasons for being removed from the
short form PGP after the goals setting conference, the dispute shall be submitted
to the superintendent or designee, who shall reply in writing within five (5)
school days from submission upholding or setting aside the reasons for returning
the certificated employee to the assessment phase of the cycle. Nothing in this
section shall preclude the parties from utilizing the grievance mediation
procedures of Article IX, Section 2D on an expedited schedule. Costs shall be
borne according to Article IX, Section 2.
e.
The designated administrative assessor may also place a certificated employee
on the assessment phase of the cycle in the following circumstances:
i.
ii.
iii.
iv.
8.
9.
Opening of a new building;
Transfer of a certificated employee eligible for the short form PGP;
Complete change of administrators in a building;
Mutual agreement between the assessor and the certificated employee.
Transfers and/or Resignations.
a.
If a certificated employee is transferred to another position not under the
administrator‘s jurisdiction, an assessment shall be made at the time of such
transfer, providing that the employee has been in the position forty-five (45)
days.
b.
If an employee resigns during the school year, a final assessment may be
completed prior to the resignation date.
Inapplicability of Grievance Provisions.
The provisions of Article IX of this Agreement relating to grievances shall not be
applicable to the assignment of performance ratings by administrators.
091411
123
ARTICLE VIII –ASSESSMENT
Section 3
PROBATION
1.
2.
3.
Administrator‘s Report. Based on a certificated employee‘s unsuccessful completion
of a plan of improvement in the preceding year/months, and any time after October
15, in the event that a principal or other administrator determines on the basis of the
assessment criteria that the performance of a certificated employee under his or her
supervision is unsatisfactory, the administrator shall report the same in writing to the
superintendent on or before January 20. The report shall include the following:
a.
The assessment protocol completed on or before January 15.
b.
A recommended specific and reasonable probationary plan designed to assist the
certificated employee in improving his/her performance.
Establishment of Probationary Period. If the superintendent concurs with the
administrator‘s assessment that the performance of the employee is unsatisfactory,
the superintendent shall notify the employee within ten (10) school days that he/she
is being placed on probationary status for 60 school days. During the period of
probation, the employee may not be transferred from the supervision of the original
assessor. Improvement of performance or probable cause for nonrenewal must occur
and be documented by the original assessor before any consideration of a request for
transfer or reassignment is contemplated by either the individual or the school
district. The written notice provided to the certificated employee shall contain the
following information:
a.
Specific areas of performance deficiency;
b.
A suggested specific and reasonable program for improvement;
c.
A statement indicating the duration of the probationary period and that the
purpose of the probationary period is to give the certificated employee the
opportunity to demonstrate improvement in his or her area/areas of deficiency.
Assessment During the Probationary Period.
a.
At or about the time of the delivery of a probationary letter, the principal or
other administrator shall hold a meeting with the certificated employee, an HR
representative, and a KEA advocate to discuss performance deficiencies and the
remedial measures to be taken.
062205
124
Section 3
PROBATION (continued)
4.
b.
During the probationary period the principal, administrator, or other assessor
shall observe and meet with the probationary employee at least twice monthly,
defined as 20 school days, to observe, provide assistance, and prepare a written
report. The certificated employee shall be provided with a copy of the
observation report, either hand delivered or by registered mail no longer than
five (5) school days following each meeting.
c.
The probationary certificated employee may be removed from probation at any
time if he/she has demonstrated improvement to the satisfaction of the principal
or other administrator in those areas specifically detailed in his/her probationary
plan.
d.
The district will notify the association in writing of any certificated employee(s)
placed on probation. A certificated employee on probation shall have the right to
have a representative of the Association present at all meetings for advisory
purposes, if so desired.
e.
In the case of certificated employees being placed on probationary status, the
complete assessment process shall be finalized by May 15.
Administrator‘s Post-Probation Report. Unless the probationary employee has
previously been removed from probation, the principal or other administrator shall
submit a written report to the superintendent at the end of the probationary period,
such report shall identify whether the performance of the probationary employee has
improved, and shall set forth one of the following recommendations for further
action:
a.
That the certificated employee has demonstrated sufficient improvement in the
stated areas of deficiency to justify the removal of the probationary status; or
b.
That the certificated employee has not demonstrated sufficient improvement in
the stated areas of deficiency and action should be taken to non-renew the
employment contract of the employee; and/or
c.
The certificated employee may be removed from his or her assignment and
placed into an alternative assignment or placed on paid leave at the District‘s
option for the remainder of the school year pursuant to RCW 28.A.405.100.
062205
125
Section 3
PROBATION (continued)
5.
6.
Action by the Superintendent. Following a review of any report submitted
pursuant to paragraph 4 above, the superintendent shall determine which of the
alternative courses of action is proper and shall take appropriate action to
implement such determination.
No certificated employee shall be placed on probation nor non-renewed for
unsatisfactory performance except in accordance with RCW 28A.405 et seq.
062205
126
ARTICLE IX - GRIEVANCE
Section 1
DEFINITIONS AND GENERAL CONDITIONS
A. Definitions
1.
Grievance: A grievance is a claim by a teacher or the Association that there has
been a violation, misinterpretation or misapplication of any provision of this
Agreement or any District policy, approved rule, regulation or procedure
consistent with Board policies.
2.
Grievant: Grievant means the Association or a teacher having a grievance.
B. General Conditions
1.
Time Limits: The adjustment of grievances shall be accomplished as rapidly as
possible. To that end, the number of days within which each step is described to
be accomplished shall be considered as maximum and every effort shall be
made to expedite the process. For the purposes of this Article, ―days‖ will be
defined as student contact days when all schools are in session during the
regular school year. The time limits provided in the Article shall be strictly
observed unless extended by written agreement of the parties. Failure of the
Association to proceed with its grievance within the times provided shall result
in the dismissal of the grievance. Failure of the Board or its representatives to
take the required action within the times provided shall entitle the Association to
proceed to the next step of the grievance procedure.
2.
Representation: A grievant may be represented by a representative of the
Association or a grievant may present his/her grievance to the employer and
have such grievance adjusted without the intervention of the Association as long
as the Association has been given an opportunity to be present at that adjustment
and to make its views known, and as long as the adjustment is not inconsistent
with the terms of this Agreement.
3.
Confidentiality: All matters pertaining to specific grievances shall be
confidential information and shall not be unnecessarily or indiscriminately
related, disclosed, or divulged by any participant in the grievance-adjusting
process or by any employee of the District, and shall be filed separately from the
employee‘s personnel file.
4.
Additional Participants: Both parties in the grievance-adjusting procedure may
call in other persons who could make a pertinent contribution to the acceptable
adjustment of a grievance.
101107
127
Section 1
DEFINITIONS AND GENERAL CONDITIONS (continued)
5.
Freedom From Reprisal: Participants involved in grievance adjustment
proceedings, whether as a grievant, a witness, an Association representative, or
otherwise, shall not suffer any restraint, interference, discrimination, coercion,
or reprisal on account of their reasonable participation in the grievance-adjusting
process.
6.
Assistance in Investigation: During the course of any investigation by the
Association, the District shall cooperate with the Association and furnish to it
relevant and necessary information for the processing of the grievance.
7.
Hearings: All hearings or conferences pursuant to this grievance procedure shall
be scheduled at a time and place which will afford a reasonable opportunity for
all parties entitled to attend to be present, including any and all witnesses. Such
hearings shall be conducted during non-school hours, unless there is mutual
agreement for other arrangements. The District and the Association are
responsible for the payment of their own representatives and witnesses involved
in any grievance meeting.
8.
Exception: If the grievance arises from an action of authority higher than the
immediate supervisor, the grievant may present such grievance at Step 2 of this
procedure.
9.
Arbitrability: A grievance based on any District policy, approved rule,
regulation or procedure consistent with Board policy and not a provision of this
Agreement shall be final with the decision of the superintendent or his/her
designee and shall not be submitted to Step 3.
10. Continuity of Grievance: Notwithstanding the expiration of this Agreement, any
claim or grievance arising prior to the expiration date of this Agreement may be
processed through the grievance procedure until resolution.
11. Probation/Nonrenewal: No grievance proceeding shall limit the authority of the
District to proceed with probationary and/or nonrenewal action pursuant to the
procedures established by state law.
101107
128
Section 2
PROCEDURES
In the event that a teacher believes there is a basis for a grievance, the teacher may first
discuss the alleged grievance with his/her building principal or other appropriate
supervisor, either personally or accompanied by his/her Association representative. If the
grievance is not thus resolved, formal grievance procedures may be instituted. However,
the exhaustion of the informal procedure is not a condition precedent in involving the
formal grievance procedure.
A. Step 1.
The grievant may invoke the formal grievance procedure on the form set forth in
Exhibit C which will be available from the Association representative in each
building. A copy of the grievance from shall be delivered to the principal or
appropriate supervisor. If the grievance involves more than one (1) school building,
it may be filed with the superintendent or a representative designated by the
superintendent. A grievance must be filed within forty-five (45) days of the
occurrence of which the grievant complains or within forty-five (45) days of the time
when the grievant, with reasonable diligence, should have known of the occurrence
of which he/she complains, whichever is later. Within seven (7) days of the receipt of
the written grievance, the principal or appropriate supervisor shall meet with the
grievant in an effort to resolve the grievance. The principal or appropriate supervisor
shall indicate his/her decision regarding the grievance within seven (7) days of such
meeting, and shall furnish a copy to the grievant, and, upon request, to the
Association.
B. Step 2.
If the grievance is not resolved within seven (7) days of such meeting, the grievance
may be transmitted to the superintendent. The transmittal to the superintendent shall
be made within fourteen (14) days of such meeting (Step 1). Within seven (7) days of
the receipt of the written grievance, the superintendent or his/her designee shall meet
with the grievant and shall indicate his/her decision within seven (7) days of such
meeting, and shall furnish a copy to the grievant and to the Association.
C. Step 3.
If the grievance is not resolved with the decision by the superintendent, or his/her
designee, or if no decision has been made within the period provided in Step 2, the
grievant may, within fourteen (14) days of meeting with the superintendent or his/her
designee, request in writing that the Association submit his/her grievance to
051309
129
grievance mediation (D), or final and binding arbitration (E). The Association may
exercise its right to grievance mediation or arbitration by giving the superintendent
written notice of its intention to mediate or arbitrate within twenty-eight (28) days
after the step two meeting with the superintendent or his/her designee.
D. Grievance Mediation
For the duration of this Agreement only, and in the event the Association notifies the
superintendent or his/her designee of its intention to mediate as per paragraph C
above, then the District shall respond, within seven (7) days from receipt of the
Association‘s request, as to whether or not the District agrees to grievance mediation.
In the event the District does not agree to grievance mediation, the Association may
exercise its right to arbitration by filing such notice within fourteen (14) days of
receipt of the District‘s response for grievance mediation.
The District and the Association must mutually agree to submit a grievance to
mediation. Within seven (7) days following an agreement to mediate the grievance,
the Association and the District shall meet to identify a mediator. In the event the
parties cannot reach agreement on a mediator, the party winning a coin toss shall
choose the mediator. The process shall be subject to the following rules and
conditions:
1.
A mediation conference shall be scheduled as soon as possible upon selection of
a mediator.
2.
The mediator shall conduct no more than three (3) mediations per day.
3.
The location, date, and starting time for the mediation shall be agreed to by the
District and the Association.
4.
The fees and expenses of the mediator shall be shared equally by the parties.
The cost of substitutes, witnesses and representatives shall be borne by the
respective party.
5.
The grievant shall have the right to be present at the mediation conference. The
cost of the substitute, if any, for the grievant shall be borne equally by the
Association and the District.
6.
Grievance claims regarding retroactive compensation shall be limited to the
calendar year during which the grievance occurred.
7.
One (1) person from each party shall be designated as spokesperson for that
party at the mediation conference.
051309
130
Section 2
PROCEDURES (continued)
8.
The mediator will have the authority to meet separately with either party, but
will not have the authority to compel the resolution of a grievance.
9.
The presentation of facts and considerations shall not be limited to those
presented at Step Two of the grievance procedures. Proceedings before the
mediator shall be informal in nature. There shall be no formal evidence rules.
No transcript or record of the mediation conference shall be made. The mediator
shall attempt to assure that all necessary facts and considerations are revealed to
him/her.
10. Written material presented to the mediator shall be returned to the party
presenting that material at the termination of the mediation conference, except
that the mediator may retain one copy of the written grievance to be used solely
for the purposes of statistical analysis.
11. In the event that a grievance which has been mediated is appealed to arbitration,
the mediator may not serve as arbitrator, nor may the mediator be placed on any
panel from which an arbitrator is to be selected by the parties. In the arbitration
proceedings, there shall be no reference to the fact that a mediation conference
was or was not held. Nothing said or done by the mediator may be referenced or
introduced into evidence at the arbitration hearing and nothing said or done by
either party for the first time in the mediation conference may be used against it
in arbitration.
In the event there is no agreement through the mediation process, the Association may
exercise its right to submit the grievance to final and binding arbitration by providing
written notice of such intent to the District within fourteen (14) days of the termination of
the mediation process.
E. In the event the Association wants to arbitrate and so notifies the superintendent or
her/his designee, then the following conditions shall apply:
1.
The arbitrator shall be selected from a list of fifteen (15) arbitrators provided by
the Federal Mediation and Conciliation Service (FMCS). Each side shall
determine how many names it wishes to strike from the list. The parties will
advise each other of the number of names that they have stricken. In the event
that one party has stricken more names than the other party, the other party will
have the opportunity to strike an equal number of names. For example, if the
District strikes six (6) names and KEA strikes only four (4) names, then KEA
will be allowed to strike two (2) additional names from the arbitration list. Once
051309
131
Section 2
PROCEDURES (continued)
both parties have stricken an equal number of names, they will rank the
remaining arbitrators in order of preference, with the lowest number being the
most preferred arbitrator. Each side will then send the arbitrator list to FMCS.
FMCS will then appoint the arbitrator based on the lowest combined ranking. In
the event that no names may remain, FMCS will provide a new list of fifteen
(15) names. Hearings shall be conducted in accordance with the rules of the
FMCS.
2.
The compensation and expenses of the arbitrator will be divided equally
between the two (2) parties.
3.
Grievance claims regarding retroactive compensation shall be limited to
24 months prior to the date the grievance was filed.
051309
132
Section 3
INDIVIDUAL COMPLAINTS
If an individual teacher has a personal complaint which he/she desires to discuss with a
supervisor, he/she is free to do so without recourse to the grievance procedure. Any
adjustment of the complaint shall be consistent with the terms of this Agreement.
8/27/93
133
ARTICLE X
Section 1
THE SUPPLEMENTAL CONTRACT EVALUATION SYSTEM
1.0 The evaluation of a teacher‘s performance of the duty under a supplemental contract
need not be conducted by the evaluator unless it becomes apparent to the evaluator
that the teacher is performing unsatisfactorily on one or more of the evaluative
criteria, provided the evaluation of a teacher‘s performance of the duty under a
supplemental contract shall not be determined to be ―not satisfactory‖ unless the
evaluator has followed all the procedures and guidelines of this Article.
2.0 The teacher‘s performance under a supplemental contract shall be evaluated by the
principal or assistant principal using the appropriate criteria for the supplemental
contract and the Supplemental Contract Performance Appraisal Form. The
supplemental contract evaluation shall be completed within thirty (30) days after the
end of the supplemental contract assignment, but no later than the teacher contracted
year.
3.0 A teacher shall be notified by the evaluator within a reasonable time after it becomes
apparent that he/she is performing unsatisfactorily. In connection with such
notification, a meeting shall be scheduled between the evaluator and the teacher to
discuss the unsatisfactory performance. At this meeting, the evaluator shall review
specific written areas of concern (and written suggestions for improvement) based on
documented observation and/or other supportive information.
4.0 Upon completion and discussion of the Supplemental Contract Appraisal Form with
the teacher, the teacher shall sign such form to indicate his/her awareness of the
performance appraisal. Such signature shall not necessarily be interpreted to mean
agreement with the comments and/or summary statements. A copy of the
Supplemental Contract Appraisal Form shall be given to the teacher. In the event the
teacher disagrees with the formal evaluation or disagrees with any statement
contained in the Supplemental Contract Appraisal Form, he/she may, within fifteen
(15) days after the receipt of the formal evaluation form, write a detailed statement
concerning the points of disagreement. The statement shall be placed in his/her
personnel file with the appraisal form.
8/27/93
134
ARTICLE X
Section 2
EVALUATIVE CRITERIA FOR SUPPLEMENTAL CONTRACTS
1.0 Knowledge and scholarship in special field.
1.1 Demonstrates depth and breadth of knowledge and strategies of the activity.
1.2 Demonstrates skills, techniques and methods of directing/coaching the activity.
1.3 Demonstrates adequate planning and preparation for scheduled events.
1.4 Demonstrates ability to assess skills of the students in the activity.
2.0 Specialized skills.
2.1 Demonstrates appropriate knowledge, skills and techniques of first aid and
safety.
2.2 Demonstrates skills in organizing and directing preliminary and culminating
activities.
3.0 Management of special and technical environment.
3.1 Demonstrates necessary knowledge of budgeting and purchasing procedures for
the activity.
3.2 Demonstrates knowledge of acquisition, management and care of equipment and
facilities.
4.0 Involvement in assisting pupils, parents, staff and other personnel.
4.1 Demonstrates ability to develop effective student relations.
4.2 Demonstrates ability to work effectively with staff.
4.3 Demonstrates ability to establish effective communications reflecting openness
and honesty with the school community and the news media.
4.4 Demonstrates ability to establish effective interpersonal relationships.
8/27/93
135
ARTICLE X
Section 2
EVALUATIVE CRITERIA FOR SUPPLEMENTAL CONTRACTS (continued)
5.0 The specialist as a professional.
5.1 Demonstrates willingness to participate in in-service and/or other related
educational opportunities.
5.2 Demonstrates positive model to students through his/her conduct during
leadership of activity.
5.3 Demonstrates knowledge of the applicable league, District and school rules and
regulations for the activity through his/her continued support and compliance
with them.
6.0 Effort toward improvement when needed.
6.1 Demonstrates continued development of strategies to meet specified goals and
objectives.
6.2 Demonstrates willingness to use constructive suggestions.
6.3 Demonstrates willingness to upgrade skills and/or knowledge of activity.
8/27/93
136
ARTICLE XI - SPECIAL EDUCATION
Section 1
INCLUSION
Each building principal shall provide a written procedure for communicating with staff
regarding the needs and concerns of including special education students in the general
education classroom. The procedure shall identify how the resource teacher will work
with the regular classroom teacher before placing students. The procedure shall include a
way to make necessary adjustments and/or corrections after placement. The principal
shall monitor the process and work with all parties to resolve any conflicts.
Discipline standards for special education students will be established consistent with the
District discipline policy, special education handbook procedures, and the IEP process.
9/26/01
137
Section 2
MEDICATION/HEALTH CARE
If health care needs (i.e., catheterization, shunt care, tracheotomy, etc.) are necessary for a
child‘s placement in school and the teacher performs specialized procedures, then the
teacher will be instructed by the school nurse or other qualified medical personnel prior to
the required care.
8/27/93
138
Section 3
INSTRUCTIONAL ASSISTANT TIME
Allocated by the executive director of special services according to KSD staffing
guidelines.
9/26/01
139
ARTICLE XII - SHARED DECISION MAKING
Section 1
We believe that shared decision making is a means of generating structure through a continuing
dialogue centered around our District vision and core values. We recognize the need for changing
roles and more open relationships in public education and encourage all stakeholders to participate
in shared decision making as equal partners. Our shared efforts will promote flexibility as well as
District unity, sharing of information, access to decision making for all stakeholder groups and
shared responsibility as we engage in the cycle of renewing education.
We are committed to developing opportunities for shared decision making as a process in which
community, staff, and building administration share in the development of organizational
strategies and policies that will create a sound educational environment. Fundamental to this
process is the belief that broad educational goals can best be implemented by the individual
schools assessing their unique needs and resources. An important function of the District and the
association is to support learning improvement teams as outlined in KSD policy 2010.
A school which has developed a plan which conflicts with this agreement can ask for a letter of
agreement to waive contract language. Such a request will be granted by the parties, provided it
is mutually agreed that the letter of agreement will create a sound educational environment and
will not jeopardize either party‘s interests. Letters of agreement approved will be granted for up
to one (1) year.
Letter of Agreement Process
Any arrangement or action that is contrary to the terms of the collective bargaining agreement
shall require a letter of agreement which specifies the nature and duration of the agreement. This
agreement will be considered an addendum to the collective bargaining agreement for the
purpose of innovative and creative program implementation.
A.
At the time that a letter of agreement is requested, a form must be submitted to the KEA
president which shows written evidence demonstrating that at least two-thirds (2/3) of
the employees affected by the agreement are in support (see Exhibit J).
B.
All letters of agreement must be signed by the association president or his/her designee
and the assistant superintendent of human resources or his/her designee.
C.
All letters of agreement shall be kept on file as follows: one (1) copy in the human
resources office, one (1) copy in the association office, and one (1) copy at the site that
originated the agreement.
1/13/99
140
DURATION AND ACCEPTANCE OF AGREEMENT
This Agreement shall be effective September 1, 2011 and shall continue in effect through
August 31, 2013. This Agreement, together with all the terms, conditions, and effects
thereof, shall expire on the date indicated. Negotiations between the parties on a
successor agreement shall begin no later than April, 2013.
It is the intent of the parties that by mutual agreement any section of the contract may
potentially be discussed and modified during the term of the Agreement.
Subject to ratification by the Board of Directors of the Kent School District and the Kent
Education Association.
In witness thereof:
FOR THE ASSOCIATION
FOR THE DISTRICT
KEA President
President, Board of Directors
Chief Negotiator
Secretary of the Board
Chief Negotiator
091411
141
(Per Article 8, Section 1, this document sunsets at the end of the 2007-2008 school year.)
Exhibit C
KENT SCHOOL DISTRICT #415
SUPPLEMENTAL CONTRACT PERFORMANCE APPRAISAL
FOR CERTIFICATED PERSONNEL
NAME:
APPRAISAL PERIOD:
FROM:
TO:
SUPPLEMENTAL CONTRACT BEING APPRAISED:
⁭
The performance of the supplementally contracted duties was satisfactory.
⁭
The performance of the supplementally contracted duties was not satisfactory.
PREPARED BY:
DATE:
If the performance was marked ―satisfactory,‖ then comments are optional.
If the performance was marked ―not satisfactory,‖ then supporting comments are required.
I have read this appraisal of my performance and discussed it with my supervisor.
DATE:
(Signature)
Statement by Appraisee Attached:
⁭
Yes
⁭
No
062205
142
Exhibit D
COMPLAINT BY THE AGGRIEVED
Type or Print:
Grievant‘s
Name
Date of Formal
Presentation
Home Address of
Aggrieved Person
School
Years in School System
Telephone
Immediate
Supervisor
Subject Area or Grade
Association
Representative
STATEMENT OF GRIEVANCE: (Include section of Agreement allegedly violated)
RELIEF SOUGHT:
062205
143
Exhibit E1
Continuing
Certificated Employee Contract
(Non-Supervisory)
Year
Employee Name
Address
City State Zip
Location:
This contract is made by and between the Board of Directors of Kent School District No. 415,
King County, Washington (District), and ____________ (Employee).
Employee is hereby employed by District to perform assigned services as
(___FTE) certificated staff during the ______ school year, which shall include 180 days of service,
exclusive of school holidays, school vacations and any regularly scheduled school days cancelled
because of inclement weather or emergency.
Employee shall perform such duties as may reasonably be assigned by his or her principal or
other supervisor, including such duties and obligations as may be prescribed by the collective
bargaining agreement between the District and the Kent Education Association (Association),
applicable state and federal statues and regulations and district policies, procedures and regulations.
Employee shall be subject to assignment, reassignment and transfer by the District superintendent o r
other designated administrative authority who is subject to the limitations of the applicable co llective
bargaining agreement. Employee shall be granted all the rights and benefits pursuant to the _____
provisions of the collective bargaining agreement b etween the district and the Association. Employee
shall receive compensation and benefits as specified in the collective bargaining agreement between
the district and the association.
Employee’s annual base salary shall be payable in twelve installments commencing on
September 30, ____ with successive installments being payable on the last working day of each month.
December payroll checks shall be distributed on the last scheduled school day preceding the winter
vacation.
This contract does not become effective until:
(A) Employee registers with the District superintendent’s office a valid state Certificate.
(B)
Employee signs and returns this contract to the District superintendent’s office on or before
Date.
In the event Employee fails to sign and return this contract on the terms stated within the time
specified, this contract will be withdrawn without any future notice or action. In that instance, the
District will consider the Employee to have waived any right to employment with the District.
By the order of the Board of Directors
BY
Superintendent
Employee Signature
KSD KEA ‘____
Date Signed:
th
Administrative Offices, 12033 SE 256 , Kent, Washington 98030
144
Exhibit E2
One-Year Provisional
(Non-Supervisory)
Year
Employee Name
Address
City State Zip
Location:
This contract is subject to non-renewal pursuant to RCW 28A.405.220 at the end of this
contract.
Employee shall perform such duties as may reasonably be assigned by his o r her principal or
applicable state and federal statues and regulatio ns and district policies, procedures and regulations.
Employee shall be subject to assignment, reassignment and transfer by the District superintendent or
provisions of the collective bargaining agreement between the district and the As sociation. Employee
September 30, ____ with successive installments being payable on the l ast working day of each month.
vacation.
(B) Employee signs and returns this contract to the District superintendent’s office on or before
Date.
BY
KSD
Superintendent
Employee Signature
KEA ‘ ____
Date Signed:
Administrative Offices, 12033 SE 256 th , Kent, Washington 9 8 0 3 0
145
Exhibit E3
Two-Year Provisional
(Non-Supervisory)
Year
Employee Name
Address
City State Zip
Location:
This contract is subject to non-renewal pursuant to RCW 28A.405.220 during the first two
years of employment.
other designated administrative authority who is subject to the limitations of the applicable c ollective
bargaining agreement. Employee shall be granted all the rights and benefits p ursuant to the _____
provisions of the collective bargaining agreement between the dist rict and the Association. Employee
December payroll checks shall be distributed on the last scheduled sc hool day preceding the winter
vacation.
(B) Employee signs and returns this contract to the District superintend ent’s office on or before
Date.
specified, this contract will be withdrawn witho ut any future notice or action. In that instance, the
BY
KSD
Superintendent
KEA ‘ ____
Employee Signature
Date Signed:
Administrative Offices, 12033 SE 256 th , Kent, Washington 98030
146
Exhibit E4
Three-Year Provisional
(Non-Supervisory)
Year
Employee Name
Address
City State Zip
Location:
This contract is subject to non-renewal pursuant to RCW 28A.405.220 during the first three
years of employment.
(___FTE) certificated staff during the ____ school year, which shall include 180 days of service,
applicable state and federal statues and regulations and district policie s, procedures and regulations.
provisions of the collective bargaining agreement between the district and the Association. Employee
Employee’s annual base salary shall be payable in twelve installments commen cing on
September 30, ____ with successive installments being payable on the last working day of each month.
vacation.
Date.
In the event Employee fails to sign and r eturn this contract on the terms stated within the time
specified, this contract will be withdrawn withou t any future notice or action. In that instance, the
BY
KSD
Superintendent
KEA ‘_____
Employee Signature
Date Signed:
th
Administrative Offices, 12033 SE 256 , Kent, Washington 98030
147
Exhibit E5
Leave Replacement
(Non-Supervisory)
Year
Employee Name
Address
City State Zip
Location:
This contract is valid only for the current school year subject to automatic termination at
the end of the year.
Employee shall perform such duties as may reasonably be assi gned by his or her principal or
other designated administrative authority who is subject to the limitations of the appli cable collective
provisions of the collective bargaining agreement between the district and the Association. Employee
vacation.
Date.
BY
Superintendent
Employee Signature
KSD KEA ‘ ____
Date Signed:
Administrative Offices, 12033 SE 256 th , Kent, Washington 98030
148
Exhibit E6
Retired Employee Certificated Contract
(Non-Supervisory)
Year
Employee Name
Address
City State Zip
Location:
This non-continuing contract is valid only for the current school yea r subject to automatic
termination at the end of the year. This contract is not subject to the provisions of RCW 28A.310.250,
28A.405.210 through 28A.405.240, 28A.405.400 through 28A.405.410, 28A.415.250 and
28A.405.900.
applicable state and federal statues and regulations and district policies, procedures a nd regulations.
other designated administrative authority who is subject to the limitations of the applicable c ollective
provisions of the collective bargaining agreement betwee n the district and the Association. Employee
Employee’s annual base salary shall be payable in twelve installments comme ncing on
vacation.
(C) Employee registers with the District superintendent’s office a valid state Certificate.
(D)
Employee signs and returns this contract to the District superintendent’s office on or before
DATE.
specified, this contract will be withdrawn withou t any future notice or action. In that instance, the
District will consider the Employee to have waived any right to employment with the District. The
employee further affirms that he or she is not bound by any other contract that might interfere
with the performance of duties pursuant to this contract.
BY
Superintendent
Employee Signature
KSD
KEA ‘______
Date Signed:
Administrative Offices, 12033 SE 256 t h , Kent, Washington 9 8 0 3 0
149
Exhibit F
KENT SCHOOL DISTRICT
EMPLOYMENT AUTHORIZATION
SUPPLEMENTAL CONTRACT
Year
Employee Name
Address
City State Zip
Location:
Pursuant to RCW 28A.405.240, the Board of Directors of the Kent School
District No. 415 (District), and the Employee whose name appears above (Employee)
agree that the Employee shall, in addition to the duties and services under Employee‘s
certificated contract, perform the following assigned special service(s) in the public
schools of the District for one year, subject to assignment, reassignment, or transfer by the
Board of Directors of the District or its representative(s). Also, in accordance with
RCW 28A.405.240, this supplemental contract is not a part of employee‘s continuing
contract, if any, and not subject to the restrictions therein.
Employee shall be granted all the rights and benefits pursuant to the provisions of the
applicable collective bargaining agreement between the District and the Kent Education
Association. This contract must be signed by the employee and returned to the human
resources office not later than fifteen (15) days from the above date or this offer will be
considered void. The special assignment pay specified above shall be paid in accordance
with the regulations and requirements of the district contained in the policy and
procedures book.
By order of the Board of Directors
of Kent School District No. 415
King County, Washington
By
Superintendent
KSD
Employee Signature
KEA ‗____
Administrative Offices, 12033 SE 256th, Kent, WA 98030
091411
150
Exhibit G
Date
Employment Authorization
Separate Contract
for
Educational Excellence
Year
Employee Name
Address
City State Zip
Location:
Pursuant to RCW 28A.400.200(4), the Board of Directors of the Kent School
District No. 415 (District) and the employee whose name appears above
(Employee) agree that the Employee shall be in addition to the duties and
services under Employee’s certificated contract, be authorized to perform the
following assigned additional days/duties in the public schools of the District
during the _______ school year, subj ect to assignment, reassignment, or
transfer by the Board of Directors of the Dist rict or its representative(s). Also,
in accordance with RCW 28A.405.240, this separate contract is not a part of
Employee’s continuing contract, if any, and not su bj ect to the restrictions
therein.
Required Extra Days
Effective Education
Special Proj ects / Class Coverage
This contract must be signed by the Employee noted at the upper left corner of
this document and returned to the Human Resources Office no later than fifteen
(15) days from the above date. Employee shall be paid in accordance with the
District policy and the collective bargaining agreement.
of Kent School District No. 415
King County, Washington
BY
Superintendent
KSD KEA ‘ ____
Employee Signature
Date Signed:
Administrative Offices, 12033 SE 256 t h , Kent, Washington 98030
091411
151
Exhibit H
2011-2012 and 2012-2013 Kent Teachers' Salary Schedule
Years of
Service
BA
BA+15
BA+30
BA+45
BA+90
BA+135
MA
MA+45
MA+90
or PHD
*
0
33,401
34,303
35,238
36,175
39,180
41,116
40,045
43,051
44,989
1
33,851
34,765
35,712
36,690
39,727
41,652
40,490
43,527
45,452
2
34,279
35,202
36,159
37,212
40,241
42,186
40,938
43,966
45,912
3
34,720
35,653
36,620
37,706
40,729
42,722
41,363
44,384
46,377
4
35,153
36,127
37,099
38,224
41,264
43,271
41,808
44,849
46,857
5
35,600
36,578
37,561
38,748
41,777
43,824
42,261
45,291
47,339
6
36,060
37,017
38,032
39,279
42,293
44,352
42,725
45,740
47,797
7
36,868
37,839
38,868
40,182
43,241
45,356
43,594
46,652
48,768
8
38,050
39,074
40,127
41,550
44,651
46,844
44,961
48,063
50,254
40,353
41,459
42,933
46,106
48,373
46,343
49,518
51,785
42,806
44,387
47,602
49,945
47,798
51,014
53,356
11
45,883
49,169
51,558
49,295
52,581
54,969
12
47,332
50,777
53,238
50,850
54,188
56,650
13
52,425
54,959
52,460
55,836
58,370
14
54,081
56,745
54,117
57,600
60,157
15
55,488
56,597
58,221
59,385
55,523
56,634
59,098
60,279
61,721
62,955
9
10
16 or more
*No entry into this column after January 1, 1992
091411
152
Exhibit H-1
2011-2012 and 2012-2013 Supplemental TRI Schedule
Years of Service
BA
BA+15
BA+30
BA+45
BA+90
BA+135
*
MA
MA+45
MA+90
or PHD
0
1,670
1,715
1,762
1,809
1,959
2,056
2,002
2,153
2,249
1
1,693
1,738
1,786
1,834
1,986
2,083
2,025
2,176
2,273
2
1,714
1,760
1,808
1,861
2,012
2,109
2,047
2,198
2,296
3
1,736
1,783
1,831
1,885
2,036
2,136
2,068
2,219
2,319
4
1,758
1,806
1,855
1,911
2,063
2,164
2,090
2,242
2,343
5
1,780
1,829
1,878
1,937
2,089
2,191
2,113
2,265
2,367
6
1,803
1,851
1,902
1,964
2,115
2,218
2,136
2,287
2,390
7
1,843
1,892
1,943
2,009
2,162
2,268
2,180
2,333
2,438
8
1,903
1,954
2,006
2,078
2,233
2,342
2,248
2,403
2,513
2,018
2,073
2,147
2,305
2,419
2,317
2,476
2,589
2,140
2,219
2,380
2,497
2,390
2,551
2,668
11
2,294
2,458
2,578
2,465
2,629
2,748
12
2,367
2,539
2,662
2,542
2,709
2,833
13
2,621
2,748
2,623
2,792
2,919
14
2,704
2,837
2,706
2,880
3,008
2,774
2,830
2,911
2,969
2,776
2,832
2,955
3,014
3,086
3,148
9
10
15
16 or more
091411
153
Exhibit I - Insurance Benefits
The Kent School District and Kent Education Association have agreed that the district will provide the following mandatory
insurance program and options for teachers to choose from as provided in Article VI, Section 9, of the Negotiated Agreement.
Changes to this list are subject to negotiation.
WEA Select Dental Plan: Washington Dental Service Plan 1 Incentive Care
WEA Select Dental Managed Care Plan: Washington Dental Service Delta Care Managed Care
The Standard Long Term Disability
The Standard Group Life
Willamette Dental Managed Care
Group Health Cooperative of Puget Sound
Premera Blue Cross WEA Select PPO 1, PPO 2, PPO 3, PPO 5, EasyChoice (A, B, C)
It is further agreed that the district shall continue to maintain automatic payroll deductions without any contribution of district
funds for those teachers who elect to continue the following coverage:
American Fidelity Salary Insurance
Colonial Short Term Disability Insurance
The Standard Life Insurance Program
Colonial Cancer Insurance
Unum Long Term Care Insurance
Hyatt Premier Legal Plan
United Health Care Vision
Dated this ____ day of __________, 2011.
FOR THE KENT SCHOOL DISTRICT:
FOR THE KENT EDUCATION ASSOCIATION:
Brent Jones
Sandra Goveia
Connie Compton
091411
154
Exhibit I-1
Declaration of Domestic Partnership
Employer’s Name:
KENT SCHOOL DISTRICT
1
I, ________________________________________, declare that _______________________________
Employee’s Name (Please print last name, first name)
Domestic Partner’s Name (Please print last name, first name)
and I are domestic partners, I request that my partner be enrolled in my medical and / or dental
and vision plan effective ____________________.
Date (MM/DD/YYYY)
We:
1.
Share a household;
2.
Have a close personal relationship in place of a lawful marriage;
3.
Are both responsible for our basic living expenses, as defined below;
4.
Are not married to anyone;
5.
Are each at least 18 years of age;
6.
Are not related by blood so close it would bar marriage in Washington State;
7.
Were mentally competent to agree to a contract when our domestic partnership began, and;
8.
Are each other’s only domestic partner and responsible for each other’s welfare.
“Basic living expenses” means the cost of food, shelter, and other common household expenses. Partners do not
need to pay for these expenses equally or jointly, but they must agree they are both responsible for them.
Employees should consult an attorney. This declaration may have other legal and/or financial consequences. If the
domestic partnership ends, for instance, a court might treat the relationship similar to a marriage for establishing and
dividing community property, assigning community debt, or the payment of support.
We understand that:

This declaration will end upon the death of the domestic partner or there is a change of the
circumstances noted above.

We will notify my payroll or personnel representative if the domestic partnership no longer meets all of
the above criteria. We will do this by filing a Declaration of Termination of Domestic Partnership within
30 days of the change.
We declare under penalty of perjury that the information on this form is true, and that we meet all
provisions of this declaration.
_______________________________________________
Employee Signature
_______________________________
Social Security Number
_______________________
Date of Birth (MM/DD/YYYY)
_______________________
Date (MM/DD/YYYY)
________________________________________________
Domestic Partner Signature
________________________________
Social Security Number
________________________
Date of Birth (MM/DD/YYYY)
________________________
Date (MM/DD/YYYY)
Return Original to:
Kent School District, Human Resources
12033 SE 256th Street, A-100
Kent, WA 98030-6643
091411
155
Exhibit J
KEA/District Letter of Agreement on a Waiver
Any arrangement or action that is contrary to the terms of the collective bargaining agreement shall
require a Letter of Agreement which specifies the nature and duration of the agreement. A Letter of
Agreement may also memorialize arrangements or actions not covered by the terms of the collective
bargaining agreement, if both parties agree that it would be useful to document such arrangements or
actions. This agreement, upon approval by the KEA and the District, will be considered an addendum to
the collective bargaining agreement for the purpose of innovative and creative program implementation
or other worthy purposes.
A. At the time that a Letter of Agreement is requested, a form must be submitted to the KEA president
which shows written evidence demonstrating that a least two-thirds (2/3) of the employees affected
by the agreement are in support.
B. All Letters of Agreement must be signed by the KEA president or his/her designee and the Assistant
Superintendent of Human Resources or his/her designee.
C. All Letters of Agreement shall be kept on file as follows: one (1) copy in the human resources office,
one (1) copy in the KEA office, and one (1) copy at the site that originated the agreement.
D. All Letters of Agreement shall expire at the end of the school year in which they go into effect unless
the parties mutually specify another period.
Building/Site Action (Step One)
Contractual Provision Affected:
Article
Section
Specify the change requested (continue on reverse if space below is inadequate):
Group(s) (site/program/grade(s)) significantly affected by this change:
Total number of KEA-represented employees affected by this change:
Number of KEA-represented employees who support this change:
(Please submit written evidence of two-thirds support to KEA president)
Building/Site:
Principal (Identify if one exists):
KEA Building Rep. (print and sign):._____________________
Date approved:
Date effective:

Send completed, approved form to KEA Office for review, copy to principal
091411
156
KEA President's Action (Step Two)
 Approved
 Disapproved
Reasons if disapproved:
By:

Send copy to Building Rep and HR Office
HR Office Action (Step Three)
 Approved
 Disapproved
Comments or explanation of disapproval:
By:

Send copy to KEA president and principal
091411
157
KEA/District Letter of Understanding on Waiver Procedures
This Letter of Understanding is intended to (1) reaffirm the commitment of KEA and the District
to create a sound educational environment in each unique school setting, (2) elaborate on and specify the
sequential procedures for securing a waiver as contemplated by the 2009-11 collective bargaining
agreement, at Article XII, Shared Decision Making, and Exhibit J, KEA Letter of Agreement Request
Form, and (3) establish a new, revised form of Exhibit J (as attached hereto).
1.
Building Process
Staff in a school building may develop a plan for improving a sound educational environment
that conflicts with the language of the current collective bargaining agreement, as recognized in Article
XII. It is expected that the building representative from KEA and a school building administrator will
share potential arrangements or actions with each other in informative conversations.
A.
Initiation of the Process

B.
KEA is the primary initiator of the waiver process. As such, the KEA Building
Representative or designee has primary responsibility for incorporating the
proposed arrangement or action into a waiver letter of agreement (the "Waiver
LOA") and guiding the Waiver LOA process at the building level.
Role of the KEA Building Representative/Designee

It is the responsibility of the Building Representative/designee, as the key player at the
building level, to: (1) oversee preparation and completion of the first page of the
Waiver LOA form; (2) determine, by written proof in a manner acceptable to the
KEA President, whether at least two-thirds of the staff affected by the potential LOA
agree with the proposed arrangement or action; and (3) if the requisite support exists,
thereafter notify the building principal.

The Building Representative shall promptly forward the completed Waiver LOA to
the KEA President for final Association approval, with a copy to the principal.
091411
158
C.
II.
Role of the Principal

The principal/designee plays a participatory role in the process of consideration of a
potential LOA.

In the process, building administrators shall not (1) conduct any formal or official
staff vote on a potential arrangement or action (in contrast to staff/administrator
discussion of the merits of a potential arrangement or action) or (2) threaten or coerce
any staff member to support or endorse a potential Waiver LOA.
KEA Processing

Upon receipt of a Waiver LOA form from a building, the KEA President or designee shall then
review and decide approval/disapproval within fifteen (15) calendar days, unless holidays or
vacation breaks necessitate a somewhat longer period.

In the event of approval by the Association, the form shall be forwarded to the Human Resources
Office no later than ten (10) calendar days after approval.

In the event of disapproval, (1) the reasons shall be briefly stated on the second page of the
Waiver LOA form and (2) the form shall be returned to the submitting Building
Representative/designee, with a copy to the principal, within ten (10) calendar days.
III.
Human Resources Office Processing

The final step in the process is approval (or disapproval) by the Assistant Superintendent for
Human Resources or designee, a decision to be made within fifteen (15) calendar days of receipt
from the KEA President, unless somewhat delayed by holidays or vacation breaks.

The fully completed Waiver LOA shall then be sent to the KEA President and the principal of the
affected building.

In the event of disapproval, the reasons shall be briefly stated on the second page of the Waiver
LOA form.
091411
159

Exhibit K
Professional Growth and Assessment Protocol
For Classroom Teachers
Name:
Appraisal Period:
From:
To:
School:
Position Title:
KEY
Unsatisfactory
The teacher does not yet appear
to understand the concepts
underlying the component.
Key:
Basic/Emerging
The teacher understands the
concepts underlying the
component and implements the
elements.
U. . . Unsatisfactory
Proficient
The teacher clearly understands
the concepts underlying the
component and successfully
and consistently implements
the elements underlying the
component.
B. . . Basic/Emerging
P. . . Proficient
Domain 1: Planning and Preparation
Exemplary
The teacher at this level is a
master teacher and makes a
contribution to the field, both
in and outside the school. The
teacher enables students to
contribute as appropriate to the
elements within the component.
E. . . Exemplary
U
B
P
E
Component 1a. Demonstrating Knowledge of Students
1. Knowledge of Students
Component 1b. Selecting Instructional Goals
1. Lesson Design
2. Knowledge of Students‘ Skills and Level of Understanding of Content
Component 1c. Designing Coherent Instruction
1. Demonstrates Ability to Organize Time for Instruction
Component 1d. Uses Assessment Information in Planning
1. Uses District and State Assessments
Comments/Feedback:
062205
160
Exhibit K
Domain 2: The Classroom Environment
U
B
P
E
U
B
P
E
Component 2a. Fosters Respect and Rapport Between Students and Teachers
1. Classroom Interactions
Component 2b. Maintains High Expectation for Student Academic Achievement
1. Maintains High Expectation for Student Academic Achievement
Component 2c. Managing Classroom Procedures and Routines
1. Management of Materials, Supplies, Transitions, and Space
Component 2d. Manages Student Behavior
1. Expectations and Monitoring Student Behavior
Component 2e. Organizes Physical Space to Maximize Learning
1. Safety and Accessibility to Learning and Use of Physical Resources
Comments/Feedback:
Domain 3: Instruction
Component 3a. Communicating Clearly and Accurately
1. Directions and Procedures
2. Oral and Written Language
Component 3b. Using Questioning and Discussion Techniques
1. Questioning Levels and Strategies
2. Discussion Techniques
Component 3c. Engaging Students in Learning
1. Presentation of Content
2. Activities and Assignments
3. Instructional Grouping of Students
Component 3d. Providing Feedback to Students
1. Feedback Quality: Accurate, Substantive, Constructive, Specific, and Timely
Component 3e. Demonstrating Flexibility and Responsiveness
1. Lesson Monitoring and Adjustment
2. Response to Students
3. Persistence
4. Provides for Individual Student Differences
062205
161
Exhibit K
Comments/Feedback:
Domain 4: Professional Responsibilities
U
B
P
E
Component 4a. Reflecting on Teaching
1. Accuracy in Self-Reflection Regarding Lesson Effectiveness
2. Use in Future Teaching
Component 4b. Maintaining Accurate Records
1. Monitoring Records of Student Progress in Learning
Component 4c. Communicating in the Educational Environment
1. Information About the Instructional Program and Individual Students
2. Communicating in a Professional Environment
Component 4d. Contributing to the School and District
1. Relationships with Colleagues
Component 4e. Showing Professionalism
1. Student Advocacy
Comments/Feedback:
062205
162
Exhibit K
Summary
Prepared by:
Date:
Date
‫ ٱ‬Yes
‫ ٱ‬No
062205
163
Exhibit L
DOMAIN 1: PLANNING AND PREPARATION
Component 1a: Demonstrating Knowledge of Students
Element:
Knowledge of students
ELEMENT
Knowledge of Students
UNSATISFACTORY
Teacher displays little
knowledge of students‘
interests, cultural heritage, or
developmental characteristics.
LEVEL OF PERFORMANCE
BASIC/EMERGING
PROFICIENT
Teacher recognizes and
Teacher displays knowledge
values the students‘ interests,
of students‘ interests and
cultural heritage, and
cultural heritage, recognizes
developmental characteristics. the value of this knowledge,
and authentically infuses it
into instruction in a
developmentally appropriate
manner.
EXEMPLARY
Teacher authentically infuses
students‘ interests and
cultural heritage to empower
students of all backgrounds.
Students respect, value, and
share the cultural heritage of
all students. Teacher displays
knowledge of typical
developmental characteristics
of age group, exceptions to
the patterns, and the extent to
which each student follows
patterns.
Examples
-Teacher talks in generalities
about students’ cultural
heritages without recognizing
individual contributions
-Teacher uses knowledge of
students’ interests, cultural
heritage and developmental
characteristics when
planning the lesson
-Supplemental curriculum
selection and attitude reflect
knowledge and respect for
diversity
-Planning reflects knowledge
of age appropriate activities
and assignments
-Actively seeks and uses
supplementary resources that
connect with student interests
-The environment of the room
and lesson content
demonstrates or reflects the
diversity of the classroom,
school, and community
-Technology resources reflect
diversity
-Teacher infuses curriculum
with materials that reflect the
diversity and multicultural
content of society
-Teacher provides
opportunities for individual
students to participate in
learning activities that reflect
their cultural heritage
-Students share their cultural
heritage with others and want
to learn about other students’
cultural heritage
062205
164
Component 1b: Selecting Instructional Goals
Elements:
Lesson design • Knowledge of students‘ skills and level of understanding of content
ELEMENT
Lesson Design
UNSATISFACTORY
Goals are not based on the
Essential Learnings (ELs) and
Grade Level Expectations
(GLEs).
BASIC/EMERGING
PROFICIENT
EXEMPLARY
Teacher planning process
begins with the identification
of the ELs, GLEs, and
appropriate technology
standards. The identified
learning objective clearly
drives the lesson design.
Students are able to
understand and communicate
the intent of the learning
objective.
Students are able to
understand and communicate
objective. The planning
process allows students
multiple ways of expressing
understanding.
-Goals of lesson are clear
and displayed for student
reference
-Students are engaged in
activities which reflect their
understanding of the goals
and content of the lesson
and/or class
-Some technology activities
are chosen and are
developmentally and
instructionally appropriate
given students’ understanding
of ELs and GLEs
-Goals of lesson are always
clear
-Students are engaged in a
variety of activities which
reflect their understanding of
the goals and content of the
lesson and/or class
-Technology is used as an
integrated tool to advance
students’ understanding of
ELs and GLEs
-Students can clearly
articulate and self-determine
means of demonstrating their
understanding
-Students are engaged in a
variety of activities which
reflect their understanding of
the goals and content of the
lesson and/or class
Examples
-Teacher exhibits a lack of
understanding of grade level
expectations
-Technology standards and
skills are not addressed in
planning and preparation
062205
165
Knowledge of Students‘
Skills and Level of
Understanding of Content
Teacher displays little
knowledge of students‘ skills
and understanding of content.
-Teacher matches strategies
(i.e., inquiry based,
interdisciplinary), to the
instructional objective
Teacher uses formal and
informal assessment to
determine student‘s skill level
and understanding of content.
Teacher uses this information
to plan appropriate lessons.
Teacher gathers and uses
formal and informal
assessment data from a
variety of sources in
determining students‘ skills
and level of content
understanding in order to
differentiate instruction.
Teacher and students gather
and use formal and informal
assessment data from a
variety of sources to
determine student‘s skills and
level of content
understanding. This
information is used to
differentiate instruction and
allows for multiple means of
demonstrating skills and
understanding.
-Teacher organizes activities
to demonstrate and meet
student skill needs
-Teacher designs
instructional activities that
reflect a variety of skill and
content knowledge levels
-Teacher and students
collaboratively design
instructional activities that
reflect a variety of skill and
content understanding levels
Examples
-Although teacher has
knowledge of individual
student’s abilities, teacher
generally instructs to the
middle
-Working with the special
education teacher or ELL
teacher, the classroom
teacher provides instructional
activities appropriate for
students with special needs
062205
166
Component 1c: Designing Coherent Instruction
Element:
Demonstrates ability to organize time for instruction
ELEMENT
Demonstrates Ability to
Organize Time for Instruction
UNSATISFACTORY
The lesson or unit has no
clearly defined structure, or
the structure is unclear. Time
allocations are unrealistic.
Irregular pacing weakens the
lesson.
BASIC/EMERGING
PROFICIENT
The lesson or unit has a
recognizable structure. The
clearly defined structure and
lesson is organized to
progression. Time allocations
increase time on task.
are reasonable.
EXEMPLARY
The unit and lesson structure
and progression allow for
adaptation, but still attain the
objective. Pacing of the
lesson(s) is appropriate for all
students.
Examples
-Transitions occur with
minimal loss of instructional
time
-Lesson design incorporates
an opening and closing
activity
-Teacher provides students
with timelines throughout the
lesson
-Attention is given to shortand long-range planning
through which learning
activities are organized
-Transition time is
thoughtfully and deliberately
planned in order to address
the learning needs of all
students
-Teacher provides meaningful
learning activities
-Teacher maintains shortand long-range plans that
target technology standards
appropriately within each
grade level and subject area
-Teacher is deliberate in
incorporating innovative
instructional strategies,
including the use of
technology
-Teacher demonstrates
flexibility and adaptability by
skillfully incorporating
student questions and
feedback during the lesson
062205
167
Component 1d: Uses Assessment Information in Planning
Element
Uses District and State Assessments
ELEMENT
Uses District and State
Assessments
UNSATISFACTORY
Teacher is unaware of student
performance on district and
state assessments. Teacher
does not help students
understand the importance of
assessments nor prepare them
for testing. Teacher does not
incorporate student
performance on district and/or
state tests into planning.
BASIC/EMERGING
PROFICIENT
Teacher is aware of general
In addition to performance
performance trends on district trend data the teacher is aware
and state assessments.
of individual student
Teacher consistently prepares performance on district and
students for testing. Teacher
state tests. When planning,
consistently incorporates
the teacher deliberately
student performance on
targets students‘ deficit areas
district and/or state tests into
as exhibited by the testing.
planning.
Teacher incorporates
opportunities to prepare
students for testing formats
into planning. Teacher is
aware of and uses assessment
data to plan lessons that will
effectively decrease the
achievement gap associated
with ethnicity, poverty,
gender, etc.
EXEMPLARY
Teacher uses data from state
and district assessments to
guide long-term planning
efforts which smoothly and
effectively help students
address deficit areas. Teacher
assists students in
understanding the purpose
and importance of the tests.
Teacher enables students to
feel secure and successful in
demonstrating what they
know in a variety of testing
situations, e.g., formats,
environments, etc.
062205
168
DOMAIN 2: THE CLASSROOM ENVIRONMENT
Component 2a: Fosters Respect and Rapport Between Students and Teachers
Element:
Classroom interactions
ELEMENT
Classroom Interactions
UNSATISFACTORY
Teacher interaction with at
least some students is
negative, demeaning,
sarcastic, or inappropriate.
Teacher is sometimes fair,
consistent, and
nondiscriminatory in gender,
ability, and ethnicity as well
as other matters relating to
diversity. Teacher creates an
environment where student
interactions are characterized
by conflict, sarcasm, or putdowns.
BASIC/EMERGING
PROFICIENT
Teacher-student interactions
Teacher-student interactions
are appropriate but may
are friendly and demonstrate
reflect occasional
general warmth, caring, and
inconsistencies. Students
respect. Students exhibit
exhibit respect for teacher.
respect for teacher. Teacher
Teacher is always fair,
creates an environment where
consistent, and
students show respect for
each other.
ability, and ethnicity as well
as other matters relating to
diversity. Teacher creates an
environment where students
demonstrate respectful
behavior toward one another.
EXEMPLARY
Teacher demonstrates
genuine caring and respect for
individual students. Students
exhibit respect for teacher as
an individual. Teacher creates
an environment where
students demonstrate caring
for one another as individuals
and as students.
Examples
-Sarcasm, negative body
language, no smile, no
proximity, inconsistency when
enforcing class expectations
-Teacher does not respond
appropriately to negative
student to student
-Students follow basic rules
-Teacher calls on students
throughout the room
-Respectful comments can be
heard from both teacher and
students
-Some praise and
encouragement heard
between teacher and student
-Teacher demonstrates
courteous behavior to
students
-Teacher greets students with
a personal comment
-Teacher acknowledges
individual efforts by students
-Technology is used to
enhance relations with
students via comments, email, discussions, etc.
-Students are respectful of the
-Teacher knows student
interests, strengths,
capabilities, and important
events and responds, e.g.,
gathers books of interest,
notes for special occasions,
parent/family communication
-Teacher honors students,
acknowledges student
successes, goes to school
activities
-Teacher personalizes
062205
169
learning environment
-Teacher is consistently
positive, appropriately using
humor
-One feels positive
atmosphere, energy, and
enthusiasm toward learning,
group rapport, working
together – respect for each
other
-Students listen respectfully to
teacher and other students
during instruction
-Teacher is aware of cultural
background and incorporates
into classroom environment
and instruction
instruction, demonstrates
genuine interest in students
-Teacher is aware of cultural
background and incorporates
into classroom environment
and instruction
-Teacher creates an
environment where students
offer to help one another,
e.g., when a peer is absent,
students collect handouts and
initiate interaction when
student returns
062205
170
Component 2b: Maintains High Expectation for Student Academic Achievement
Element:
Maintains high expectation for student academic achievement
ELEMENT
Maintains High Expectation
for Student Academic
Achievement
UNSATISFACTORY
Teacher does not encourage
quality work. Teacher does
not communicate high
expectations for student work
and or conduct. Expectations
may be influenced by
stereotypical beliefs.
BASIC/EMERGING
PROFICIENT
Teacher encourages student
Teacher sets and maintains a
improvement, and designs
high standard for students to
most lessons or grading
accomplish quality learning
criteria to reinforce high
expectations/standards for all
students.
EXEMPLARY
Teacher promotes pride in
student work, encourages
students to initiate improved
learning, and inspires students
to pursue extended learning
opportunities on their own.
Examples
-Teacher does not
differentiate in order to
challenge students
-Teacher does not redirect or
focus behavior
-Teacher uses models or
examples not appropriate for
the lesson
-Lessons are broad, are not
aligned with standards, and
are not meaningful
-Teacher does not model or
align communication with
actions or results
-Teacher does not provide
deadlines for homework/tests,
and there is little
communication regarding
expectations/objectives/stand
ards
-Teacher provides
meaningful, timely, and
appropriate feedback
-Teacher communicates high
expectations
-Lessons require students to
meet district and/or state
standards
-Teacher consistently sets and
communicates high
expectations for performance
-Teacher provides exemplars
and models
-Teacher uses technology to
communicate and support
learning goals
-Teacher accepts only high
quality work on assignments
-Teacher allows for self and
peer evaluation
-Teacher requires revision of
work based on comments and
feedback as directed
facilitate the feedback and
revision process
-Teacher promotes
responsibility for monitoring
personal progress
-Teacher encourages student
extended learning by
providing info for additional
resources, i.e., read books,
visit museums, attend
performances
-Teacher encourages
proficiency and persistence in
order to achieve high quality
work, provides meaningful
and timely feedback with
examples
-Teacher explains and posts
rubrics
-Teacher encourages
individual enthusiasm
-Students own the learning,
teacher acts as the coach,
high investment from students
-Teacher uses technology
throughout the learning
062205
171
-Teacher provides clear
expectations and assessment
tools that students understand
process to facilitate the
development, revision, and
production of highest quality
work
062205
172
Component 2c: Managing Classroom Procedures and Routines
Element:
Management of materials, supplies, transitions, and space
ELEMENT
Management of Materials,
Supplies, Transitions, and
Space
UNSATISFACTORY
Management of materials and
noninstructional duties are
handled inefficiently,
resulting in loss of
instructional time.
BASIC/EMERGING
PROFICIENT
Routines for handling
materials, supplies, and
noninstructional duties
noninstructional duties occur
function well.
smoothly, with little loss of
instructional time.
EXEMPLARY
noninstructional duties are
smooth, with students
assuming some responsibility
for efficient operations.
Examples
-Posted schedule of daily
activities allows for smooth
transition between
instructional activities
-Technology resources in the
classroom and school are
accessed sporadically with
some success
-Posted schedule of daily
activities allows for smooth
transition between
instructional activities
-Classroom space is
organized to allow for
managed access to classroom
and school technology
resources
-Materials are accessible,
students can verbalize
expectations, students are
engaged and on task
-Group transitions are
purposeful with limited loss
of instructional time
-Students are
grouped/assigned to take
advantage of classroom and
school technology resources
in an efficient way
-Students know without being
reminded where to
return/gather needed
materials/supplies
-Students assist with routine
procedures to create a
seamless classroom, e.g.,
paper distribution, lights, etc.
-After verbal/nonverbal cues,
students transition
immediately to the next task
062205
173
Component 2d: Manages Student Behavior
Element:
Expectations and monitoring student behavior
ELEMENT
Expectations and Monitoring
Student Behavior
UNSATISFACTORY
No standards of conduct
appear to have been
established, or students are
confused as to what the
standards are. Teacher does
not monitor or respond to
student behavior.
BASIC/EMERGING
PROFICIENT
Standards of conduct appear
Standards of conduct are clear
to have been established for
to all students. Teacher is
most situations, and most
alert to student behavior at all
students seem to understand
times and responds
them. Teacher is aware of
appropriately, respectfully,
student behavior.
and successfully to positive
and negative behavior.
EXEMPLARY
Standards of conduct are clear
to all students and appear to
have been developed with
student participation.
Monitoring by teacher is
subtle, sensitive, effective,
and preventative. Praise is
appropriate and specific.
Students are learning to
monitor their own behavior.
Examples
-Rules/expectations are
posted but not followed,
negative tone and language
are often used to stop/change
behavior, communication is
inconsistent
-Teacher ignores
misbehavior, is inconsistent
in management, and it does
not appear that there is a
behavior system in place
-Redirection appears
negative, inconsistent
compliance with rules
-No behavior expectations
are set for the use of
-Rules posted, rules are
followed by most students but
not all, a system in place but
not consistently implemented
-Expectations are defined but
routines and procedures are
not explicitly taught and
reinforced
-Use of general redirection
-Standards of conduct are
posted and written in student
language
-Students can explain
standards of conduct, how
they were developed, and why
they are important to their
classroom
-Classroom meetings
-High expectations, routines,
and procedures are clearly
defined, communicated, and
supported with visual cues
-Instruction is occurring with
few disruptions
-Structure has been taught
-Clearly stated and posted
rules/expectations with
student signature or students
able to verbalize
-Student led classroom
meetings
-Rules created cooperatively,
redirection is used by
proximity or nonverbal cues
-Self-management and peer
monitoring, nonverbal praise
-Students are selfmanagers/uphold positive
culture of class holding each
other accountable
-The rules are in the
062205
174
technology
-Computer use is not
monitored
and monitored
-Clear system for monitoring
behavior is in place and
teacher address minor
disciplinary infractions and
involves administrative
support after exhausting
appropriate classroom
discipline strategies
-Acknowledges and
reinforces positive behavior
-Teacher effectively uses eye
contact, proximity, and
relationship to promote
positive on-task behavior
language of students, students
are connecting with each
other – sharing the classroom
expectations with a new
student, behavior systems in
place, and students can
reflect on their own behavior
-Teacher takes disciplinary
experience and helps student
turn it into a learning
experience
-Acknowledges and
062205
175
Component 2e: Organizes Physical Space to Maximize Learning
Element:
Safety and accessibility to learning and use of physical resources
ELEMENT
Safety and Accessibility to
Learning and Use of Physical
Resources
UNSATISFACTORY
The classroom is unsafe,
teacher uses physical
resources poorly, and/or
learning is not accessible to
all students.
BASIC/EMERGING
PROFICIENT
The classroom is safe; teacher The classroom is safe, teacher
uses physical resources
uses physical resources
adequately, and ensures equal skillfully, and all learning is
access to the learning
equally accessible to all
activities and resources,
students, including access to
including technology.
technology.
EXEMPLARY
The classroom is safe, both
teacher and students use
physical resources, including
technology, optimally, and
students in cooperation with
the teacher ensure that all
learning is equally accessible
to all students.
Examples
-Safety procedures not posted
or taught, chemicals not
labeled, no safety equipment,
teacher appears
unprepared/disorganized
relative to safety issues
-Teacher/students not
wearing safety equipment,
directions unclear, students
confused, not wheelchair
accessible
-Not enough equipment for
everyone
-No access to technology, not
all students can hear/see
teacher, teacher lacks access
to students
-Teacher is not vigilant
regarding student safety
-Basic rules are taught and
posted but not thoroughly
understood or implemented,
safety issues not always
recognized
-Equipment in good condition
and accessible to students,
room arranged to allow
equitable access
-Students monitored
inconsistently, teacher is not
proactive about using new
strategies
-Teacher reacts to most safety
concerns
-Safety procedures taught,
followed, modeled
-Classroom organized, equal
distribution of equipment
-Mentoring model, teacher is
aware, directions are clear
and purposeful
-Safe environment, teacher
directed not student directed
-Equipment in good condition
and accessible to all students,
-Efficient process for
equipment and material
distribution
-Order and organization are
purposeful, teacher providing
enrichment opportunities
-Teacher deals with all safety
concerns
-Students work independently
and in groups, students model
for each other, clearly
defined roles, student work is
above/beyond, inspired
transitions are seamless
-Students are persistent and
self-manage
-Students model safety
procedures, communicate,
are well-organized and selfactualized
-Students can articulate safe
behavior and regularly model
safe behavior
-Each student has clearly
defined role, teacher
encourages students to take
leadership role
062205
176
-Manipulatives and supplies
not accessible
-All students using
manipulatives with access for
all
-Organized seating to
promote learning, all students
have access
-All actively using
manipulatives, teacher works
with all students, high
expectations set for student
safety behavior
062205
177
DOMAIN 3: INSTRUCTION
Component 3a: Communicating Clearly and Accurately
Elements:
Directions and procedures • Oral and written language
ELEMENT
Directions and Procedures
UNSATISFACTORY
Teacher directions and
procedures are confusing to
students.
BASIC/EMERGING
PROFICIENT
procedures are clear and/or
procedures are clear to
clarified after initial student
students and contain an
confusion.
appropriate level of detail.
EXEMPLARY
students and anticipate
possible student
misunderstanding.
Examples
-Directions are not sequenced
and the language used is not
age appropriate and/or it is
vague
-Teacher does not check for
understanding
-Students are not engaged
-Students are confused
regarding transitions
-Directions are sequenced
and language is age
appropriate and clear
-Teacher checks for
understanding but
inconsistently adjusts
effectively
-Most students are engaged
and transition with minimal
loss of instructional time
-Directions are well
sequenced, language is age
appropriate and clear with
multiple modes of
presentation (modeling,
written directions, oral
directions, use of technology,
sample products)
-Teacher checks for
understanding and adjusts as
appropriate
-All students are engaged and
transition quickly and
smoothly with no loss of
instructional time
-Students facilitate transitions
062205
178
Oral and Written Language
Teacher‘s spoken language is
inaudible, or written language
is illegible. Spoken or written
language may contain many
grammar and syntax errors.
Vocabulary is inappropriate.
Teacher‘s spoken language is
audible, and written language
is legible. Both are generally
used correctly. Vocabulary is
appropriate for the learners.
Teacher‘s spoken and written
language is clear and correct.
Vocabulary is appropriate to
students‘ ages, interests, and
content.
Teacher‘s spoken and written
language is correct and
expressive, with well-chosen
vocabulary that enriches the
lesson.
-Vocabulary and speech
patterns engage students
-Written work is clear,
concise, and legible
-No grammar or spelling
errors, spoken language
matches materials used,
introduces new vocabulary
-Teacher uses and explains
new vocabulary, checking for
understanding
-Highly expressive language
motivates students to extend
their learning
-Furthers students’
knowledge of written and
verbal language
-Clear expectations, new
words used on a daily basis,
students look up words to
expand own knowledge
-Model for student, excellent
vocabulary, well written
work, excellent word choice
-Teacher uses and
appropriately differentiates
new vocabulary and provides
contextual clues to meaning
Examples
-Vocabulary may be
inappropriate, vague, or used
incorrectly, leaving students
confused
062205
179
Component 3b: Using Questioning and Discussion Techniques
Elements:
Questioning levels and strategies • Discussion techniques
ELEMENT
Questioning Levels and
Strategies
UNSATISFACTORY
Teacher‘s questions are
confusing, trivial, repetitive,
too difficult/easy, not related
to instruction, too focused on
lower level questions. No
thinking or response time is
given.
Discussion Techniques
Interaction between teacher
and students is predominantly
recitation style, with teacher
mediating all questions and
answers with only a few
students participating.
BASIC/EMERGING
PROFICIENT
Teacher‘s questions are a
Teacher‘s questions are
combination of low and high
intentional in relation to the
level questions appropriate to objectives of the lesson.
the objective of the lesson.
Questions promote thoughtful
Adequate time is available for and meaningful responses students to think and respond. with an appropriate mix of
Teacher provides appropriate higher order and knowledge
balance between individual
based thinking skills.
and whole group questioning
Appropriate time is available
strategies.
for students to think and
respond. Questioning
strategies encourage all
students to participate.
EXEMPLARY
Teacher‘s intentional
sequencing of knowledge and
higher order questions
enhances the students‘
engagement with the lesson
and allows for student
application to future learning.
Teacher provides
opportunities for students to
generate questions of their
own, connect to previous
learning and other content
learning in order to
participate and learn from a
classroom discussion.
Teacher models how to
formulate relevant questions.
When having a classroom
discussion teacher engages
students in an authentic
discussion, with most students
involved and engaged.
Teacher steps to the side
when appropriate to facilitate
classroom discussion. Respect
for diverse opinions is
evident.
Teacher discussion
techniques lead to student
responsibility for the success
of the discussion.
-Teacher employs deliberate
strategies to elicit discussion
-Discussion strategies elicit
deeper thinking and
-Teacher utilizes a variety of
techniques to engage all
Examples
-Discussions are totally
teacher directed
062205
180
-Asking for the right answers,
i.e., reviewing a multiple
choice test, no discussion
e.g., Socratic seminars,
graded discussions, and
inquiry lessons
-Teacher respects student
opinions
engagement
-Opportunities for students to
explain, analyze, and report
out their thinking occurs
regularly
-Collaborative grouping,
class meetings, peer
mediation, students teaching
students
-Teacher respects student
opinions, students select
topics, student engagement
high with groups facilitated
by students
-Teacher starts to step aside –
monitoring role
-Teacher asks one essential
question and then kids take
over, with probing questions
students in discussion
-Acceptance of divergent
thinking, encouragement of
think time before responding
-Student directed, entirely
student led, students have
skills to keep discussion
going, teacher is skilled at
guiding
-Student summarizes
discussion, students selfevaluate success of lesson
-Student summarizes varying
viewpoints, self-evaluates the
success of discussion
-Student climate accepting of
all student responses, student
discussions interact with
audience outside of
classroom
062205
181
Component 3c: Engaging Students in Learning
Elements:
Presentation of content • Activities and assignments • Instructional grouping of students
ELEMENT
Presentation of Content
UNSATISFACTORY
Objective is unclear or not
evident. Presentation of
content is inappropriate and
unclear and/or uses poor
examples and analogies.
Teacher makes content errors
or does not correct content
errors students make and
gives no evidence of
knowledge of subject matter.
Teacher makes no attempt to
increase knowledge and
understanding of content.
BASIC/EMERGING
PROFICIENT
Teacher clearly
Presentation of content is
conveys/displays objective of appropriate and clearly relates
the lesson. Presentation of
to the objective for the lesson.
content is appropriate and
Links well with students‘
clear. Teacher displays basic
knowledge and experience.
content knowledge but does
Teacher displays solid content
not articulate connections for
knowledge and makes
students. Teacher
connections between the
appropriately uses a variety of content and other parts of the
presentation tools (document
discipline and other
cameras, computer projectors, disciplines. Evidence is
media etc,) Most of the time
shown of knowledge of
presentation is skillful with
emerging trends and practices
good examples.
in the classroom. Teacher
displays knowledge of current
technology resources and
their connection to the
learning process.
EXEMPLARY
appropriate and clearly
relates to the objective for the
lesson. Links well with
students‘ knowledge and
experience. Students
contribute to presentation of
content. Teacher displays
extensive and current subject
knowledge, with evidence of
continuing pursuit of such
knowledge and the emerging
practices related to it.
Teacher displays advanced
and innovative uses of
technology to facilitate
student learning.
-Content is clearly connected
to state or district learning
goals, appropriate variety in
methods of presentation,
minimal technology
integration
-Teacher uses presentation
tools such as document
cameras, computer
projectors, media, overhead
projector, poster model, etc.
-Students and teacher are
teaching and learning from
each other in a variety of
ways
-Teacher acts as a
guide/facilitator for learning,
student focused, student
oriented
-Instruction is connected and
contextual (integrated with
real life), relevant visuals and
Examples
-Content has no connection to
state district learning goals,
no correlation to topic,
inaccurate content
communicated
-Teacher uses content
appropriate, research based
instructional practices
consistently and accurately
-Teacher models the use of
technology for learning and
production
-Teacher integrates learning
with other subject content,
technology standards, and
curriculum areas
062205
182
Activities and Assignments
Activities and assignments are
inappropriate for the
objective and the students in
terms of their age or
backgrounds. Few students
are working productively
individually or in groups. Few
assume responsibility for
productivity. Off-task
behavior is frequently
evident. There are few and/or
ineffective attempts to bring
students on task.
-Prior knowledge is utilized
to present lesson goals across
various content areas
-Content consistently aligned
with state/district learning
goals
-Provides relevant
differentiated instruction
-Teacher capitalizes on
student interests and talents
related to technology use
references with higher level
thinking
Most activities and
assignments are appropriate
for the students, are
connected to the lesson
objective, and should provide
scaffolding for future
learning. Most individuals
and groups are engaged. Most
students assume responsibility
for productivity.
appropriate to students, are
objective, and provide
scaffolding for higher level
thinking and future learning.
Individuals and groups are
engaged. Students assume
responsibility for
productivity.
seamlessly connected to the
lesson objective and
differentiated according to
student needs. Teacher
creatively designs/adapts
activities to engage and
motivate all students. All
students are cognitively
engaged in the activities and
assignments. All individuals
and groups assume
responsibility for productivity
and demonstrate independent
leadership or opportunities
for student leadership.
-Teacher draws from some of
the KSD standard technology
tools to enhance and facilitate
learning activities
-Technology is incorporated
in some activities and
assignments for students but
not necessarily in a way that
best compliments the learning
-Teacher draws appropriately
from the KSD standard
technology tools to enhance
and facilitate learning
activities
-Teacher provides regular
summarize their progress
-Teacher monitors closely
-Teacher and students
develop and use rubrics
-Teacher and students assume
at all times during direct
instruction, cooperative
activities, and independent
work
-Teacher draws additionally
Examples
-Teacher fails to use the KSD
standard technology tools for
purposeful instruction and
students’ attainment of
learning goals
-Technology use detracts
from purposeful instruction
and students’ attainment of
learning goals
062205
183
-Lack of appropriate
activities/assignments for all
students or unrelated to
content
-Objective not clearly stated
goals
-Activities/assignments match
lesson objectives
-Activities/assignments relate
to lesson, appropriate for all
students and includes higher
level thinking skills
from supplemental software
and technology tools to
enable student
communication and
publishing
-Teacher provides
participate in technology
leadership
062205
184
Instructional Grouping of
Students
Instructional groups are
inappropriate to the students
or to the instructional goals.
Tasks for group work are not
organized and/or monitored.
appropriate to the students
and successful in advancing
the instructional goals of the
lesson. Tasks for group work
are organized and monitored.
productive and fully
appropriate to the students
and are effective in advancing
the instructional goals of the
lesson. Tasks for group work
are organized, and groups are
well managed.
appropriate, purposeful,
productive, and effective
toward meeting the goals of
the lesson. Teacher skillfully
creates equitable
opportunities for all students
to respond. Tasks for group
work are organized, and
students are able to selfmanage within groups
-Cooperative groups work
and contribute to learning
-Most groups are successful
-Cooperative groups are
evident and effective with
stated roles and
responsibilities,
-Students in groups are on
task
-Evidence of routines being
taught
-Teacher proactively
anticipates potential
problems – students can
verbalize, demonstrate, and
explain purpose of
expectations, efficient use of
materials and time
-Students are grouped in
purposefully (gender,
ethnicity learning style,
student needs/interests etc.)
and appropriate to the
activity
-Student roles are defined
and understood by students
-Groups function
independently with minimal
teacher input and are on task
facilitate differentiated
instruction for
students/groups
-With minimal teacher input
or with student selection as
appropriate heterogeneous
groups (gender, ethnicity
learning style, student
needs/interests etc.) are
formed appropriate to the
activity, and take
responsibility for learning
-All groups involved, students
challenging others within the
group
-Monitors each student and
sets group sizes and work
levels to met the needs of
each
Examples
-Lack of engagement, off task
behavior, no dialogue on how
groups are formed
-Cooperative groups do not
have clearly defined roles or
responsibilities for learning
goals
-Groupings not purposeful
-Teacher works at desk
and/or computer
062205
185
Component 3d: Providing Feedback to Students
Element:
Feedback quality: accurate, substantive, constructive, specific, and timely
ELEMENT
Feedback Quality: Accurate,
Substantive, Constructive,
Specific, and Timely
UNSATISFACTORY
Feedback is rarely provided,
is not timely, and is not
constructive and specific to
the students‘ work.
BASIC/EMERGING
PROFICIENT
Feedback is satisfactory and
Feedback is consistently
timely. Elements of high
accurate, substantive,
quality feedback are present.
constructive, specific, and
timely.
EXEMPLARY
Feedback is substantive,
timely. Provision is made for
students to use feedback in
their learning.
Examples
-Papers returned with little to
no feedback or not returned
at all
-Feedback has little value to
student, generic phrases,
(good job, check), no
rationale for grade
-No verbal acknowledgement
of the student response sarcasm is used, demoralizing
comments by teacher to
students, no eye contact with
student or acknowledgment
-No variation in feedback
provided
-Teacher not circulating
among students and
providing appropriate
feedback
-Papers are returned with
comments and feedback
-Feedback supports the
objective of the lesson
-Provides general feedback to
group and/or individuals
-Variation in feedback is
generally appropriate
-Teacher circulating among
students and providing
-Papers are returned quickly
with comments that
specifically discuss student’s
strengths and weaknesses
-Feedback is specific and
useful to student, student
knows how to reach the next
level
-Feedback assists students to
understand why and where
they are in their learning
-Teacher responds to
individual students directly,
uses a variety of ways to give
feedback – orally and written
-Available technology tools
are employed to assist in
providing specific and timely
feedback to students
-Teacher takes time to discuss
significance of work with
students noting common
concerns and successes
-Papers returned with
feedback, class trends
identified and discussed, uses
feedback to extend learning
-Self-assessment and
reflection on own work
-Facilitates individual
conferences with students
-Following meaningful
teacher feedback, students
may be given an opportunity
to revise their work
062205
186
Component 3e: Demonstrating Flexibility and Responsiveness
Elements:
Lesson monitoring and adjustment • Response to students • Persistence • Provides for individual student differences
ELEMENT
Lesson Monitoring and
Adjustment
UNSATISFACTORY
Teacher adheres rigidly to an
instructional plan, even when
a change would clearly
improve a lesson, or teacher
demonstrates lack of
planning.
BASIC/EMERGING
PROFICIENT
Using both formal and
informal assessments, the
teacher recognizes a lack of
student understanding and
adjusts the lesson
adjusts the lesson. The
accordingly.
adjustment occurs smoothly
and the lesson is enhanced.
EXEMPLARY
successfully makes
adjustments to lessons as
needed to meet individual
student needs.
Examples
-Teacher does not adjust
lesson when students are
obviously confused and
unable to participate in
lesson activity
-Teacher does not monitor
student learning and adjust
lesson/instruction
accordingly
-Teacher assesses progress
but doesn’t use results to
monitor or adjust instruction
-Teacher monitors students’
involvement and
understanding of the lesson
-Teacher adjusts the lesson
with some success for most
students
-Teacher assesses progress
and uses results to monitor
and/or adjust instruction
-Adjustment made after
multiple means of monitoring,
e.g., checks for understanding
guided practice, moving
around room
-Teacher adjusts the lesson
with success for students
-Provides multiple examples
and continuous assessment
-Can differentiate individual
student needs without it being
apparent to other students
- Anticipates/notices
individual student needs, and
adjusts the lesson to meet
individual needs
-Works with small
groups/individuals for direct
instruction while monitoring
entire group
-Utilizes informal assessment
and anecdotal notes to guide
student groups
062205
187
Response to Students
Teacher ignores or brushes
aside students‘ questions or
interests.
Teacher acknowledges
students‘ questions and/or
interests.
Teacher successfully
integrates students‘ questions
and/or interests into
instruction.
Teacher seizes the
opportunity to enhance
learning, building on student
interest and curiosity.
-No or poor strategies to
answer student questions
-No or inappropriate
procedures for addressing
student needs
-Attempts to answer but does
not get to everyone and has
no plan
-Response is general and not
specific
-Teacher responds to some
student questions/interests
-Students feel attended to,
validated, students engaged
in the lesson
-Plan to address questions,
e.g., students directed to refer
to available resources in the
classroom, to ask neighbor
when appropriate, teacher
incorporates questions into
instructional delivery
- Teacher responds to student
questions/interests and
enhances the learning using
this information
-Teacher uses teachable
moments to refer students to
additional resources
-Attempts to bring outside
sources to answer questions,
strong content knowledge
The teacher either gives up or
blames the student or the
environment for the students‘
lack of success.
Teacher accepts responsibility
for the success of all students
but has multiple instructional
strategies.
Teacher persists in identifying
and using a repertoire of
instructional strategies for
students who have difficulty
learning.
Teacher persists in using an
effective, extensive repertoire
of strategies and soliciting
additional resources from the
school for students who need
help.
-Only one or two ways to
teach or address individual
needs
-Teacher tries – but does not
extend repeated effort
-Teacher acknowledges need
for increasing repertoire of
instructional strategies
-Multiple forms of
presentation
-Teacher is resilient and
tenacious, will not give up
over time, tries new strategies
for meeting students’ needs
-Collaborates with others for
ideas, shares student work
for discussion and help
-Goes beyond the
schoolhouse walls to identify
appropriate resources, takes
classes and successfully
implements changes
-Inspires students to be
persistent in their own
learning
Examples
Persistence
Examples
-Teacher takes no
responsibility for lack of
student understanding
-Negative comments, shifting
responsibility to the students
without support
-Teacher accountability is
zero or low
062205
188
Provides for Individual
Student Differences
Teacher is unfamiliar with the
different approaches to
learning that students exhibit
such as learning styles,
modalities, and different
‗intelligences.‘
Teacher does not consider
student‘s cultural heritage.
Teacher displays general
understanding of the different
approaches to learning that
students exhibit.
Teacher considers cultural
heritage of students when
designing learning
opportunities.
Teacher displays in planning
and implementation of the
lesson extensive knowledge
of students‘ varied
approaches to learning.
including learning as related
to cultural heritage.
Teacher displays in planning
and implementation of the
lesson a solid understanding
of the different approaches to
learning that students exhibit.
Goals take into account the
varying culturally related
learning needs of individual
students and/or groups.
-Knows and can describe
learning styles – but little use
seen in class
respond to students’ learning
styles and preferences
-Teacher individualizes to a
high degree
-Teacher collaborates with
others to extend learning and
understanding for individual
students
-Teacher teams with learning
support/gifted and other
general education teachers
-Teacher intentionally
provides different types of
learning activities and
groupings according to
individual student needs
-Variety of instructional
strategies – finds success for
all students
-Technology is employed to
facilitate the differentiation of
instruction according to
individual student needs
-Teacher provides evidence of
addressing different learning
styles
-Teacher prescribes
enrichment, reinforcement,
and remedial activities based
on student performance
-Teacher individualizes
instruction as necessary using
student contracts, adapted
materials, and alternative
assessments
-Teacher meets individual
differences
-Teacher allows student
choice in performance,
including choice of
technology
-Teacher utilizes current
learning research
-Teacher incorporates multicultural instructional
strategies and curriculum
resources into lessons
-Individual students are
working in different ways
with a variety of materials,
teacher can describe
what/why
Examples
-Unfamiliar with various
methods of presentation
-Teacher uses only one
method regardless of level of
success
062205
189
DOMAIN 4: PROFESSIONAL RESPONSIBILITIES
Component 4a: Reflecting on Teaching
Elements:
Accuracy in self-reflection regarding lesson effectiveness • Use in future teaching
ELEMENT
Accuracy in Self-Reflection
Regarding Lesson
Effectiveness
Use in Future Teaching
UNSATISFACTORY
Teacher does not know or has
a very basic understanding of
a lesson‘s effectiveness or if it
achieved its goals. Teacher
profoundly misjudges the
success of a lesson.
BASIC/EMERGING
PROFICIENT
Teacher has an accurate
Teacher makes an accurate
impression of a lesson‘s
assessment of a lesson‘s
effectiveness and the extent to effectiveness and the extent to
which instructional goals
which it achieved its goals.
were met.
Teacher can cite specific
references to support the
judgment.
Teacher has few or no
suggestions for how a lesson
may be improved.
Teacher makes suggestions
about how a lesson may be
improved.
EXEMPLARY
Teacher makes a thoughtful
and accurate assessment of a
lesson‘s effectiveness and the
extent to which it achieved its
goals, citing many specific
examples from the lesson and
weighing the relative strength
of each.
Teacher makes specific,
logical and meaningful
suggestions for how a lesson
may be improved.
Teacher offers specific
alternative actions, complete
with probable successes of
different approaches.
-Teacher explores, learns,
and incorporates KSD
standard technology tools
when appropriate for lesson
improvement/enhancement
-Teacher takes reasonable
technology risks in the
teaching and learning
process when appropriate for
lesson
improvement/enhancement
Examples
062205
190
Component 4b: Maintaining Accurate Records
Element:
Maintaining records of student progress in learning
ELEMENT
Maintaining Records of
Student Progress in Learning
UNSATISFACTORY
Teacher has an ineffective
system for maintaining
information on student
progress.
BASIC/EMERGING
PROFICIENT
Teacher employs an accurate
Teacher‘s system for
and timely system for
maintaining information on
student progress is effective
student progress.
and detailed.
EXEMPLARY
Teacher‘s system for
student progress is effective,
detailed, accurate, and
involves students. Teacher
appropriately uses technology
to maintain and share
progress information with
students/parents.
Examples
-Teacher fails to access
student information system
resources and associated
web-based tools (StarGazer,
attendance, grading, etc.)
-Teacher fails to consistently
submit attendance
-Teacher fails to submit
accurate grades on time
-Teacher’s record keeping on
student progress is accurate
and timely
aid in record keeping
-Teacher accesses student
information system resources
and uses associated webbased tools (StarGazer,
attendance, grading, etc.)
-Teacher uses school and
district electronic
organizational tools
(calendars, bulletins, etc.)
-Teacher provides specific
details, as appropriate, on
student progress information
that is sent home
-Students contribute to
information and
interpretation of their
progress
-Students use electronic
means to document and
communicate performance
062205
191
Component 4c: Communicating in the Educational Environment
Elements:
Information about the instructional program and individual students • Communicating in a professional environment
ELEMENT
Information About the
Instructional Program and
Individual Students
UNSATISFACTORY
Teacher provides minimal
information to parents and
does not respond or responds
insensitively to parent
concerns. Teacher provides
little or no information about
the instructional program to
parents.
BASIC/EMERGING
PROFICIENT
Teacher provides regular and
Teacher creates and uses
ongoing information to
specific structures to provide
parents about the instructional frequent information to
program. Teacher
parents, as appropriate, about
communicates with parents
the instructional program.
about students‘ progress on a
Teacher proactively contacts
regular basis and is regularly
parents on a regular basis to
available to respond to parent provide information on
concerns.
student progress; teacher is
responsive to parent
questions/concerns.
EXEMPLARY
Teacher creates and uses
frequent information to
parents, as appropriate, about
the instructional program.
Students participate in
preparing materials for their
parents. Teacher provides
timely information, including
samples of student work to
parents. Response to parent
concerns is handled with great
sensitivity and efficiently.
Students are included in the
communication.
Examples
-Teacher sends home a copy
of the course syllabus that
outlines the learning and
expectations
-Teacher attends open house,
curriculum nights, and
participates in parent
conferences
-Teacher uses electronic
means (multimedia
presentations, e-mail, and/or
web site postings ) to
-Teacher communicates both
positive and negative aspects
of student progress
-Teacher uses e-mail and
distribution lists to send home
information to parents on
upcoming
assignments/projects
-Teacher maintains a web
page to provide parents and
students with pertinent
information on the class
-Teacher provides students
with the opportunity to
communicate progress to
parents and monitors this
communication
062205
192
communicate the
instructional program
-Teacher monitors electronic
communications, to include email, daily to respond and
initiate correspondence with
colleagues and parents
-Teacher updates Basmati on
a regular basis
-Teacher uses e-mail and/or
web site postings to
communicate student
progress to parents
Communicating in a
Professional Environment
Teacher does not answer
phone, e-mail, or voice mail.
Teacher does not respond to
requests in a professional or
timely manner. Teacher
includes more staff than
necessary in discussions.
Teacher checks daily for email and voice mail messages.
Teacher responds to requests
in a professional and timely
manner.
Teacher responses to e-mail,
phone calls, and voice mail
messages are thorough,
timely, and include the
appropriate parties.
Teacher communicates
frequently with teammates
and others as appropriate and
includes all parties as
appropriate.
062205
193
Component 4d: Contributing to the School and District
Element:
Relationships with colleagues
ELEMENT
Relationships with
Colleagues
UNSATISFACTORY
Teacher‘s relationships with
colleagues are negative or
self-serving. Teacher makes
no effort to share knowledge
with others or to assume
professional responsibilities.
BASIC/EMERGING
PROFICIENT
Teacher maintains
Support and cooperation
professional relationships
characterize cordial
with colleagues, fulfills the
relationships with colleagues.
duties that the school or
Teacher participates actively
district requires.
in assisting other educators.
Teacher maintains an open
mind and participates in
collaborative team or
departmental decisionmaking.
EXEMPLARY
Teacher takes initiative in
assuming a leadership role in
team or departmental decision
making and helps ensure that
decisions are based on the
highest professional
standards. Teacher seeks out
opportunities for professional
development and shares new
learning with colleagues.
Examples
-Teacher works positively
with peers
-Teacher shares materials
with others
-Teacher participates
positively as a member of
school and department/grade
level team
-Teacher participates in staff
development opportunities
when made available
-Teacher demonstrates a
willingness to work as a
mentor to new teachers or
student teachers
-Teacher demonstrates a
willingness to observe and be
observed by other teachers
-Teacher promotes
collaboration and
communication with
colleagues through the use of
distribution groups and
shared network areas
-Teacher presents at staff
meetings
-Teacher leads in establishing
online learning communities
(online learning communities,
video conferencing, netmeeting, etc.)
-Teacher seeks out ways to
network professionally with
staff from across the district
(serving on councils, book
studies, etc.)
062205
194
Component 4e: Showing Professionalism
Element:
Student Advocacy
ELEMENT
Student Advocacy
UNSATISFACTORY
Teacher contributes to school
practices that result in some
students being inadequately
served by the school.
BASIC/EMERGING
PROFICIENT
Teacher works to ensure that
Teacher works within the
all students in his/her
context of a particular team or
classroom receive an equal
department to ensure that all
opportunity to succeed.
students receive an equal
opportunity to succeed.
EXEMPLARY
Teacher makes a particular
effort to challenge negative
attitudes and helps ensure that
all students, particularly those
traditionally underserved, are
given equal opportunities and
are honored in the school.
Examples
-Evidence of working with
special needs students
(special education, ELL,
remedial, gifted) to ensure
successful learning
-Teacher encourages
minority students to excel
academically and participate
in higher level course work
-Teacher ensures under
represented groups benefit by
access to technology
-Teacher encourages under
represented students to
participate in school
activities
062205
195
Professional Growth and Assessment Model
Flowchart for Teachers
Exhibit M
Continuing
certificated
teacher
assessment
cycle
→ Proficient or
exemplary in all four
domains (see key)
→
PGP – reviewed
annually or return to
assessment with
principal approval
→ Proficient or
exemplary in two or
three domains (see
key)
→
PGP developed for
areas evaluated as
less than proficient
according to key or
may remain on
assessment cycle
with principal
approval
→ Less than proficient
in three or four
domains
→
Continue on
assessment cycle
→ Unsatisfactory in one
or more components
documented in
observations
→
Plan of improvement
for domain(s) with
unsatisfactory
components
→
PGP reviewed and
revised as
appropriate
→ Principal determines
whether to continue on
PGP or return to
assessment cycle for
domains assessed as less
than proficient
→
Successful
completion of plan
of assistance during
year
→ Return to assessment
cycle
o
r
→
Probation
→ Successful completion of
probationary plan
→
Return to
assessment
cycle
o
r
→
Probation
→ Unsuccessful completion
of probationary plan
→
Nonrenewal
Key
Successful Evaluation of the Four Domains
Domain #1
4 of 5 Proficient
Domain #2
4 of 5 Proficient
Domain #3
9 of 12 Proficient
Domain #4
6 of 7 Proficient
062205
196
Short Form Certificated Assessment
Professional Growth Plan Year
Exhibit N
Name: ______________________________________________________________
Employee ID#: _______________________________________________________
School Year: _________________________________________________________
School or Department: _________________________________________________
Position Title: ________________________________________________________
Two PGP conferences and one classroom observation
Fall conference date: ______________
Mid-year conference date: ______________
Classroom observation of at least thirty (30) minutes without written report
(unless employee requests written report): _____________ (Date)
This certificated employee‘s performance is satisfactory for this school year.
Prepared by: ____________________________________ Date: _________________
I have read this PGP assessment document and discussed it with my supervisor.
Certificated Employee: ______________________________ Date: _________________
Statement attached:
Reviewed by: __________________________
**Please complete this form on the computer. An electronic version of this form can be found on the
district “V” drive under district information/forms/evaluations.observations/certificated assessment
model.
051309
197
For Registered Nurses
Exhibit O
Name:
Appraisal Period:
From:
To:
School:
Position Title:
KEY
Unsatisfactory
The nurse does not yet appear
Key:
Basic/Emerging
The nurse appears to
understand the concepts
underlying the component and
implements its elements.
Proficient
The nurse clearly understands
implements the component.
P. . . Proficient
Domain 1: Nursing Process
Exemplary
The nurse at this level is a
master care giver and makes a
in and outside the school.
E. . . Exemplary
U
B
P
E
Component 1a. Assessment
Uses appropriate techniques to collect and document student information from
families, staff, health care providers, organizations, and/or the community in a
systematic, continuous manner
Component 1b. Diagnosis
Analyzes assessment data to make conclusions which can be validated, are
documented, and facilitate the development of a plan of care and acceptable
outcomes
Component 1c. Outcome Identification
Specifies measurable, appropriate, attainable, and timely goals derived from the
diagnosis, which have been mutually formulated with the student and student‘s
family, are documented, and provide for continuity of care
Component 1d. Planning
Develops a plan of care in which interventions are designed to attain mutually
formulated outcomes unique to the student and are documented
Component 1e. Implementation
Executes and adequately documents the interventions noted in the plan of care
in a safe, appropriate manner
Component 1f. Evaluation
Systematically and continuously appraises student response to prescribed
interventions and the efficacy of interventions in relation to developed
outcomes
Comments/Feedback:
051006
198
Domain 2: Program Management
U
B
P
E
U
B
P
E
Component 2a. Manages school health services
Conducts a school health needs assessment, identifies current problems, and
implements health policies and procedures which work to improve the health
quality of the school
Component 2b. Participates in state mandated screenings
Participates in state mandated screenings which include vision, hearing, and
scoliosis health screenings
Component 2c. Participates in health room budget planning
Participates in budget planning for the health room
Comments/Feedback:
Domain 3: Health Instruction
Component 3a. Communicates clearly and accurately
Communicates directions and procedures in a clear manner using both oral and
written language
Component 3b. Using questions and discussion techniques
Facilitates communication utilizing a variety of questioning and discussion
techniques
Component 3c. Engaging students in learning
1. Presentation of content
2. Activities and assignments
Component 3d. Providing feedback to students
Provides quality feedback that is accurate, substantive, constructive, specific,
and timely
Component 3e. Demonstrating flexibility and responsiveness
1. Lesson monitoring and adjustment
2. Response to students
3. Persistence
Comments/Feedback:
051006
199
U
B
P
E
Component 4a. Collegiality
1. Contributes to professional development of peers and school personnel
2. Participates in professional organizations
Component 4b. Ethics
1. Practice is guided by the Washington State Nurse Practice Act
2. Maintains student confidentiality
3. Delivers care in a nonjudgmental and nondiscriminatory manner
4. Acts as a student advocate
Component 4c. Collaboration
1. Communicates with students, family, community, and other providers regarding
student care
2. Communicates timelines, goals, and plan of care
3. Makes referrals as needed
Component 4d. Education
Acquires and maintains current knowledge and competency in school nursing
practice by participating in continuing education events
Component 4e. Quality of Care
Systemically reviews the quality of care delivery and initiates changes as
needed
Comments/Feedback:
051006
200
Summary
Prepared by:
Date:
Date:
Statement by Appraisee Attached
Yes
No
051006
201
Exhibit P
DOMAIN 1: NURSING PROCESS
Component 1a: Assessment
Element:
Uses appropriate techniques to collect and document student information from families, staff, health care providers, organizations, and/or the community in a
systematic, continuous manner
ELEMENT
Uses appropriate techniques
to collect and document
student information from
families, staff, health care
providers, organizations,
and/or the community in a
systematic, continuous
manner
UNSATISFACTORY
The nurse collects health
history data on the student.
BASIC/EMERGING
PROFICIENT
The nurse‘s data collection
The nurse is able to prioritize
involves the student, family,
data collection by the nursing
school staff, community, and
diagnosis and the client‘s
other providers as necessary.
immediate condition or needs.
The data collection is
systematic, organized, and
ongoing. Relevant data are
documented in a retrievable
form.
EXEMPLARY
Pertinent individual and
aggregate data are collected
using appropriate assessment
techniques and reviewed in
light of relevant supporting
information.
Examples
-The nurse collects minimum
data from the health history
form
-The nurse reviews the
student’s health history,
identifies a medical
condition, and communicates
the medical condition to those
that “need to know”
identifies the medical
condition, and seeks
resources for the student’s
needs
-The nurse communicates the
medical condition to those
that “need to know”
identifies a medical
condition, finds medical
resources if needed,
communicates the condition
to those that “need to know,”
and provides additional staff
training for those that
interact specifically with the
student
051006
202
Component 1b: Diagnosis
Element:
Analyzes assessment data to make conclusions which can be validated, are documented, and facilitate the development of a plan of care and acceptable
outcomes
ELEMENT
Analyzes assessment data to
make conclusions which can
be validated, are documented,
and facilitate the development
of a plan of care and
acceptable outcomes
UNSATISFACTORY
Individual nursing diagnoses
are determined based upon
information from the health
assessment.
BASIC/EMERGING
PROFICIENT
are derived from the
are validated with the student,
evaluation of assessment data. family, school staff,
community, and others when
necessary.
EXEMPLARY
Nursing diagnoses are
documented in a manner that
facilitates the determination
of individualized, measurable,
and expected outcomes within
the plan of care.
Examples
-The nurse uses the same
nursing diagnosis for each
student – not individualizing
the plan
-The nurse identifies an
appropriate nursing
diagnosis based upon the
student’s health assessment
-The nurse identifies an
appropriate nursing
diagnosis based upon the
student’s health assessment
-The nurse uses the collected
health assessment data to
validate the nursing
diagnosis
-The nursing diagnosis is
individualized to the student’s
assessment data and medical
needs and identifies the focus
of the plan of care
051006
203
Component 1c: Outcome Identification
Element:
Specifies measurable, appropriate, attainable, and timely goals derived from the diagnosis, which have been mutually formulated with the student and
student‘s family, are documented, and provide for continuity of care
ELEMENT
Specifies measurable,
appropriate, attainable, and
timely goals derived from the
diagnosis, which have been
mutually formulated with the
student and student‘s family,
are documented, and provide
for continuity of care
UNSATISFACTORY
Individual outcomes are
derived from the health
history.
BASIC/EMERGING
PROFICIENT
Individual outcomes are
Outcomes are mutually
derived from the nursing
formulated with the student,
diagnoses.
family, school staff,
community, and others as
appropriate. Outcomes
provide direction for
continuity of care and the
plan of care.
EXEMPLARY
Outcomes are culturally
appropriate and realistic in
relation to the student‘s
present and potential
capabilities. Outcomes
include a measurable time
line and individualized goals.
Examples
-The nurse does not
determine measurable
outcomes
-The nurse determines
measurable outcomes that
can be attained
measurable outcomes for
each nursing diagnosis
-The outcomes are
reasonable and achievable
measurable outcomes for
each nursing diagnosis
-The outcomes are
reasonable and achievable
-The outcomes are
documented along with
progress toward the goal
051006
204
Component 1d: Planning
Element:
Develops a plan of care in which interventions are designed to attain mutually formulated outcomes unique to the student and are documented
ELEMENT
Develops a plan of care in
which interventions are
designed to attain mutually
formulated outcomes unique
to the student and are
documented
UNSATISFACTORY
The plan is individualized to
the student‘s diagnosis.
BASIC/EMERGING
PROFICIENT
The plan is a component of an The plan is collaboratively
individual program for the
developed with the student,
student. The plan is
family, school staff,
developed in compliance with community, and other
local, state, and federal
providers as needed.
regulations as needed.
The plan is documented in a
retrievable form. Identifiable
student information is
maintained as confidential
except for ―those that need to
know.‖
EXEMPLARY
The plan reflects current
standards of school nursing.
Priorities for care and
timelines for interventions are
established. Where
developmentally appropriate,
students learn to become
independent regarding
timelines.
Examples
-A generic plan is used for
the student, and it is not
individualized
-The nurse utilizes the
standard plans of care
relative to the nursing
diagnosis
-The nurse individualizes the
standard plan of care to meet
the needs of the student
-The nurse individualizes the
standard plan of care,
identifies interventions
unique to the care of the
student, and computerizes the
plan of care for easy review
051006
205
Component 1e: Implementation
Element:
Executes and adequately documents the interventions noted in the plan of care in a safe, appropriate manner
ELEMENT
Executes and adequately
documents the interventions
noted in the plan of care in a
safe, appropriate manner
UNSATISFACTORY
Interventions are based upon
the health history.
BASIC/EMERGING
PROFICIENT
Interventions are
Interventions are
implemented in a safe, timely, implemented in a safe, timely,
and appropriate manner.
Interventions are consistent
Interventions reflect current
with the established plan of
care.
Interventions are documented
in a retrievable form.
EXEMPLARY
Interventions are
implemented in a safe, timely,
Interventions reflect current
Where developmentally
appropriate, students receive
training and become able to
implement their own
interventions independently.
Examples
-The nurse determines one
intervention for the student
-The nurse implements the
standard plan of care and
identified nursing
interventions
-The nurse implements
interventions individualized
for the student
-The nurse assists the student
to implement interventions
unique to their own plan of
care
-All interventions are
documented
051006
206
Component 1f: Evaluation
Element:
Systematically and continuously appraises student response to prescribed interventions and the efficacy of interventions in relation to developed outcomes
ELEMENT
Systematically and
continuously appraises
student response to prescribed
interventions and the efficacy
of interventions in relation to
developed outcomes
UNSATISFACTORY
Evaluation is not completed
according to the plan‘s
timeline.
BASIC/EMERGING
PROFICIENT
Evaluation is systematic,
The student, family, school
continuous, and criterion
staff, community, and other
based.
providers are involved in the
evaluation process as
appropriate. Ongoing
assessment data are used to
revise the diagnoses,
outcomes, and plan of care as
needed. Revision in nursing
diagnoses, outcomes, and the
plan of care are documented
in a retrievable form.
EXEMPLARY
The effects of the
individualized studentcentered interventions are
evaluated in relation to
outcomes and are shared with
the student, family, school
staff, community, and other
providers as appropriate.
Examples
-The nurse does not
determine a reasonable
timeline for the IHP
-The nurse utilizes the
outcome data to evaluate the
plan of care
-The nurse takes input from
others when the plan of care
is evaluated
-The nurse evaluates the plan
of care based on the outcome
data and determines if the
outcome has been achieved;
if achieved the plan is
discontinued; if the outcome
is not achieved the nurse reevaluates the plan and makes
changes as necessary
051006
207
DOMAIN 2: PROGRAM MANAGEMENT
Component 2a: Manages school health services
Element:
Conducts a school health needs assessment, identifies current problems, and implements health policies and procedures which work to improve the health
quality of the school
ELEMENT
Conducts a school health
needs assessment, identifies
current problems, and
implements health policies
and procedures which work to
improve the health quality of
the school
UNSATISFACTORY
The nurse does not ensure
adequate supplies and does
not oversee orientation of
assistive staff to the health
room.
BASIC/EMERGING
PROFICIENT
The nurse manages school
The nurse conducts school
health services as appropriate health needs assessments to
to the nurse‘s education,
identify current health
position, and practice
problems and identify the
environment.
need for new programs.
EXEMPLARY
The nurse develops and
implements needed health
programs using a program
planning process. Based on
the needs assessment data, the
nurse proactively anticipates
areas where staff and students
may need additional
information/training.
Examples
-Supplies are not adequate to
meet health room needs
-The nurse develops and
implements policies and
procedures in collaboration
with school administration
-The nurse provides
orientation and training,
documents competency, and
supervises health technicians,
office staff, and volunteers as
appropriate to the health
room setting
-The nurse implements health
policies and procedures in
collaboration with school
administration
-The nurse adopts and utilizes
available technology as
appropriate to the work
setting
051006
208
Component 2b: Participates in state mandated screenings
Element:
Participates in state mandated screenings which include vision, hearing, and scoliosis health screenings
ELEMENT
Participates in state mandated
screenings which include
vision, hearing, and scoliosis
health screenings
UNSATISFACTORY
Screenings are not completed.
BASIC/EMERGING
PROFICIENT
Yearly screening takes place
State reports are submitted in
in K, 1st, 2nd, 3rd, 5th, and
a timely fashion and are
7th grades for vision and
documented in a retrievable
hearing. Scoliosis screening
form. Re-screenings are done
takes place in 5th, 7th, and
within the state mandated
9th grades.
timeline. Information
regarding areas of concern is
shared with students, parents,
and staff as appropriate.
EXEMPLARY
State reports are submitted in
a timely fashion. Information
regarding concerns is shared
with students, parents, and
staff as appropriate. Nurse
generated referrals are sent to
parents for further medical
follow-up. Nurse proactively
provides staff with strategies
for accommodating student‘s
needs in the classroom, e.g.,
classroom seating, reminders
to wear glasses, large print
materials, etc.
Examples
-Screenings are not done in a
timely manner
-The nurse completes vision
and hearing screening during
the fall and scoliosis
screening in the spring
-If re-screening is needed, it
will be completed within 30
days
-If results are abnormal,
letter is sent to parent for
medical follow-up
-The nurse adopts and utilizes
available technology for
documentation of screening
results
051006
209
Component 2c: Participates in health room budget planning
Element:
Participates in budget planning for the health room
ELEMENT
Participates in budget
planning for the health room
UNSATISFACTORY
Budget materials are not
completed in a timely manner
and supplies are short.
BASIC/EMERGING
PROFICIENT
The nurse budgets for
The budget is completed in a
adequate yearly supplies for
timely fashion and supplies
the health room.
are secured prior to the end of
the school year for the
following year.
EXEMPLARY
The nurse adopts and utilizes
available technology in
developing and managing
budgets as appropriate.
Supplies are adequate for the
school year.
Examples
-Supplies are not ordered for
the next school year
-The nurse ensures that
resources are current and
medically appropriate for the
health room
-The nurse restocks
classroom health supplies in
a timely manner and
distributes them prior to the
start of school
-The nurse anticipates needs
and restocks classroom
health supplies in a timely
manner and distributes them
prior to the start of school
051006
210
DOMAIN 3: HEALTH INSTRUCTION
Component 3a: Communicates clearly and accurately
Element:
Communicates directions and procedures in a clear manner using both oral and written language
ELEMENT
Communicates directions and
procedures in a clear manner
using both oral and written
language
UNSATISFACTORY
Nurse‘s directions and
students.
BASIC/EMERGING
PROFICIENT
procedures are clearly
communicated to students.
students and contain an
appropriate level of detail.
EXEMPLARY
students and anticipate
possible student
misunderstanding. Clarity of
directions facilitates students
in becoming independent in
their learning.
Examples
-Poor communication of
health instructional materials
-Nurse’s spoken language is
audible and written language
is legible, both are generally
used correctly
-Vocabulary is correct but
limited or not appropriate to
students’ ages or
backgrounds
-Nurse’s spoken and written
language is clear and correct
-Vocabulary is appropriate to
students’ ages and interests
-Nurse’s spoken and written
language is correct and
expressive, with well-chosen
vocabulary that enriches the
lesson
051006
211
Component 3b: Using questions and discussion techniques
Element:
Facilitates communication utilizing a variety of questioning and discussion techniques
ELEMENT
Facilitates communication
utilizing a variety of
questioning and discussion
techniques
UNSATISFACTORY
Nurse‘s questions are
virtually all of poor quality,
confusing, trivial, repetitive,
too difficult/easy, not related
to instruction, too focused on
lower level questions, and no
response time is given.
BASIC/EMERGING
PROFICIENT
Nurse‘s questions are
Nurse‘s questions and
appropriate and invite a
discussion techniques are of
response.
high quality. Questions
promote thoughtful,
meaningful discussion with an
appropriate mix of higher
order thinking skills and
knowledge based questions.
Adequate time is available for
students to respond.
EXEMPLARY
Nurse‘s questions and use of
discussion techniques prompt
students to ask high quality
questions and deepens the
discussion.
Examples
-Communication is confusing
and inaccurate
-When having a classroom
discussion, nurse engages
students in a true discussion
with most students involved
and engaged
-Classroom discussion
exhibits nurse stepping to the
side when appropriate
-Respect for diverse opinions
is evident
-Nurse discussion techniques
lead to student responsibility
for the success of the
discussion by initiating topics
and making contributions
051006
212
Component 3c: Engaging students in learning
Elements:
Presentation of Content • Activities and Assignments
ELEMENT
Presentation of Content
UNSATISFACTORY
inappropriate and unclear
and/or uses poor examples
and analogies.
BASIC/EMERGING
PROFICIENT
appropriate with good
skillful and links well with
examples.
students‘ knowledge,
experience, and
developmental level.
EXEMPLARY
Presentation of content
enhances students‘
understanding and links well
with students‘ knowledge,
experience, and
developmental level. Students
contribute to presentation of
content.
Examples
-Nurse makes content errors
or does not correct content
errors students make and
gives no evidence of
knowledge of subject matter
-Nurse makes no attempt to
increase knowledge and
understanding of content
-Nurse displays basic content
knowledge but does not
articulate connections for
students
-Nurse displays basic
computer knowledge but does
not employ the technology in
a way that furthers student
learning
-Nurse displays solid content
knowledge and makes
connections between the
content and other disciplines
-Nurse displays extensive and
current subject knowledge
with evidence of continuing
pursuit of such knowledge
051006
213
ELEMENT
Activities and Assignments
UNSATISFACTORY
inappropriate for students in
terms of their age or
backgrounds. Few students
are working individually or in
groups. Few assume
responsibility for
productivity.
BASIC/EMERGING
PROFICIENT
Activities and assignments are Activities and assignments are
for the age of the students and for the instructional goals and
for the content.
assist students in their
learning.
EXEMPLARY
All students are cognitively
engaged in the activities and
assignments. Students assume
a leadership role while
participating in activities.
Examples
-Off-task behavior is
frequently evident
-There are few and/or
ineffective attempts to bring
students on task
-Some individuals and groups
are engaged
-Some students assume
-Most individuals and groups
are engaged
-Most students assume
-All individuals and groups
assume responsibility for
productivity
051006
214
Component 3d: Providing feedback to students
Element:
Provides quality feedback that is accurate, substantive, constructive, specific, and timely
ELEMENT
Provides quality feedback that
is accurate, substantive,
timely
UNSATISFACTORY
Feedback is rarely provided,
is not timely, and is not
constructive and specific to
the students‘ work.
BASIC/EMERGING
PROFICIENT
Feedback is provided in a
timely manner and is specific
provided, is timely,
to the students‘ work.
constructive, and furthers the
students‘ learning.
EXEMPLARY
Feedback is substantive and
assists the student in being
able to anticipate and meet
future expectations.
Examples
-Nurse does not incorporate
feedback into changes
-Some elements of high
quality are present; others
are not
-Timeliness is inconsistent
-Most elements are accurate,
substantive, constructive,
specific, and timely
-Elements are constructive,
specific, and timely
-Provision is made for
students to use feedback in
their learning
051006
215
Component: 3e: Demonstrating flexibility and responsiveness
Elements:
Lesson Monitoring and Adjustment • Response to Students • Persistence
ELEMENT
Lesson Monitoring and
Adjustment
UNSATISFACTORY
Nurse adheres rigidly to an
instructional plan, even when
a change would clearly
improve a lesson.
BASIC/EMERGING
PROFICIENT
When recognizing a lack of
student understanding, the
nurse adjusts the lesson.
nurse makes an adjustment to
the lesson, the adjustment
occurs smoothly and the
lesson is enhanced.
EXEMPLARY
nurse successfully makes
adjustments to lessons as
needed to meet individual
student needs.
Examples
-Nurse does not recognize
need for change
-Lesson is adjusted to meet
student needs
-Nurse is able to continue
lesson and at same time
adjust the plan to meet
student needs
-Nurse adjusts material, plan,
and delivery to meet student
needs
051006
216
Response to Students
Nurse ignores or brushes
aside student questions or
interests.
Nurse accommodates student
questions or interests.
Nurse successfully integrates
student questions or interests
into instruction.
Nurse seizes the opportunity
to enhance learning, building
on student interest and
curiosity.
-Nurse does not listen to
questions
-Lesson is adjusted to meet
student needs
-Nurse is able to continue
lesson and at same time
adjust the plan to meet
student needs
-Nurse adjusts material, plan,
and delivery to meet student
needs
The nurse either gives up or
blames the student or the
environment for the students‘
lack of success.
Nurse accepts responsibility
for the success of all students.
Nurse persists in identifying
and using approaches for
students who have difficulty
learning, using an extensive
repertoire of strategies.
Nurse persists in identifying
effective approaches for
students who need assistance,
using an extensive repertoire
of strategies and soliciting
additional resources from the
school and/or outside
resources.
-Nurse acknowledges student
needs
-Nurse uses different
approaches to meet student
needs
-Nurse identifies and utilizes
different student approaches
Example
Persistence
Example
-Nurse gives up lesson
051006
217
Component 4a: Collegiality
Elements:
Contributes to professional development of peers and school personnel • Participates in professional organizations
ELEMENT
Contributes to professional
development of peers and
school personnel
UNSATISFACTORY
The nurse does not interact
with peers.
BASIC/EMERGING
PROFICIENT
The nurse shares knowledge
The nurse interacts with
and skills with nursing and
nursing and interdisciplinary
interdisciplinary colleagues.
colleagues to enhance
professional practice and the
health care of students.
EXEMPLARY
The nurse interacts with and
contributes to the professional
development of peers and
school colleagues.
-The nurse shares knowledge
with others
-The nurse contributes to
professional growth
Example
-The nurse does not interact
with peers
-The nurse brings information
from others to the nurse
group
051006
218
Participates in professional
organizations
The nurse does not belong to
any professional organization.
The nurse belongs to the
School Nurses of Washington
organization or another
professional nursing
association.
The nurse attends yearly
continuing education
meetings of a professional
organization.
The nurse is an officer of a
professional organization and
contributes to the profession
as a whole.
-The nurse belongs to SNOW
or another professional
nursing organization
-The nurse attends yearly
programs
-The nurse is an officer of a
professional organization
Example
-The nurse does not belong to
any professional
organizations
051006
219
Component 4b: Ethics
Elements:
Practice is guided by the Washington State Nurse Practice Act • Maintains client confidentiality •
Delivers care in a nonjudgmental and non-discriminatory manner • Acts as a client advocate
ELEMENT
Practice is guided by the
Washington State Nurse
Practice Act
UNSATISFACTORY
The nurse follows the
Washington State Nurse
Practice Act while planning
and delivering care.
BASIC/EMERGING
PROFICIENT
The nurse‘s practice is guided The nurse‘s practice is guided
by the Washington State
by the Code for Nurses and
Nurse Practice Act.
the Code of Ethics. The nurse
delivers care in a manner that
promotes and preserves
student and family autonomy,
dignity, and rights.
EXEMPLARY
The nurse‘s practice is
exemplary with the laws of
Washington State, various
codes of practice conduct,
and the National School
Nurse Association guidelines.
Examples
-The nurse follows the rules
of practice outlined in the
Nurse Practice Act
-The nurse does not utilize
other guidelines to augment
practice
-The nurse delivers care in a
knowledgeable and
comprehensive manner
-The nurse serves as a role
model for new mentor nurses
051006
220
Maintains student
confidentiality
The nurse does not maintain
confidentiality.
The nurse maintains student
confidentiality as appropriate
for the student‘s health and
safety.
confidentiality within legal,
regulatory, and ethical
parameters of health and
education. The nurse delivers
care in a manner that
promotes and preserves
student and family autonomy,
dignity, and rights.
confidentiality while still
utilizing the nurse/student
interaction or the plan of care
as a teaching tool with
colleagues. The nurse
maintains FERPA guidelines.
-The nurse talks freely about
a student and his/her medical
condition
-The nurse maintains student
confidentiality
-The nurse maintains
confidentiality of student
condition and documents in a
confidential manner
-The nurse serves as a role
The nurse is critical of the
student.
The nurse is
nondiscriminatory in care
delivery. The nurse is
nondiscriminatory and
sensitive to student diversity
in the school setting.
The nurse is
nondiscriminatory and
sensitive to student diversity
in the school setting. The
nurse is able to share diversity
care issues with other staff
members.
The nurse is able to share
knowledge and experience
with colleagues regarding
culturally diverse student care
regime.
-The nurse is sensitive to the
student‘s needs and maintains
confidentiality
-The nurse is sensitive to the
student‘s needs and shares
―need to know‖ information
with the staff
-The nurse serves as role
Examples
Delivers care in a
nonjudgmental and nondiscriminatory manner
Examples
-The nurse is judgmental of
the student and his/her health
condition
051006
221
Acts as a student advocate
The nurse is critical of the
student and his/her family
situation.
The nurse works in
collaboration with the family
advocate to achieve required
needs.
The nurse seeks available
resources to formulate a plan
of care.
The nurse acts as the student
advocate for care measures.
-The nurse works with others
to meet the student‘s needs
-The nurse develops a
plan of care to meet the
student‘s needs
-The nurse becomes a
knowledgeable advocate for
all students with a similar
condition
Examples
-The nurse is critical of the
student and his/her health
needs
051006
222
Component 4c: Collaboration
Elements:
Communicates with students, family, staff, community, and other providers regarding student care• Communicates timelines, goals, and plan of care •
Makes referrals as needed
ELEMENT
Communicates with students,
family, community, and other
providers regarding student
care
UNSATISFACTORY
The school nurse utilizes the
health history to gain medical
information to plan care.
BASIC/EMERGING
PROFICIENT
The nurse collaborates with
The plan of care reflects
the respective parties and the
diversity and individuality in
plan of care is developed.
the student‘s care. The plan is
computerized for easy
retrieval and review.
EXEMPLARY
The plan is documented,
agreed upon, implemented,
and evaluated in a timely
manner.
Examples
-The nurse does not interview
the student to gain additional
information
-The nurse talks with student,
family, and staff to gather
data
-The plan reflects diversity
and individualized student
needs
-The plan is agreed upon and
implemented
051006
223
Communicates timelines,
goals, and plan of care
The plan does not have goals
or a timeline for reference.
The plan is mutually
developed and goals and
timelines are identified.
The plan is evaluated for
compliance and ease of
implementation. The plan is
adjusted as needed to achieve
the individual goals.
The plan is evaluated in a
timely manner, implemented,
and changes communicated in
a timely manner to all
involved.
-The plan does not reflect a
timeline
-Measurable timelines are
established
-The plan is evaluated and
revised as necessary
-The plan is revised,
communicated, and
implemented in a timely
manner
No referrals are made.
The student is assessed and if
an abnormality is found, a
referral to a medical care
provider is initiated.
The referral is completed and
documentation received at the
school. The plan of care is
adjusted as needed.
The nurse continues to
follow-up on the referral
process until adequate
accommodation needs are
identified for the student.
-Referral is generated as
appropriate
-Plan of care is revised based
upon referral information
-Accommodations are made
as appropriate
Examples
Makes referrals as needed
Examples
-No referrals for additional
resources are made
051006
224
Component 4d: Education
Element:
Acquires and maintains current knowledge and competency in school nursing practice by participating in continuing education events.
ELEMENT
Acquires and maintains
current knowledge and
competency in school nursing
practice by participating in
continuing education events
UNSATISFACTORY
The nurse does not attend any
activities.
BASIC/EMERGING
PROFICIENT
The nurse acquires
The nurse consistently
knowledge and skill
participates in continuing
appropriate to the specialty
education activities related to
practice of school nursing on
current knowledge and
a regular and ongoing basis.
professional issues.
EXEMPLARY
The nurse presents
information to the staff gained
through attending a
continuing education event.
-The nurse attends a yearly
educational program
-The nurse presents
information to others
Examples
-The nurse does not attend
any continuing education
activities
-The nurse contributes to
professional development
activities
051006
225
Component: 4e: Quality of Care
Elements:
Systematically reviews the quality of care delivery and initiates changes as needed
ELEMENT
Systematically reviews the
quality of care delivery and
initiates changes as needed
UNSATISFACTORY
No evaluation takes place.
BASIC/EMERGING
PROFICIENT
The nurse identifies aspects
The nurse collects data to
of care that necessitate quality monitor the quality and
monitoring.
effectiveness of nursing care.
EXEMPLARY
The nurse formulates
recommendations to improve
the quality and effectiveness
of school health services,
school nursing practice,
and/or client outcomes.
Examples
-The nurse is not evaluated
-The nurse participates in the
development of policies,
procedures, and adoptions of
practice guidelines to
improve quality of care
-The nurse assesses the
quality of nursing care.
-The nurse evaluates the
effectiveness of the care plan
-The nurse implements
activities to enhance the
quality of nursing practice
-If necessary, the nurse
modifies the plan of care to
better meet the student needs
051006
226
For School Counselors
Exhibit Q
Name:
Appraisal Period:
From:
To:
School:
Position Title:
KEY
Unsatisfactory
The counselor does not yet
appear to understand the
component.
Key:
Basic/Emerging
The counselor understands the
elements.
Proficient
The counselor clearly
understands the concepts
underlying the component and
successfully and consistently
implements the elements
P. . . Proficient
NA . . . Not Applicable.
Exemplary
The counselor‘s skills reflect
the highest levels of
professionalism, e.g.,
building/district mentorship,
leadership roles.
E. . . Exemplary
U
B
P
E
NA
Component 1a. Demonstrates Knowledge and Understanding of Comprehensive
Counseling and Guidance Program (CCGP)
1. Able to develop and articulate components of CCGP as appropriate for
specific building(s) and student needs
2. Demonstrates knowledge and use of accepted theories and techniques
appropriate to school counseling
3. Understands the connection between the CCGP and building/SIP goals
Component 1b. Organization
1. Manages work environment
2. Manages time and plans appropriately
Component 1c. Knowledge of Students
1. Knowledge of students
051006
227
Component 1d. Uses Data to Inform Long Term CCGP Planning
1. Uses school/student data to determine appropriate levels of prevention and
intervention activities
2. Knowledgeable about classroom curriculum
3. Knowledgeable about statewide education reform efforts and the role of
CCGP within those efforts
Comments/Feedback:
051006
228
Domain 2: Guidance and Responsive Services
U
B
P
E
NA
Component 2a. Personal and Social Awareness
1. Provides students with knowledge and skills needed to understand and
respect self and others
2. Provides students with personal safety and healthy decision making skills
3. Provides students with knowledge and skills needed to effectively solve
problems
Component 2b. Prevention and Intervention Services
1. Works with individual students and small groups to address
school/individual intervention needs
2. Provides classroom instruction on pertinent student/school issues
3. Works with individual students and groups on goal setting
Component 2c. Consultation
1. Works collaboratively with administration, staff, and parents regarding
students‘ academic success and well-being
2. Implements a referral system(s) process
Component 2d. Educational Planning
1. Demonstrates knowledge in student test/appraisal interpretation
2. Contributes to student‘s successful school transitions and promotions
3. Facilitates student‘s long-range educational and career plans
Comments/Feedback:
051006
229
U
B
P
E
NA
Component 3a. Communication
1. Communicating in a professional environment
2. Communicates in an effective manner
Component 3b. Contributing to a Collaborative and Supportive Work
Environment
1. Relationships with colleagues
Component 3c. Professional Duties and Ethics
1. Counselor is current regarding applicable laws (e.g., FERPA, WACs) and
ethical standards (e.g., ASCA)
Component 3d. Professional Development
1. Identifies and participates in continuous professional development needs
Component 3e. Student Advocacy
1. Student advocacy
Comments/Feedback:
051006
230
Summary:
Prepared by:
Date:
Date
⁪ Yes
⁪ No
051006
231
Exhibit R
Component 1a: Demonstrates Knowledge and Understanding of Comprehensive Counseling and Guidance Program (CCGP)
Elements:
Able to develop and articulate components of CCGP as appropriate for specific building(s) and student needs •
Demonstrates knowledge and use of accepted theories and techniques appropriate to school counseling •
Understands the connection between the CCGP and building/SIP goals
ELEMENT
Able to Develop and
Articulate Components of
CCGP as Appropriate for
Specific Building(s) and
Student Needs
UNSATISFACTORY
Counselor is unable to
articulate for students and
other stakeholders the
components of a CCGP and
has not developed a student
needs-based plan for the
school.
BASIC/EMERGING
PROFICIENT
Counselor demonstrates
knowledge of the steps
thorough knowledge and
necessary to develop a
understanding of the steps
student needs-based program
necessary to develop student
and has articulated the
needs-based programs and
components of the program to has a deliberate and
students and other
thoughtful plan for
stakeholders.
articulating the components
of the CCGP to students and
other stakeholders; counselor
monitors and adjusts the plan
as need arises.
EXEMPLARY
understanding of the steps
necessary to develop student
needs-based programs and
has a deliberate and
thoughtful plan for
articulating the components
of the CCGP to students and
other stakeholders. The
counselor works
collaboratively with others to
frequently monitor and adjust
the plan as the need arises.
The counselor assists/
supports other counselors in
the development of the
CCGP.
Examples
-Counselor participates in a
needs assessment and
participates/reviews the
building SIP to identify
building priorities aligned
-Counselor shows initiative in
providing proactive
information regarding CCGP
to all stakeholders
-Counselor is able to design
needs assessment, analyze
-Counselor serves as a
mentor to colleagues
regarding strategies for
program development and
articulation of CCGP
-Counselor presents needs
051006
232
ELEMENT
UNSATISFACTORY
BASIC/EMERGING
PROFICIENT
with CCGP
results, and use data to set
-Special student populations
priorities to help guide
have been identified and
CCGP development (e.g.,
services have been designed
Healthy Youth Survey (HYS),
to meet their needs
SIP, student needs
-Counselor identifies
assessments)
resources within the district
-There is evidence that the
for assistance
counselor has provided input
into the school improvement
plan
-Counselor establishes a
regular timeline to conduct
needs assessments with
students and other
stakeholders to identify
building priorities
EXEMPLARY
assessment strategies and
models to colleagues; s/he
participates in staff
development presentations
-Counselor consults with
colleagues and/or outside
resources to fine-tune survey
instruments
051006
233
Demonstrates Knowledge and
Use of Accepted Theories
and Techniques Appropriate
to School Counseling
Counselor does not
demonstrate knowledge of
accepted school counseling
theories and techniques
aligned with comprehensive
counseling and guidance.
knowledge and use of
accepted school counseling
thorough knowledge and use
of accepted school counseling
Counselor intentionally
chooses and applies
appropriate techniques and
strategies.
exceptional knowledge and
use of accepted school
counseling theories.
Counselor intentionally
chooses and applies
appropriate techniques and
strategies. Counselor
regularly coaches others in
the use of appropriate
strategies and techniques.
-Counselor is not aware of a
wide variety of techniques
-Counselor is inflexible about
using a variety of theories
and techniques
-Counselor matches theory
and techniques to student
needs and settings
-Counselor consistently
matches theory and
techniques to a variety of
student needs and settings
-Counselor describes
techniques and strategies
-Counselor keeps abreast of
current issues and trends
-Counselor coaches, trains,
and/or assists colleagues with
-Counselor initiates
professional discussions
regarding current issues and
trends
Counselor does not
understand the connection
between the CCGP and
building/SIP goals.
Counselor understands the
importance of the connection
and actively incorporates
elements of the SIP into the
CCGP in order to provide a
comprehensive program. At
least one of the components
of the CCGP (individual
planning, guidance
curriculum, system support,
responsive services) is present
in the SIP plan. The counselor
shares with stakeholders the
connection between the
CCGP and student learning
and well being.
The individual planning,
guidance curriculum, system
support, and responsive
services components of the
CCGP are reflected in the
building SIP plan. The
counselor proactively and
consistently implements the
CCGP services in a way that
supports building/SIP goals.
The counselor‘s
implementation of the CCGP
encourages students to
become more independent
and responsible for their own
learning and behavior.
Counselor‘s proactive
components in the SIP
enhances students‘ ability to
advocate for themselves in
responsible ways. Counselors
collaborate with staff to
implement the CCGP
components of the SIP. The
counselor ensures that all
stakeholders understand the
connection between the
CCGP and student learning
and well being. The CCGP
action plan clearly encourages
all stakeholders to work
Examples
Understands the Connection
Between the CCGP and
Building/SIP Goals
051006
234
Students model their
responsible learning behavior
to others, creating a student
initiated learning
environment.
toward improved student
learning.
-Proactive and intervention
activities are described and
evident within the CCGP
-Counselor uses results of
available needs assessments
and other data tools (SIP
perception surveys, climate
surveys, HYS, Student
Assistance Program [SAP])
to intentionally link the
CCGP and building/SIP
goals
-Counselor reports on
to administration, SIP, LIT,
and site council and seeks
assistance when CCGP can
not be implemented
according to
counselor/department plan
-Counselor advocates at
school, district, and
community level for
counseling services that
address all students’
academic, social, and
emotional needs
-Counselor presents program
data that supports/enhances
and/or alerts administration
to gaps in the school
improvement plan
CCGP is providing
personalized services that
meet the identified and/or
developmental needs of all
students including special
populations
-Counselor assists other
counselors in discovering the
connections the CCGP has
with the building SIP plans
Examples
-No alignment between
CCGP and building/SIP
goals
-Counselor identifies
resources within the district
for assistance
-Counselor can articulate
how the CCGP supports the
school improvement plan
051006
235
Component 1b: Organization
Elements:
Manages work environment • Manages time and plans appropriately
ELEMENT
Manages Work Environment
UNSATISFACTORY
Counselor‘s organizational
skills impede delivery of
CCGP.
BASIC/EMERGING
PROFICIENT
Counselor’s organization of
Counselor develops and
the work environment
communicates effective
contributes to the effective
organizational systems which
delivery of CCGP.
directly enhance successful
implementation of CCGP and
supports the SIP.
EXEMPLARY
Counselor assists others on
the development,
communication, and
implementation of
organizational systems for
managing the work
environment; the counselor
takes on a leadership role to
help facilitate departmental
systems that encourage
stakeholders to successfully
provide services to all
students.
Examples
-Counselor does not manage
the work environment well
-Services are not responsive to
student needs
-Counselor demonstrates
knowledge of available workrelated resources that support
the CCGP
-Counselor matches workrelated resources to student
and program needs
-Counselor recognizes gaps
between available workrelated resources and current
student needs
-Counselor pursues
information about additional
resources to address resource
gaps
-Counselor updates and
maintains current resources
advocates and matches workrelated resources to student
needs
-Counselor presents
information about resources
to colleagues
051006
236
Manages Time and Plans
Appropriately
Counselor is unable to
appropriately balance the
demands of the counseling
role and/or does not
consistently provide services
as outlined in the CCGP/SIP
at an acceptable level.
Counselor is able to complete
responsibilities on time as
outlined in the CCGP/SIP.
The counselor balances the
demands of the job effectively
in order to provide consistent,
appropriate services to
students.
Counselor consistently
balances the demands of the
job. Proactive planning
ensures appropriate services
are provided. Counselor
demonstrates flexibility in
order to meet the needs of all
students. Counselor
collaborates with colleagues
to share strategies for
effective planning in meeting
the goals of the CCGP.
Counselor‘s time management
and organizational skills
optimize program delivery
and enhance services to
students.
The counselor demonstrates
the ability to analyze the
effectiveness of the CCGP
and monitor and adjust
accordingly. The counselor
coaches/mentors colleagues
regarding the effectiveness of
the CCGP.
-A school calendar describes
CCGP services and identifies
activities by
month/trimester/quarter/seme
ster
-Students are able to meet
with their counselor when
needs arise
-Counselor can prioritize and
adapt to changing needs
-A full year CCGP calendar
is provided for all
stakeholders; the calendar
clearly describes the various
activities
-A current calendar is posted
on the school website and/or
newsletter
-Counselor’s time
management and planning
enhances student/staff access
to CCGP
Examples
-No school CCGP calendar is
provided
-High percentage of
counselor time is consumed
by non-guidance activities
-Students have difficulty
making an appointment to
meet with their counselor
-Counselor has difficulty
prioritizing responsibilities
-Counselor is late to meetings
-Counselor is unprepared for
meetings
051006
237
Component 1c: Knowledge of Students
Element:
Knowledge of students
ELEMENT
Knowledge of Students
UNSATISFACTORY
Counselor displays little
knowledge of student
diversity as defined in the
glossary (cultural heritage,
language, gender,
developmental characteristics,
socioeconomic status, and/or
interests).
BASIC/EMERGING
PROFICIENT
Counselor recognizes and
Counselor displays
values the students‘ interests,
knowledge of students‘
cultural heritage, and
interests and cultural heritage,
developmental characteristics. recognizes the value of this
knowledge, and authentically
infuses it into the CCGP in a
manner.
EXEMPLARY
Counselor authentically
infuses students‘ interests and
cultural heritage to empower
students of all backgrounds.
Counselor works
collaboratively to provide
learn to respect, value, and
share the diversity of all
students. Counselor displays
knowledge of typical
of age group, exceptions to
the patterns, and the extent to
which each student follows
patterns.
Examples
-Counselor does not indicate
that such knowledge is
valuable
-Counselor is aware of
students’ academic progress
including grade-to-grade
transitions and progress
toward graduation
-Counselor’s actions reflect
the belief that all students can
learn
-Counselor incorporates
-Counselor shares knowledge
to guide decision-making in
staff meetings, SST, and
school improvement planning
effective interpersonal
relations with students and
parents and recognizes the
value of this knowledge
-Counselor’s skills in this
area enable students to
become advocates for
diversity and to promote
inclusiveness within school
setting
excellent interpersonal
relations with students and
051006
238
knowledge of students
(interests, cultural heritage,
etc.) as s/he develops positive
interpersonal relationships
-Counselor recognizes how
diversity impacts student
counseling
-Counselor promotes
diversity and inclusiveness in
school policy and
interpersonal relationships
-Counselor is seen as an
advocate for diversity
-Counselor shares knowledge
to help address diversity
issues within the building
parents about these issues
051006
239
Component 1d: Uses Data to Inform Long Term CCGP Planning
Elements:
Uses school/student data to determine appropriate levels of prevention and intervention activities• Knowledgeable about classroom curriculum •
Knowledgeable about statewide education reform efforts and the role of CCGP within those efforts
ELEMENT
Uses School/Student Data to
Determine Appropriate
Levels of Prevention and
Intervention
Activities
UNSATISFACTORY
Counselor is unaware of or
does not review and use
available school/student data
in determining appropriate
levels of intervention.
BASIC/EMERGING
PROFICIENT
Prevention and intervention
Counselor communicates the
activities are selected for
relevant data to the
their relevancy to student
stakeholders and proactively
needs as determined by the
responds with specific and
counselor‘s review of
customized interventions for
pertinent school/student data. stakeholders to use with
students.
EXEMPLARY
Counselor communicates the
relevant data to stakeholders
and proactively responds with
specific and customized
interventions for staff and
parent use with students.
Counselors collaborate with
student groups to use relevant
data to change
behavior/school culture.
Examples
prevention and intervention
activities/strategies used
were developed with the
information available from
student/school data,
knowledge of student
development, and current
trends
-Data examples: school SIP
perception surveys, HYS,
and school climate surveys
-Counselor advocates for
students and consults with
staff to provide specific and
customized student
interventions
-Counselor advocates for a
safe, inclusive, nurturing, and
intellectually stimulating
-Counselor analyzes available
student data to help guide
CCGP development (e.g.,
Healthy Youth Survey, student
needs assessments)
-Counselor communicates the
role of this CCGP element
within school improvement
plan
-Counselor assists student
leadership groups to analyze
school climate data to focus
school improvement efforts
(i.e., Link Crew, Natural
Helpers, conflict managers,
ASB)
051006
240
Knowledgeable About
Classroom Curriculum
Counselor has no knowledge
of classroom curriculum and
learning expectations.
Counselor has a working
knowledge of the classroom
curriculum. Counselor uses
this knowledge for program
placement and/or classroom
placement.
Counselor participates in
classrooms/SLCs/grade level
teams to gain understanding of
general classroom instruction
and expectations. Counselor
uses this knowledge in
conversations with parents and
students.
participates in
classrooms/SLCs/grade level
teams to gain understanding
of general classroom
instruction and expectations.
Counselor uses this
knowledge in conversations
with parents and students to
increase student engagement
and academic achievement.
-Counselor assists with class
placement and course
selections
-Counselor answers parent
and student questions about
class selections and
opportunities
Counselor has a working
understanding of state
education reform and
supports the school‘s efforts
to implement the reform.
-Counselor’s knowledge of
general classroom instruction
and expectations enables
her/him to suggest
interventions appropriate to
student learning needs
Counselor understands and is
able to communicate the intent
of education reform and the
role of CCGP in moving
toward meeting the state
reform goals.
Counselor actively
communicates the linkages
between education reform and
the role of CCGP. Actively
assists other stakeholders in
moving toward meeting the
state reform goals.
-Counselor provides parents
with accurate information on
WASL and other learning
assessments
-Counselor knows how to
-Counselor is knowledgeable
about the role of CCGP with
state education reform efforts
-Counselor understands the
components of NCLB
-Counselor takes on a
leadership role in terms of
accurately communicating
the components of state
reform to stakeholders
Examples
Knowledgeable About
Statewide Education Reform
Efforts
And the Role of CCGP
Within Those Efforts
Counselor displays little or no
knowledge of statewide
reform efforts.
Examples
051006
241
access information about
current trends and practices
in education
051006
242
DOMAIN 2: GUIDANCE and RESPONSIVE SERVICES
Component 2a: Personal and Social Awareness
Elements:
Provides students with knowledge and skills needed to understand and respect self and others •
Provides students with personal safety and healthy decision making skills •
Provides students with knowledge and skills needed to effectively solve problems
ELEMENT
Provides Students with
Knowledge and Skills
Needed to Understand and
Respect Self and Others
UNSATISFACTORY
Counselor does not provide
students with opportunities to
develop skills for
understanding and respecting
self and others.
BASIC/EMERGING
appropriate skills for helping
students understand and
respect self and others.
PROFICIENT
Counselor initiates activities
and demonstrates behaviors
that help students with skills
to understand and respect self
and others.
EXEMPLARY
provides these skills and acts
as a mentor for other school
personnel in these skills.
-Counselor responds to
situations when needs arise,
e.g., mediate conflicts or
assist teachers when issues
arise
-Counselor presents
information that contributes
to a positive learning
environment, e.g., classroom
lessons, newsletters, parent
nights, staff
meetings/inservice
-Counselor connects with a
variety of students
-Counselor participates in the
development and
implementation of strategies
that positively impact school
climate and student wellbeing that could impact
disciplinary referrals and
incidents of student violence
and other risky behaviors
-Opportunities for
lessons/small groups are
included within the yearly
calendar of CCGP activities
-Counselor works with staff
members in planning
guidance activities
-Counselor is able to locate
the current best-practice
research in these issues
-Counselor is frequently
sought out by students and
staff to advise in situations
that involve school climate
and student well being, e.g.,
situations of disrespect,
bullying, harassment, and
risky student behaviors
-Counselor trains others to
present lessons or materials
-Counselor presents the
strategies, lessons, etc., to
district colleagues
Examples
-No curricular content has
been identified
-Counselor is unaware of
available resources to locate
relevant social skills, i.e.,
curricular materials
051006
243
Personal Safety and Healthy
Decision Making Skills
students with opportunities to
learn personal safety and
healthy decision making.
Counselor provides
opportunities to learn
personal safety and healthy
decision making.
Counselor provides planned
and developmentally
appropriate opportunities with
the CCGP to learn personal
safety and healthy decision
making.
Counselor actively serves as a
resource to colleagues
regarding sample
activities that provide
opportunities to learn
personal safety and healthy
decision making.
-Counselor presents
information that supports
element, e.g., classroom
lessons, newsletters, parent
nights, staff
meetings/inservice
-A beginning outline of
related CCGP activities exists
-Counselor is available to
students as needs arise
-Counselor teaches
classroom lessons as a part of
identified CCGP plan
-Counselor offers groups and
meets with individuals to
focus on skill-building for
potentially risky behaviors or
prevention strategies
others and/or develops
strategies to assess student’s
understanding of materials
-A yearly calendar of related
CCGP exists and is shared
with school and parents
general knowledge and use of
effective problem solving
strategies on a regular basis;
s/he demonstrates an
appropriate level of
independent decision making.
When unable to
understanding of
strategies to solve problems.
In group situations, counselor
guides students to solutionfocused efforts. Counselor
-Involvement in leadership
opportunities (e.g., conflict
managers, peer mediation,
Link Crew, diversity club,
Natural Helpers, Game of
Life, SADD)
-Counselor interprets results
of the Healthy Youth Survey
and other student perception
survey (SIP) outcomes to aid
program planning
-Counselor works with school
leadership/colleagues to
collect evidence that CCGP
lowers targeted negative/risky
student behaviors, e.g., peer
mediations, student support
groups, discipline referrals,
increased student selfreferrals
consistent application of a
variety of developmentally
appropriate decision making
models and acts as a
mentor/leader to others.
Counselor is an advocate
within the school and/or at the
Examples
-No curricular content has
been identified
available resources to locate
relevant social skills, e.g.,
curricular materials
Knowledge and Skills
Needed to Effectively Solve
Problems
Counselor does not utilize an
effective problem solving
strategy.
051006
244
independently solve a
problem, the counselor
accesses the appropriate
resources.
develops and implements a
system of follow up with
students.
district level for systemic
efforts that improve student
learning and well-being.
-Counselor seeks input as
needed to aid her/his decision
making
other school personnel as a
member of a team for
decisions that impact schoolwide and specialized studentrelated issues
-Counselor engages in peer
collegial sharing regarding
current issues and trends in
counseling and guidance
-Counselor models
for/teaches colleagues
decision-making models for a
variety of student related
issues
-Counselor practices effective
listening, conflict resolution,
and group facilitation skills
as a team member
Examples
051006
245
DOMAIN 2: GUIDANCE AND RESPONSIVE SERVICES
Component 2b: Prevention and Intervention Services
Elements:
Works with individual students and small groups to address school/individual intervention needs •
Provides classroom instruction on pertinent student/school issues •
Works with individual students and groups on goal setting
ELEMENT
Works with Individual
Students and Small Groups to
Address School/Individual
Intervention Needs
UNSATISFACTORY
Counselor does not work with
student groups to address
school intervention needs.
BASIC/EMERGING
PROFICIENT
Counselor facilitates skillCounselor collects data on
building groups and counsels
students during and after their
students individually to
involvement in groups to
appropriately target
determine effectiveness.
school/individual intervention Counselor uses the
needs.
information, adjusts the group
sessions accordingly, and
makes recommendations for
future sessions.
EXEMPLARY
Counselor proactively
responds with specific
interventions for student and
staff to use following group
and individual counseling
work. Counselor shares
expertise and strategies with
counseling colleagues.
Examples
-Some groups and individual
counseling sessions are
organized within the CCGP
-Their relation to school
needs data, students’
developmental needs, and
school improvement goals is
clear
-Counselor provides ongoing,
effective groups and
individual counseling to deal
with student issues (e.g.,
grief, transitions, violence,
depression, suicide, stress
etc.), and is responsive to
school needs data
-Counselor provides support
for students in crisis
situations with a calm and
ethical manner consistent
with school policies and
procedures
balanced interventions that
support needs of the whole
child
students and consults with
staff to provide specific
group, individualized, and/or
school-wide interventions to
meet identified student needs
051006
246
Provides Classroom
Instruction on Pertinent
Student/School Issues
classroom instruction in
response to school issues.
Counselor provides classroom
instruction in areas needing
intervention.
Counselor provides specific
and customized classroom
instruction based upon
students‘ needs and/or in
response to school climate
issues. The CCGP plan
outlines such activities.
Counselor develops strategies
to collect teachers‘ and
students‘ feedback for use in
developing future lessons.
Counselor gathers feedback
and communicates
information to
administration/colleagues as it
relates to addressing CCGP
goal embedded within the SIP
plan.
Counselor works with student
groups to respond with
specific classroom instruction
for students‘ needs and/or in
response to school climate
issues. Counselor offers
coaching to colleagues in the
value of and use of this form
of student information.
-The instruction is focused
and purposeful in its
relationship to the CCGP
-Programs and activities have
been implemented and are
responsive to the needs of the
school
knowledge of current law and
best practices in the
prevention of
bullying/harassment,
violence, and substance
abuse as barriers to student
learning
-Counselor teaches
classroom lessons aligned
with above statement
Counselor provides a system
for all students and groups in
caseload/school to identify
their educational and personal
goals. This system includes
resources and strategies to
assist students in reaching
-Counselor advocates for a
safe, inclusive, nurturing, and
intellectually stimulating
(inservice, administrative
team, PTSA, newsletters)
Examples
Works with Individual
Students and Groups on Goal
Setting
Counselor does not work with
students/groups on goal
setting and/or only responds
with interventions when
requested.
Counselor works with
students/groups to identify
their educational and personal
goals.
Counselor advocates for
activities that result in
students and other
stakeholders working
collaboratively to set and
monitor appropriate
educational and personal
051006
247
their goals. Counselor uses
this information to help
stakeholders monitor progress
toward meeting students‘
goals.
goals. Counselor seeks out
current best-practice
strategies that aid in the
accomplishment of this
activity and shares with
colleagues.
-Counselor uses data to
identify and support students
at risk of school failure
-Counselor provides frequent
communications regarding
the availability of
intervention services for
students (e.g., newsletter,
website, handbook)
-Counselor shares sample
intervention plans and
techniques with colleagues
-Counselor teaches
colleagues about the plans
and techniques
Examples
-Counselor provides
academic advisement and
planning, e.g., academic
credit checks, credit retrieval
opportunities, 13th year post
secondary plan, etc., in a
timely fashion
-Counselor provides limited
communication to
parents/guardians regarding
the availability of
intervention services for
students
-Counselor goes into
classrooms to help prepare
students for post secondary
education (i.e., college
application lessons, SAT
prep, PSAT prep, etc.)
051006
248
DOMAIN 2: GUIDANCE AND RESPONSIVE SERVICES
Component 2c: Consultation
Elements:
Works collaboratively with administration, staff, and parents regarding students‘ academic success and well-being • Implements a referral system(s) process
ELEMENT
Works Collaboratively with
Administration, Staff, and
Parents Regarding Students‘
Academic Success and wellbeing
UNSATISFACTORY
Counselor does not
demonstrate the
ability/willingness to work
collaboratively with all
stakeholders.
BASIC/EMERGING
PROFICIENT
Counselor demonstrates an
Counselor enhances a
interest and the skills to work collaborative working
collaboratively with students
relationship with others by
and other stakeholders.
proactively addressing
building/student needs.
EXEMPLARY
Counselor‘s ability to work
collaboratively and act as a
consultant optimizes program
delivery and services to
students and families.
Examples
Implements a Referral
System(s) Process
-Counselor does not gather
or interpret student
information in a systematic
manner
-Counselor listens, gathers,
and interprets information in
a systematic manner
-Counselor demonstrates an
awareness of school climate
and how it impacts student
learning, especially for
families and students who
have been historically
disadvantaged and
marginalized
-Counselor gathers and
interprets information in a
routine and systematic
manner
-Counselor provides referral
source updates to school and
district personnel
-Counselor maintains active
communication with
frequently used community
agencies and relays
information to school and
district personnel
-Counselor works with
colleagues to provide an
effective learning climate
within classrooms and the
school
-Counselor is consistently
seen as a resource by
colleagues and stakeholders
Counselor does not possess
the knowledge and skill
necessary to develop a
referral process. Counselor
does not seek assistance about
Counselor demonstrates skill
implementing the referral
process. Counselor builds and
uses a toolbox of referral
resources.
Counselor supplements or
enhances the school‘s referral
process with outside
resources and opportunities.
The counselor consistently
knowledge and skill regarding
the use of a referral process
and provides information to
appropriate stakeholders. The
051006
249
local community resources.
demonstrates knowledge and
skill regarding the use of a
referral process.
counselor consistently and
effectively communicates the
referral process to
stakeholders, new counselors,
and interns.
-Counselor accesses
appropriate social service
providers
-Leadership/participation on
problem solving teams such
as 504, SST, CARE//CORE
and SAP
-Counselor proactively
addresses potential referral
needs
-Counselor informs students
and other stakeholders about
the process that can be used
to refer students for
additional assistance
-Counselor is sought by
colleagues to help with
strategies to develop referral
systems
-Counselor establishes
credibility by suggesting a
variety of options,
alternatives, resources, or
strategies
Examples
-Counselor utilizes district
resource personnel for
referral systems
-Counselor maintains a list of
resources
-Counselor informs others
about the process as needed,
conducts follow-up activities
with students as needed
051006
250
DOMAIN 2: GUIDANCE and RESPONSIVE SERVICES
Component 2d: Educational Planning
Elements:
Demonstrates knowledge in student test/appraisal interpretation • Contributes to student‘s successful school transitions and promotions •
Facilitates student‘s long-range educational and career plans
ELEMENT
Demonstrates Knowledge in
Student Test/Appraisal
Interpretation
UNSATISFACTORY
limited or no knowledge of
test interpretation and other
appraisal information.
BASIC/EMERGING
PROFICIENT
Counselor is knowledgeable
Counselor has the essential
about WASL and other
knowledge and skills
appropriate sources of
necessary to interpret test and
information and is able to
appraisal information with a
interpret and assist students
variety of audiences;
and other stakeholders in their counselor is able to use this
understanding.
knowledge to assist
stakeholders with decisions
related to educational
planning.
EXEMPLARY
applies knowledge and skills
necessary to thoroughly
interpret test and appraisal
information with a variety of
audiences; counselor instructs
others on the skill of
interpreting testing data.
Examples
-Counselor understands and
applies basic concepts and
principles of measurement
and evaluation
-Counselor accurately
reports results or information
regarding assessments
-Counselor conducts student
screening/testing when
appropriate
-Counselor clearly articulates
the results orally or in writing
to the proper audience(s)
-Counselor is aware of a
variety of student appraisals
and is able to suggest
alternatives
-Uses data to identify and
support students at risk of
school failure
-Counselor responds to
inquiries and makes
inferences about what needs
may exist based on appraisal
data
051006
251
Contributes to Student’s
Successful School Transitions
and Promotions
Counselor does not contribute
to transitions and promotions.
Counselor demonstrates the
essential knowledge and skills
necessary to contribute
positively to transitions and
promotions by proactively
communicating with all
stakeholders.
Counselor communicates
pertinent information to
stakeholders in order to
facilitate a smooth transition;
specific, deliberate, and
proactive processes are in
place to create a system for
smooth transitions.
Counselor informs the
stakeholders on methods of
promoting a smooth
transition.
-Counselor is able to locate
sources of information to aid
in student transition
-Counselor communicates
relevant educational
documents when necessary
(504 plans, advanced
placements)
of alternative educational
opportunities for students
e.g., summer school, online
learning, etc.
-Early and continued
correspondence with
students and other
stakeholders prior to
transition
-CCGP reflects transition
activities that are
coordinated from level to
level
-Develops systematic
communication plan for
school/grade level transitions
among strand-level
colleagues
-Counselor arranges parent
conferences in a systematic
manner to aid transition
process
-Students and parents
experience a smooth start to
the new educational setting
as a result of counselor’s
actions
-Individual student
information to support
emotional/social and
academic success is
exchanged in a coordinated
process
-Counselor assists with the
development of a student’s
plan when unexpected
situation arises such as Home
Hospital instruction or
inpatient treatment
Examples
-Counselor is not involved in
any classroom presentations
on transition issues
-Activities are not
coordinated from level to
level
051006
252
Facilitates Student‘s LongRange Educational and
Career Plans
Counselor does not facilitate
student understanding of self
and academic success in
relationship to the world of
work.
ability to facilitate student
understanding of self and
academic success in
relationship to the world of
work.
Counselor demonstrates an
ability to help students and
parents make meaningful
connections between school
success, work, and future
education; counselor is
aware of resources and
encourages student use of
resources that facilitate
understanding of the
relationship between
academics and career plans.
outstanding ability to facilitate
and champion academics in
relationship to readiness to
learn/prepare for postsecondary education and future
career choices. Counselor
consistently educates
stakeholders on the various
career opportunities available
to students; s/he works with
students to align their strengths
with career goals and post
secondary education.
-Counselor
displays/distributes basic
information regarding career
opportunities and the steps
necessary to reach the career
field
-There is evidence that some
CCGP activities have been
provided for
educational/career
exploration
-Counselor discusses longrange plans with students and
parents on an “as needed”
basis
-Academic advisement
activities are conducted in a
timely manner
-Counselor notifies students
regarding school events
related to career exploration
(MS, HS)
-Counselor conducts
classroom presentations
about long-range planning
and career selection
-Counselor organizes and
participates in career
fair/college fair (HS)
-Counselor conducts study
skills groups (E),(MS)
-Counselor collaborates
with career specialist for
student planning (HS)
available district resources
(E, MS)
-Counselor makes personal
connections to the students’
desired future career or
-Counselor assists students
with use of technology for
career search processes (HS),
(MS)
-Counselor conducts
classroom presentations about
students’ interests and
strengths, meaningful jobs (E)
Examples
-No curriculum or CCGP
activities have been identified
051006
253
college choice (HS)
-Counselor prepares
students for financial
aspects of post-secondary
education
-Counselor assists students
in understanding the
correlation between course
work, grades, and
occupational goals
051006
254
Component 3a: Communication
Elements:
Communicating in a professional environment • Communicates in an effective manner
ELEMENT
Communicating in a
Professional Environment
UNSATISFACTORY
Counselor does not answer
phone, e-mail, or voice mail.
Counselor does not respond
to requests in a professional
or timely manner. Counselor
includes more staff than
necessary in discussions.
BASIC/EMERGING
PROFICIENT
Counselor responds
Counselor‘s responses to eappropriately and in a timely
mail, phone calls, and voice
fashion to communication
mail messages are thorough,
received. Counselor checks
timely, and include the
daily for e-mail and voice
appropriate parties.
mail messages. Counselor
responds to requests in a
professional and timely
manner.
EXEMPLARY
Counselor communicates
frequently with stakeholders
as appropriate and includes
all parties as appropriate.
Examples
-Individual student
information not shared when
needed
processes to communicate
with colleagues
-Multiple parent complaints
about phone calls not being
returned
knowledge of local, state, and
federal policies and laws
relevant to counseling
including FERPA
-Counselor provides for a
safe, confidential setting in
which students can present
their needs and concerns
-Counselor is able to
consistently
acknowledge/address student
needs brought to his/her
attention
-Counselor follows or seeks
advice on the current ASCA
Guidelines for Practice and
ACA Code of Ethics
-Counselor recognizes
problems and sets up
collaborative interventions
such as staffing and home
contact/visits
-Counselor is considerate of
others’ time sensitive needs
-Counselor asks thoughtful
questions
-Counselor paraphrases and
summarizes during sessions
-Counselor consistently uses
active listening skills
-Counselor collaborates and
shares ideas, materials, and
methods with other
stakeholders
balanced intervention that
supports needs of the whole
child
051006
255
ELEMENT
UNSATISFACTORY
BASIC/EMERGING
PROFICIENT
-Individual student
information is shared upon
direct request if appropriate
-Counselor has a system of
documenting communications
EXEMPLARY
051006
256
Communicates in an Effective
Manner
Counselor seldom
demonstrates active listening,
empathy, timeliness of
responses, clear and concise
feedback, and follow-up.
active listening, empathy, and
responds in a timely and
effective manner.
empathy, and responds in a
timely and effective manner.
Counselor uses proactive
strategies to communicate
with stakeholders before
dealing with a crisis.
Counselor encourages and
considers divergent thinking
and differing perspectives.
empathy, and responds in a
timely and effective manner.
Counselor develops
relationships with the
stakeholders s/he serves.
Counselor works with others
to develop effective
communication skills.
Counselor helps others in the
school community to enhance
responsive communication.
-Communication is clear and
easy to understand by all
stakeholders
-Counselor makes the effort
to be consistent with
communications
-Counselor interacts with
students in a mutually
respectful and positive
manner
-Counselor practices effective
listening, conflict resolution,
and group facilitation skills
as a team member and with
students
-Counselor attends open
house curriculum nights and
parent conferences and is
able to answer questions
-Counselor acknowledges
contact and gives timeline for
follow-up response
-Counselor provides a
climate which opens up
communication with parents,
students, and staff
-Individual student
information is exchanged in a
coordinated process
-Counselor provides
strategies and tips to
colleagues for relating to a
wide variety of parents
-Counselor promotes parent
involvement within the school
(e.g., newsletter, PTSA
presentations, and seminars)
-Counselor informs
administration and/or
appropriate personnel of
school-related matters
-Counselor acts as a
facilitator between parent,
student, and teacher
-Counselor sets the standard
among colleagues and is
sought out for leadership and
mentorship roles because of
expertise
Examples
-Counselor is unavailable for
student meetings and contact
with stakeholders
051006
257
Component 3b: Contributing to a Collaborative and Supportive Work Environment
Element:
ELEMENT
Relationships with
Colleagues
UNSATISFACTORY
Counselor‘s relationships with
self-serving. Counselor makes
no effort to share knowledge
with others or to assume
professional responsibilities.
BASIC/EMERGING
PROFICIENT
Counselor maintains
professional relationships
with colleagues and fulfills
the duties that the school or
Counselor participates
district requires.
actively in assisting other
educators. Counselor
maintains an open mind and
participates in collaborative
team or departmental
decision-making.
EXEMPLARY
Counselor takes initiative in
assuming a leadership role in
team or departmental decision
making and helps ensure that
decisions are based on the
highest professional
standards. Counselor seeks
out opportunities for
professional development and
shares new learning with
colleagues.
Examples
-Counselor works positively
with peers
-Counselor shares materials
with others
-Counselor participates
school and department/grade
level team
-Counselor participates in
staff development
opportunities when made
available
-Counselor regularly attends
-Counselor demonstrates a
willingness to work as a
mentor to new counselors or
counselor interns
-Counselor demonstrates a
observed by other
teachers/counselors
-Counselor promotes
collaboration and
communication with
colleagues through the use of
distribution groups and
-Counselor models caring,
acceptance, communication,
and human relations skills to
stakeholders
-Counselor presents at staff
meetings
-Counselor leads in
establishing online learning
communities (online learning
communities, video
conferencing, net-meeting,
etc.)
-Counselor seeks out ways to
051006
258
counseling staff meetings and
other counseling related
meetings
shared network areas
network professionally with
staff from across the district
or within the profession
(serving on councils, book
studies, etc.)
051006
259
Component 3c: Professional Duties and Ethics
Element:
Counselor is current regarding applicable laws (e.g., FERPA, WACs) and ethical standards (e.g., ASCA)
ELEMENT
Counselor is Current
Regarding Applicable Laws
(e.g., FERPA, WAC) and
Ethical Standards (e.g.,
ASCA)
UNSATISFACTORY
Counselor‘s actions reflect a
personal disregard for the
ASCA Code of Ethics.
BASIC/EMERGING
PROFICIENT
Counselor is aware of the
Counselor demonstrates and
ASCA Code of Ethics and
emphasizes professional and
actions are ethical. Counselor ethical behavior at all times.
abides by these expectations.
EXEMPLARY
Counselor consistently and
actively advocates for ethical
practices in school settings
and serves as a role model for
such behaviors.
Examples
-Counselor does not contact
or seek guidance if unsure of
ethical situation
-Counselor violates ethical
standards
-Counselor has no knowledge
of legal responsibilities
-Counselor follows or seeks
advice on the current ASCA
Guidelines for Practice and
ACA Code of Ethics, and
district policies and
procedures
-Counselor asks questions
and seeks resources if unsure
of how to respond to a
situation
-Counselor is aware of and
adheres to general ethical
guidelines and district
policies
-Counselor does not impose
personal values on others
-Counselor uses discretion in
handling confidential
information and difficult
situations
-Counselor promotes equity
with respect to gender,
ethnicity, socioeconomic
status, or the ability of
students
-Counselor recognizes when
a student is a danger to self
or others and acts
accordingly
-Counselor mentors
colleagues regarding district,
state, and national guidelines
-Counselor recognizes when
a student is a danger to self
or others and acts
accordingly and helps to
mentor colleagues in difficult
situations
-Counselor provides input
into district policy and
procedures pertaining to
ethical student practices
051006
260
Component 3d: Professional Development
Element:
Identifies and participates in continuous professional development needs
ELEMENT
Identifies and Participates in
Continuous Professional
Development Needs
UNSATISFACTORY
Counselor is unaware or
disregards the need for
professional development and
consequently does not
participate in professional
development.
BASIC/EMERGING
PROFICIENT
Counselor identifies area(s) of Counselor actively
need for professional growth, participates in professional
participates in professional
development and shares
development within those
information with colleagues.
areas, and applies knowledge
Counselor actively reflects on
in meaningful ways.
his/her professional growth
Counselor seeks connections
areas and independently acts
between the SIP and CCGP.
to increase performance.
Counselor understands and
applies the connections
between the SIP and the
CCGP.
EXEMPLARY
Counselor leads professional
development opportunities for
colleagues. Counselor can
communicate or demonstrate
connections between the SIP
and the CCGP to others.
Examples
-Counselor is not aware of
available professional
-Counselor does not attend
opportunities
-Counselor does not attend
regular school district
counselor meetings
about school district
offerings
-Counselor knows how to
access out-of-district
offerings
-Counselor attends regular
school district counselor
meetings
-Counselor seeks
opportunities to learn from
colleagues
-Counselor participates in
activities such as
membership and/or
involvement in professional
organizations, coursework,
workshops, and conferences
-Counselor keeps current for
developments in the
counselor profession
including the uses of
-Counselor assumes
leadership role such as
conducting staff
development, meetings, work
group, and book study
-Counselor pursues
additional national
certification, advanced
degree, and/or specialized
training
-Counselor shares
knowledge obtained during
the pursuit of these activities
-Counselor presents at
051006
261
technology, trends, and
counseling techniques
conferences
-Counselor assumes a
leadership role within the
professional organization
051006
262
Component 3e: Student Advocacy
Element:
Student advocacy
ELEMENT
Student Advocacy
UNSATISFACTORY
Counselor contributes to
school practices that result in
some students being
inadequately served by the
school.
BASIC/EMERGING
PROFICIENT
Counselor works to ensure
Counselor works within the
that all students in his/her
context of a particular team(s)
caseload/school receive an
or department(s) to ensure
equal opportunity to succeed. that all students receive an
equal opportunity to succeed.
EXEMPLARY
Counselor makes a particular
effort to challenge negative
attitudes and helps ensure that
traditionally underserved, are
given equal opportunities and
are honored in the school.
Examples
-Evidence of working with
special needs students
(special education, ELL,
remedial, gifted) to ensure
successful learning
-Counselor encourages under
represented students to excel
academically and participate
in higher level coursework
-Counselor ensures under
represented groups benefit by
access to technology
-Counselor encourages under
represented students to
activities
-Counselor seeks out
participation in appropriate
grade level, team, or SLC
meetings
advocates for balanced
interventions with the school
and district that support the
needs of the whole child
-Counselor can articulate the
school counselor’s role as an
active participant in the
school improvement planning
process to ensure a school
climate that supports
equitable learning for all
students
-Counselor evaluates critical
situations and
questions/challenges
potentially negative
stakeholders’ practices and
behaviors
051006
263
For Librarians
Exhibit T
Name:
Appraisal Period:
From:
To:
School:
Position Title:
KEY
Unsatisfactory
The teacher does not yet appear
Key:
Basic/Emerging
The teacher understands the
elements.
Proficient
The teacher clearly understands
and consistently implements
the elements underlying the
component.
P. . . Proficient
Domain 1: Planning, Collaboration and Preparation
Exemplary
The teacher at this level is a
master teacher and makes a
in and outside the school. The
teacher enables students to
contribute as appropriate to the
elements within the component.
E. . . Exemplary
U
B
P
E
U
B
P
E
Component 1a. Selecting Instructional Goals
1. Knowledge of KSD curriculum
2. Knowledge of learners
3. Uses district and state assessments
Component 1b. Collaboration
1. Ability to collaborate with colleagues
Component 1c. Designing Integrated Instruction
1. Library media and information studies lesson design
2. Ability to organize time for instruction
Comments/Feedback:
Domain 2: Literature Appreciation and Advocacy
Component 2a. Fosters Appreciation of Literature
1. Knowledge and practice of literature appreciation
2. Promotes and supports student and community appreciation for literature
including supplemental reading programs
Component 2b. Advocates for student literacy
1. Knowledge and practice of student literacy
Component 2c. Learning Environment/Climate
1. Environment and climate that celebrates and values reading and diversity
2. Sets expectations and monitors student behavior
KSD/KSD Negotiated Agreement
101107
264
Comments/Feedback:
Domain 3: Instruction and Information Literacy
U
B
P
E
U
B
P
E
Component 3a. Uses a variety of strategies to engage students in direct and/or informal
instruction
1. Uses appropriate and motivating activities, groupings, and strategies for diverse
learners
2. Integrates technology to enhance learning
3. Communicates clearly and accurately
Component 3b. Demonstrates Flexibility and Responsiveness
1. Balancing of services
2. Lesson monitoring and adjustment
Component 3c. Instructs students in information literacy
1. Integrates ethical standards
2. Integrates information literacy
Comments/Feedback:
Domain 4: Program Administration and Professional Responsibility
Component 4a. Collection Development/Resource Selection
1. Selects and maintains resources to support learning
Component 4b. Library Management
1. Scheduling and record keeping
Component 4c. Communication and Leadership
1. Communicates in a professional manner with library stakeholders
2. Participates in school and district committees
3. Upholds professional ethics and promotes equity and diversity
Component 4d. Reflective Practice and Professional Growth
1. Assesses and evaluates program
2. Self-reflection
Comments/Feedback:
Summary
Prepared by:
Date:
Date
KSD/KSD Negotiated Agreement
Yes
No
101107
265
Exhibit U
DOMAIN 1: PLANNING, COLLABORATION AND PREPARATION
Component 1a: Selecting Instructional Goals
Element
Knowledge of KSD curriculum
Unsatisfactory
Goals are not based on district
content areas or library skills.
Level of Performance
Basic/Emerging
Proficient
Goals reflect district content
Goals integrate district content
areas, library and technology
areas, library and technology
skills.
skills. The identified content
clearly drives the lesson.
Exemplary
Goals integrate
library/technology skills into
cross-curricular content.
Examples
-Librarian does not address
content area goals and skills for
individual grade levels
-Librarian lacks knowledge of
basic library and technology
skills and standards
-Librarian uses knowledge of
content area goals/skills for
individual grade level when
selecting lesson goals (such as
building or district curriculum
guides, OSPI’s GLEs and
EALRs)
library and technology skills
and standards
-Librarian uses district library
scope and sequence for
individual grade levels when
selecting goals
-Librarian uses district web
pages on content, library and
technology skills to develop
goals for grade level lessons
-Librarian integrates library and
technology skills into basic
grade level content within the
lesson goals
-Librarian authentically infuses
library and technology skills
into grade level content with
students using acquired skills in
a meaningful way
-Goals include opportunity for
students to transfer skills to
other content areas and
projects
-Librarian shares goals and
plans with others
101107
266
Element
Knowledge of learners
Unsatisfactory
Librarian displays little
knowledge of learners‘ interests,
cultural heritage, or
Basic/Emerging
Proficient
Librarian recognizes and values Librarian displays knowledge of
the interests, cultural heritage,
learners‘ interests and cultural
and developmental
heritage, recognizes the value of
characteristics of the learners.
this knowledge, and
authentically infuses it into
instruction in a developmentally
appropriate manner.
Exemplary
Librarian authentically infuses
learners‘ interests and cultural
heritage to empower learners of
all backgrounds. Learners
respect, value, and share the
cultural heritage of all learners.
Librarian displays knowledge of
typical developmental
characteristics of age group.
Examples
-Librarian does not use
knowledge of learners’
interests, cultural heritage or
when planning lessons
learners’ interests, cultural
heritage and developmental
characteristics when planning
lessons
-Supplemental curriculum
selection and attitude reflect
diversity
-Planning reflects knowledge of
age appropriate activities
-Librarian actively seeks and
uses supplementary resources
that connect with learner
interests
-The environment of the library
and lesson content
demonstrates or reflects the
diversity of the classrooms,
school, and community
-Library and technology
resources reflect knowledge
and respect for diversity
-Librarian works with Special
Services staff to create
equitable access for all learners
(i.e., physical space, open
access times, materials, etc.)
-Librarian infuses curriculum
with materials that reflect the
diversity and multicultural
content of society
-Librarian provides
opportunities for individual
learners to participate in
learning activities and/or
provides materials that reflect
their cultural heritage, or allow
them to learn about other
cultures (i.e., using
CultureGrams resources,
participating in Culture Fairs)
101107
267
Element
Uses district and state
assessments
Unsatisfactory
Librarian does not incorporate
school performance on district
and/or state assessments into
planning.
Basic/Emerging
Proficient
Librarian consistently
Librarian is aware of and uses
incorporates school
assessment data to plan lessons
performance on district and/or
that use a variety of instructional
state assessments into planning.
strategies to effectively decrease
the achievement gap associated
with ethnicity, poverty, gender,
etc.
Exemplary
Librarian uses data from state
and district assessments to guide
long-term planning efforts
which smoothly and effectively
help learners address deficit
areas.
Examples
-Librarian is unaware of school
trends in performance on
district and state assessments.
Librarian does not understand
the importance of these
assessments
-Librarian is aware of general
performance trends on district
and state assessments and
supports building learning
goals
-Librarian may attend and
improvement meetings
-When planning, the librarian
deliberately targets curricular
areas to support building
learning goals
-Librarian understands the
purpose and importance of the
assessments and their use in
planning
-Librarian enables learners to
feel secure and successful in
demonstrating what they know
in a variety of assessment
situations, e.g., formats,
environments, etc.
101107
268
Component 1b: Collaboration
Element
Ability to collaborate with
colleagues
Unsatisfactory
Librarian does not support
colleague collaboration.
Basic/Emerging
Proficient
Librarian makes themselves
Librarian works as a team
available to colleagues for
member to plan and
collaborate on integrating
planning to select and advance
lessons to select and advance
instructional goals.
instructional goals.
Exemplary
Librarian actively seeks
opportunities to plan and
collaborate with classroom staff,
specialists and other stakeholders
to advance instructional goals.
Examples
-Librarian makes no effort to
collaborate with peers
-The librarian is not seen as
being in a service position
-Librarian is seen as a
contributing member of staff ,
supporting students
-Librarian suggests a variety of
resources to support teachers’
curriculum goals
-Librarian lesson plans are
aligned to grade level or
curricular goals
supporting students and parents
-Librarian intentionally attends
grade level team meetings to
gain knowledge of grade level
goals and make suggestions for
library and classroom lessons
-Librarian develops resources to
support grade level or
curricular goals
supporting students, parents
and community
-Librarian takes the initiative to
propose opportunities for
collaboration to staff
-Librarian actively coaches,
suggesting opportunities for
team teaching or partner
teaching
101107
269
Component 1c: Designing Integrated Instruction
Element
Library media and information
studies lesson design
Unsatisfactory
Goals are not based on the
Library Media and Information
studies, Essential Learnings
(EALRs) and Grade Level
Expectations (GLEs).
Basic/Emerging
Proficient
Librarian planning process
begins with the identification of
of Library Media and
Information studies, the EALRs, studies, the EALRs, GLEs, and
GLEs, and appropriate
appropriate technology standards
technology standards. The
while supporting KSD literacy
identified learning objective
and content area instruction. The
clearly drives the lesson design
clearly drives the lesson design.
and content area instruction. The Learners are able to
intent of the learning objective is understand and communicate
stated to learners.
objective.
Exemplary
begins with the identification of
studies, the EALRs, GLEs, and
appropriate technology standards
and content area instruction. The
clearly drives the lesson design.
Learners are able to understand
and communicate the intent of
the learning objective. The
planning process allows
students multiple ways of
expressing understanding.
Examples
-Librarian exhibits a lack of
knowledge of Library Media
Information studies
-Librarian exhibits a lack of
understanding of grade level
expectations or KSD literacy
and content area instruction
-Technology is not utilized
-Goals of lesson are clear for
learner
-Lessons incorporate Library
Media Information Studies
(information literacy, library
skills, and research), utilizing
technology
-Learners are engaged in
activities which reflect their
understanding of the goals and
content of the lesson
-Librarian matches instructional
strategies to the instructional
objective
-Lessons incorporate Library
Media Information Studies
(information literacy, library
skills, research, problem
solving models, ethics,
copyright and intellectual
freedom), utilizing technology
including databases
-Uses a variety of available
hardware and software
-Technology is used as an
integrated tool to advance
learners’ understanding
-Learners are able to articulate
and demonstrate their
understanding
-Librarian supports learners in
creating projects in a variety of
formats to demonstrate learning
101107
270
Element
Ability to organize time for
instruction
Unsatisfactory
The lesson or unit has no clearly
defined structure, or the
structure is unclear. Time
allocations are unrealistic.
Irregular pacing weakens the
lesson.
Basic/Emerging
Proficient
The lesson or unit has a clearly
recognizable structure. The
defined structure and
Librarian is prepared and the
progression. Time allocations
lesson is organized.
are reasonable. The lesson is
organized to increase Librarian
and student time on task.
Exemplary
The unit and lesson structure and
progression allow for
adaptation, but still attain the
objective. Pacing of the lesson(s)
is appropriate for diverse
learners.
Examples
-Transitions are disorganized
due to lack of planning,
materials for, or instructions to
learners
-Effective lesson design
principles are not used
-Transitions occur with minimal
loss of instructional time
-Librarian provides meaningful
learning activities
-Lessons incorporate effective
lesson design principles for the
structure of the lesson
-Librarian provides learners
with necessary timelines
throughout the lesson
-Attention is given to short- and
long-range planning through
which learning activities are
organized
-Transition time is thoughtfully
and deliberately planned in
order to address the learning
needs of all learners
-Librarian provides meaningful
and engaging learning
activities
-Librarian maintains short- and
long-range plans appropriately
within each grade level and
subject area
-Librarian is deliberate in
incorporating innovative
instructional strategies,
including the use of technology
-Librarian demonstrates
flexibility and adaptability by
skillfully incorporating learner
questions and feedback during
the lesson
101107
271
DOMAIN 2: LITERATURE APPRECIATION & ADVOCACY
Component 2a: Fosters Appreciation of Literature
Element
Knowledge and practice of
literature appreciation
Unsatisfactory
Librarian is unfamiliar with a
wide range of children and
young adult literature.
Basic/Emerging
Proficient
Librarian is familiar with a wide Librarian is familiar with and
range of children and young
shares with students in engaging
adult literature in a variety of
ways a wide range of children,
formats.
young adult and professional
literature in a variety of
instructional formats. Librarian
uses this knowledge to connect
students and staff with resources
that reflect various genres and
encompasses quality literature.
Exemplary
Librarian is familiar with and
capable of professionally
reviewing a wide range of
children, young adult, author
styles and professional literature
in a variety of formats.
Examples
-Librarian is not aware of
review resources, various
genres or State and National
Awards
-Librarian knows books that tie
in with current KSD curriculum
-Librarian utilizes reviews and
award lists to guide students to
literature that reflects various
genres and encompasses quality
literature
-Librarian actively seeks various
current reviews, professional
review services and award lists
to help evaluate literature
-Librarian is part of a
professional literature review
group
-Librarian contributes book
reviews for journals or groups
-Librarian assists district in
generating review lists for
literature that reflect KSD
curriculum, various genres,
appropriate readers’ interests
and levels, and encompasses
quality literature
101107
272
Element
Promotes and supports student
and community appreciation for
literature including supplemental
reading programs
Unsatisfactory
Librarian is not promoting
reading within the school.
Basic/Emerging
Proficient
Librarian promotes reading and
Librarian promotes reading
good literature for personal
different materials for a variety
enjoyment and finding
of purposes. Librarian
information. Librarian
administers programs that
administers programs that
encourage reading within the
encourage reading within the
school and the home.
school.
Exemplary
Librarian promotes reading
different materials for a variety
of purposes. Librarian
administers and coordinates
programs to promote reading
within the school, home and
community.
Examples
-Librarian provides no student
support in choosing books.
-Librarian is unable to guide
students’ reading choices
appropriately
-There is no literature
appreciation program
-Librarian encourages students
to choose a variety of materials
including fiction and nonfiction materials
-Librarian helps students select
literature appropriate to
readers’ interests, subject areas
and levels
-Librarian works with
principals, staff and students to
develop literature appreciation
programs (such as literary
events such as Battle of the
Books or Read Across America,
WA Children’s Picture Book
Awards, Young Readers’
Choice, etc.)
-Librarian promotes reading for
personal enjoyment, finding
information, to accomplish a
task and career development
-Librarian helps students select
literature appropriate to
readers’ interests, subject areas
and levels, including the
primary language of English
language learners
principals, staff, students and
parents to develop literature
appreciation programs (such as
targeted book talks on a variety
of materials, specific author
studies, King County library
partnerships, Summer Reading
program, beyond the school day
book clubs)
principals, staff, students,
parents and community to
develop and administer
literature appreciation
programs (such as scheduling
author visits at one or multiple
schools, community and/or
family reading nights,
coordinates district-wide
literary events, brings in
community representatives such
as senior citizens, community
officials, etc.)
101107
273
Component 2b: Advocates for Student Literacy
Element
Knowledge and practice of
student literacy
Unsatisfactory
Librarian displays no evidence
of KSD literacy programs within
the library.
Basic/Emerging
Proficient
Librarian incorporates
Librarian incorporates
knowledge of KSD literacy
knowledge of KSD literacy
programs and strategies and text
programs and text forms and
forms and features while
features while working formally
working formally or informally
or informally with students.
with students. Librarian
promotes and provides
materials that reinforce KSD
literacy programs.
Exemplary
Librarian incorporates knowledge
of KSD literacy programs and
text forms and features while
working formally or informally
with students. Librarian promotes
and provides materials that
reinforce KSD literacy programs.
Librarian takes the initiative to
formally and informally
support staff in KSD curricular
programs.
Examples
-Librarian is unfamiliar with or
does not use the common
language of KSD literacy
programs
-Librarian is familiar with and
uses the common language of
KSD literacy programs with
students and staff
-Librarian is familiar with text
forms and features
-Librarian actively encourages
students to recognize and use
different text forms and
features
-Librarian uses displays to
reinforce concepts of KSD
literacy programs
-Librarian collaborates with staff
to create formal instruction for
staff and students to advance
student literacy
-Librarian promotes materials
and actively shares KSD literacy
connections with staff
101107
274
Component 2c: Learning Environment/Climate
Element
Environment and climate that
celebrates and values reading
and diversity
Unsatisfactory
Library space and library staff
does not display positive,
inviting attitudes towards
student, staff or learning.
Basic/Emerging
Proficient
Library space and library staff
Space and library staff reflects
positive, inviting attitudes
reflects positive, inviting
towards students, staff and
attitudes towards all students,
learning. Library has a
staff and learning.
welcoming atmosphere that
reflects the diversity of the
school. Librarian addresses
patrons‘ interests and needs.
Exemplary
Space and library staff reflects
positive, inviting attitudes
towards students, staff and
learning. Library celebrates the
diversity of the school. Librarian
addresses individual patron‘s
interests and needs.
Examples
-Library does not have
appealing visual displays
-Library does not have a
positive, inviting atmosphere
-Library personnel are
unfriendly or unaccommodating
to staff and students
-Library reflects a visually
inviting atmosphere
-Library personnel are
accommodating and friendly to
staff and students
-Students can access the library
at various open times during
the school day
-Library layout provides
equitable access for patrons’
use of resources
(developmental, handicapping
conditions, special needs,
diverse population groups, etc.)
-Librarian has good rapport
with individual students and
staff
-Library displays reflect cultural
diversity and developmentally
appropriate materials
-The library is consistently
available to patron
-Library contains materials and
visuals that reflect the school’s
population needs (i.e. develop
collection(s) containing Braille
for blind population, culture or
world language sections)
-Student work is displayed
-Library seeks to meet individual
patron requests by accessing
outside resources
-Library displays reflect cultural
diversity and developmentally
appropriate materials that are
periodically refreshed or
seasonally appropriate
-Librarian utilizes current
employee resources to maximize
patron contact time with library
materials and personnel
-Librarian promotes reading
celebrations (Read Across
America, Teen Read Week,
Women in History Month,
Poetry Week, Black History
Month, etc.)
101107
275
Element
Sets expectations and monitors
student behavior
Unsatisfactory
No library standards of
conduct and circulation
procedures appear to have been
established, or students are
confused as to what the
standards are. Librarian does not
monitor or respond to student
behavior in a fair, consistent, and
nondiscriminatory manner.
Basic/Emerging
Proficient
Library standards of conduct and Interactions are friendly and
circulation procedures are clear
demonstrate general warmth,
to all students. Librarian is alert
caring, and respect. Librarian
to student behavior at all times
fosters an environment where
and responds appropriately,
students show respect for each
other. Librarian establishes a
respectfully, and successfully
to positive and negative
collaborative environment.
Librarian collaborates with other
behavior. Students exhibit
respect for Librarian. Librarian school staff on student behavior
is always fair, consistent, and
nondiscriminatory.
Exemplary
Library standards of conduct and
circulation procedures are clear
to all students and some appear
to have been developed with
student participation.
Monitoring by librarian is
subtle, sensitive, effective, and
preventative. Praise is
appropriate and specific.
Students are learning to
monitor their own behavior.
Librarian fosters relationships
of mutual caring, respect and
rapport with patrons.
Examples
-Librarian is inconsistent in
management, and it does not
appear that there is a behavior
system in place
- Negative tone (for instance:
sarcasm, negative body
language, no smile, no
proximity) and negative
language are often used to stop
and/or change behavior
-Librarian implements schoolwide discipline policies
-Standards of conduct towards
people and property are posted
or communicated and followed
by most students
-Expectations are defined and
routines and procedures are
explicitly taught and reinforced
-Redirects student behavior
-Respectful comments can be
heard from both teacher and
students
-Some praise and
encouragement heard between
teacher librarian and student
-Standards of conduct towards
people and property are posted
or communicated and
consistently followed by
students
-Students can explain standards
of conduct and why they are
important in the library
-High expectations, routines,
and procedures are clearly
defined, communicated, and
consistently enforced
-Clear system for monitoring
behavior is in place
-Librarian effectively uses eye
contact, proximity, and
relationship to promote positive
on-task behavior
-Students are greeted with a
personal comment and
individual efforts are
acknowledged
-Librarian creates a positive
culture encouraging
accountability so that students
become self-managers in the
library
-Librarian takes disciplinary
situation and uses it as a
student learning experience
-Librarian acknowledges and
-Librarian honors students,
acknowledges student
successes, supports school
activities
-Librarian personalizes
genuine interest in students
101107
276
-Librarian collaborates with
other school staff on student
behavior
101107
277
DOMAIN 3: INSTRUCTION AND INFORMATION LITERACY
Component 3a: Uses a Variety of Strategies to Engage Students in and/or informal direct instruction
Element
Uses appropriate and
motivating activities, groupings,
and strategies for diverse
learners
Unsatisfactory
Librarians present activities that
are developmentally
inappropriate for learners.
Groups are inappropriate for the
instructional goals. Librarian does
not use different strategies for
diverse learners.
Basic/Emerging
Proficient
Activities are appropriate for the
students‘ age and backgrounds.
appropriate for the students,
appropriate for the students, and
objectives and provide
connected to the lesson objectives.
scaffolding for future learning.
Groups are appropriate for
success in advancing the
flexible, productive,
appropriate to the students, and
instructional goals providing a
are effective in advancing the
balance between individual and
instructional goals of the lesson.
whole group activities. Librarian is
Librarian uses different
familiar with different strategies
for diverse learners.
strategies for diverse learners.
Exemplary
differentiated according to learner
needs and provide scaffolding for
higher level thinking. Instructional
groups are appropriate, purposeful,
productive, and effective toward
meeting the goals of the lesson.
Librarian skillfully creates equitable
opportunities for all learners.
Librarian intentionally uses a
variety of strategies for diverse
learners.
Examples
-Few learners are working
productively. Off-task behavior
is frequently evident
-Groups do not have clearly
defined roles or responsibilities
for learning goals
-Librarian is not involved with
learners
-Instruction is focused at a low
level
-Librarian is unfamiliar with the
different approaches to learning
such as learning styles,
modalities, multiple
intelligences, and students’
heritage
-Most individuals and groups
are engaged. Off-task behavior
is minimal
-Groups work successfully to
contribute in advancing
instructional goals with some
roles and structure provided
-Librarian provides a balance
between individual and whole
group instruction
-Librarian acknowledges diverse
student opinions
-Librarian knows and can
describe different approaches
to learning such as learning
styles, modalities, multiple
intelligences, and students’
heritage, but is not observable
-Individuals and groups are
engaged and assuming
-Groups work successfully to
contribute in advancing
instructional goals with
defined roles and structure and
scaffolding provided
-Librarian groups learners
purposefully (gender, ethnicity
learning style, learners needs,
interests, etc.) and
appropriately for the activity,
encouraging learners to
participate
-Respect for diverse opinions is
evident
-Uses different approaches to
learning such as learning styles,
-Individuals and groups are
engaged, self managing and
assuming responsibility for
productivity
-Groups function independently
using provided scaffolding with
minimal teacher librarian input
in advancing instructional goals
-Learners can self-select groups
purposefully and appropriate to the
activity, assuming responsibility,
demonstrating independent
leadership roles with teacher as a
guide or facilitator
-Acceptance of divergent thinking
is encouraged
-Uses a variety of approaches to
learning such as learning styles,
modalities, multiple intelligences,
101107
278
modalities, multiple intelligences,
and students’ heritage
and students’ heritage to promote
higher level thinking
101107
279
Element
Integrates technology to
enhance learning
Unsatisfactory
Librarian fails to use the KSD
standard technology tools for
students‘ attainment of learning
goals.
Basic/Emerging
Proficient
Librarian uses appropriate
Librarian displays knowledge
of current technology resources
variety in methods of
and their connection to the
presentation with minimal
learning process.
technology integration.
Exemplary
Librarian displays advanced and
innovative uses of technology to
facilitate student learning.
Examples
-Librarian does not demonstrate
Tier 1 technology skills
-Technology is not used in
presentation or learning
-Technology use detracts from
students’ attainment of learning
goals
-Lack of appropriate activities
and assignments for all students
-Activities and assignments
unrelated to content
-Librarian demonstrates Tier1
with progress towards Tier 2
technology skills
-Technology is sometimes used
but may not positively impact
instruction
-Librarian uses presentation
tools, when applicable, such as:
document cameras, computer
projectors, media, overhead
projector, interactive white
boards, etc.
-Librarian occasionally uses
KSD standard technology tools
to enhance and facilitates
research and learning activities
technology skills
-Librarian incorporates
technology that positively
impacts instruction
-Librarian uses appropriate
KSD standard technology tools
to enhance and facilitate
learning activities
-Technology is incorporated
into activities and assignments
relating to lesson and is
appropriate for students
-Technology is used to facilitate
differentiated instruction for
students and groups
technology skills
-Librarian seamlessly integrates
technology to attain lesson goals
-Librarian frequently uses
appropriate KSD standard
technology tools and draws from
or creates supplemental
resources to enhance and
facilitate learning activities
-Librarian uses technology
during direct instruction,
cooperative activities, and
independent work to promote
higher level thinking skills
101107
280
Element
Communicates clearly and
accurately
Unsatisfactory
Librarian‘s directions and
students. Librarian‘s spoken
language is inaudible, or written
language is illegible. Spoken or
written language may contain
many grammar and syntax errors.
Vocabulary is inappropriate.
Feedback is not provided, is not
timely, and is not constructive.
Basic/Emerging
Proficient
procedures are clear to students
procedures are clear and/or
clarified after initial student
and contain an appropriate
confusion. Librarian‘s spoken
level of detail. Librarian‘s
language is audible, and written
spoken and written language is
language is legible; both are
clear and correct. Vocabulary is
generally grammatically correct. appropriate to students‘ ages,
Vocabulary is appropriate for the interests, and content. Feedback
learners. Feedback is
is consistent and timely.
satisfactory and timely.
Exemplary
procedures are clear to students
and anticipate possible student
misunderstanding. Librarian‘s
spoken and written language is
correct and expressive, with wellchosen vocabulary that enriches
the lesson. Feedback is
constructive, timely and of high
quality.
Examples
-Directions are not sequenced
and the language used is not age
appropriate and/or it is vague
-Librarian does not check for
understanding
-Vocabulary may be
incorrectly, leaving learners
confused
-Feedback has little value to
learners, generic phrases used
-No acknowledgement of the
learners’ response; sarcasm or
demoralizing comments are used
-Librarian not circulating among
students or providing feedback
-Directions are sequenced and
language is age appropriate
and clear
-Librarian checks for
understanding but
inconsistently adjusts effectively
-Vocabulary is age appropriate
and used correctly
-Provides general feedback to
group and/or individuals
-Librarian circulates among
students and provides
-Directions are well sequenced,
language is age appropriate
and clear with multiple modes
of presentation (modeling,
written directions, oral
directions, use of technology,
sample products)
-Librarian checks for
understanding and adjusts as
appropriate
-Vocabulary and speech
patterns engage students
-Librarian uses and explains
new vocabulary, checking for
understanding
-Librarian uses a variety of
ways to give feedback – orally
and written
-Directions are well sequenced,
language is age appropriate and
clear with multiple modes of
presentation anticipating and
providing for possible
misunderstanding
-Highly expressive language
motivates students to extend
their learning
-Librarian uses and
appropriately differentiates new
vocabulary and provides
contextual clues to meaning
-Librarian feedback is
meaningful to learners
101107
281
Component 3b: Demonstrates Flexibility and Responsiveness
Element
Balancing of services
Unsatisfactory
Librarian is unable to prioritize
multiple tasks. Librarian is
unable to balance needs or
services for the various library
patrons. Librarian cannot alter
his/her focus between competing
individuals, small groups and
classes.
Basic/Emerging
Proficient
Librarian prioritizes multiple
Librarian prioritizes multiple
tasks. Librarian balances needs
tasks. Librarian balances needs
and services for the various
and services for the various
library patrons. Librarian
library patrons. Librarian shifts
adjusts his/her focus between
his/her focus between
classes.
classes.
Exemplary
Librarian connects and
prioritizes multiple tasks with a
wide range of patrons in a timely
fashion. Librarian is competent
in balancing needs and services
in a variety of settings. Librarian
accommodates and coordinates
his/her focus between
classes.
Examples
-Librarian seems to lack
procedures to handle multiple
tasks
-Librarian sets up procedures to
handle multiple tasks
-Librarian has procedures to
assist informal drop-in patrons.
-Librarian maintains
professional attitude while
handling competing needs
-Librarian is able to maintain
lesson continuity despite
frequent interruptions
-Librarian has procedures,
scaffolds or signage to assist
patrons to use library efficiently
-Librarian is thoughtful, helpful,
capable when working with
both formal and informal
instruction or multiple groups
-Librarian demonstrates
creativity in meeting a range of
learners’ interests and needs
-Librarian seamlessly maintains
lesson continuity despite
frequent interruptions
-Librarian effectively assists
drop-in students and small
groups
-Librarian maintains pleasant,
professional attitude while
accommodating a high level of
competing needs
-The library is seen as an
instructional service center,
with the librarian interacting
with and fulfilling the needs of
all patrons
-Librarian provides
opportunities for independent
student work including dropins, small groups, informal
including extra curricular time
-Patrons are able to take
advantage of the library
independently
101107
282
Element
Lesson monitoring and
adjustment
Unsatisfactory
Librarian adheres rigidly to an
instructional plan, even when a
change would clearly improve a
lesson.
Basic/Emerging
Proficient
Using informal assessments, the Using both formal and informal
Librarian recognizes a lack of
assessments, the Librarian
recognizes a lack of student
understanding and adjusts the
adjusts the lesson accordingly.
Librarian acknowledges
lesson. The adjustment occurs
students‘ interests. Librarian
smoothly and the lesson is
accepts responsibility for student enhanced. Librarian successfully
understanding and has multiple
integrates students’ questions
instructional strategies.
and/or interests into instruction.
Exemplary
Using both formal and informal
assessments, the Librarian
recognizes a lack of student
understanding and successfully
makes adjustments to lessons as
needed to meet learner needs.
Librarian seizes the opportunity
to enhance learning, building on
student interest and curiosity.
Examples
-Librarian does not adjust lesson
when students are obviously
confused and unable to
participate in lesson activity
-Librarian does not monitor
student learning and adjust
lesson/instruction accordingly
-Librarian takes no
responsibility for lack of student
understanding
-Librarian monitors students’
involvement and understanding
of the lesson
-Librarian adjusts the lesson
with some success for most
students
-Librarian attempts to assist but
does not get to everyone and
has no plan
-Response is general and not
specific
-Adjustments are made after
multiple means of monitoring,
e.g., checks for understanding,
guided practice
-Librarian assesses progress and
uses results to monitor and/or
adjust instruction
-Librarian provides multiple
examples
-Students feel attended to,
validated
-Librarian is resilient and
tenacious
-Librarian uses teachable
moments to refer students to
additional resources
-Librarian anticipates and
notices student needs, and
adjusts the lesson to meet
learner needs
-Librarian works with small
groups and/or individuals for
direct instruction while
monitoring entire group
-Librarian utilizes informal
assessment to guide student
groups
-Librarian responds to student
interests and enhances the
learning using this information
-Librarian attempts to bring
outside sources to answer
questions, strong content
knowledge
-Librarian acts as a guide
and/or facilitator for student
focused, student oriented
learning
101107
283
Component 3c: Instructs Students in Information Literacy
Element
Integrates ethical standards
Unsatisfactory
Librarian is unaware or does not
adhere to guidelines regarding
ethical standards of information
use. Librarian is unaware of the
scope of intellectual freedom
and impact on the learners.
Basic/Emerging
Proficient
Librarian integrates ethical use
Librarian integrates ethical use
of information through
of information integrated into
instruction and modeling.
content areas through
Librarian is aware of the scope
instruction and modeling.
of intellectual freedom.
Librarian is aware of the scope
of intellectual freedom and
models principles to patrons.
Librarian models and follows
procedures regarding fair use.
Exemplary
Librarian guides patrons to self
sufficiency on ethical use of
information through instruction
and modeling. Librarian
instructs patrons in the tenets
of intellectual freedom and their
applications in research.
Librarian instructs patrons in fair
use policies and applications.
Examples
-Librarian does not know rules
of copyright for print electronic
resources and other media
-Librarian does not model or
teach citations of sources
-Librarian does not use KSD
Acceptable Use policies when
students access electronic
resources
-Librarian knows rules of
copyright for print (text,
pictures) media
-Librarian assists learners in
locating and creating proper
citations of material
-Librarian is aware of and uses
the KSD Acceptable Use policy
and student/parent form
-Librarian models use of
resources with equal and open
access for learners
-Librarian assists learners in
locating information for and
creating proper citations of
material
-Librarian knows rules of
copyright for print, electronic
resources and other media
(electronic text, pictures, video,
music, etc.) and models them
for students
-Librarian assists students in
obtaining copyright permission
for any source to use in their
work
-Librarian is aware of and uses
the KSD Acceptable Use policy
and student/parent form
-Librarian models use of
resources with equal and open
access for learners
-Librarian scaffolds learning so
patrons can move towards
independent, self-sufficient use
of fair use, copyright, citations
and other legal issues
-Librarian instructs patrons in
respecting the privacy and
confidentiality of others’ work
-Students hold each other
accountable for proper
citations and upholding
copyright laws
101107
284
Element
Integrates information literacy
Unsatisfactory
Librarian instructs patrons in
how to use library materials but
not in the context of KSD
curriculum. Librarian fails to
properly instruct patrons in
how to locate information.
Basic/Emerging
Proficient
Librarian helps learners develop
how to use library materials in
strategies for locating,
accessing and gathering crossthe context of KSD
curricular information. Librarian
curriculum.
provides essential support to the
how to locate information.
curriculum by teaching
information literacy skills
which extend beyond location to
analysis, evaluation and use of
information.
Exemplary
Librarian helps learners develop
strategies for locating and
accessing cross-curricular
information to become
proactive users of information
and resources. Librarian
provides essential support to the
curriculum by teaching
information literacy skills which
becomes a catalyst for
intellectual inquiry creating
life-long learners.
Examples
-Librarian teaches how to use
library materials in isolation
-Librarian finds information,
books, and materials for patron
instead of teaching them to how
to find materials
-Librarian bases library lessons
on KSD content area
curriculum
-Librarian instructs learners in
the use of the catalog system
and general search engines to
locate resources
-Librarian teaches students an
accepted research model (Big
6, Super 3), graphic organizers
and other scaffolds
-Librarian utilizes a wide variety
of print and non-print
resources, including KSD
databases and subscriptions for
instruction
-Librarian provides patrons with
tools and strategies to evaluate
information such as relevance,
authenticity and currency
-Librarian instructs advanced
search techniques
-Librarian helps learners
become critical assessors of
resources, both electronic and
print, by demonstrating biases,
stereotypes, clichés, and web
evaluation
-Librarian develops rubrics and
specific graphic organizers to
assist student learning
-Students participate in creating
and developing rubrics
101107
285
DOMAIN 4: PROGRAM ADMINISTRATION AND PROFESSIONAL RESPONSIBILITY
Component 4a: Collection Development/Resource Selection
Element
Selects and maintains resources
to support learning
Unsatisfactory
Library resources do not meet
the curricular and recreational
needs of patrons.
Basic/Emerging
Proficient
Library resources are
Library resources are developed
maintained to meet curricular
and maintained to meet
and recreational needs of
curricular and recreational needs
patrons. Library resources are
of patrons. Resources reflect
maintained and purchased to
district curriculum,
match the diversity of the
demographics, diversity and
specific building needs and
school population
interests.
Exemplary
Library resources are developed
and maintained to meet
curricular and recreational needs
of patrons. Resources reflect
district curriculum and specific
building needs and interests.
Resources are adequately
balanced in various formats to
support diverse learning styles
and community needs.
Examples
-Librarian purchases materials
without regard for student
abilities and learning needs
-Purchases are not aligned with
patron or building needs
-Purchases are made without
consideration of long term
needs
-Librarian orders print and nonprint resources to support
building needs
-Purchases are appropriate for
the library patrons
-Librarian maintains the
collection through basic
evaluation and maintenance of
the collection. Outdated and
damaged materials need to be
removed (weeding)
-Librarian selects and orders
print and non-print resources to
support building needs, district
curriculum, and special needs
-Librarian prioritize purchases
based on needs and knowledge
of the collection
-Collection reflects the needs
and focus of the building school
improvement plan
-Librarian maintains the
collection through weeding,
reviewing, researching, reading,
vendor recommendations,
purchasing, cataloging, using
knowledge of current KSD
curriculum
-Librarian selects and orders
print and non-print resources to
support building needs, district
curriculum, special needs, and
the diversity of the community
(languages, culture, heritage,
socio-economics, role models,
etc.)
-Librarian prioritizes purchases
based on needs and knowledge
of the collection
-Librarian seeks additional
sources of funding to include
grants, books fairs, and
donations
-Librarian consults with staff to
support instructional and
additional needs
101107
286
Component 4b: Library Management
Element
Scheduling and record keeping
Unsatisfactory
Librarian creates library
schedules that do not meet the
needs of the patrons. Librarian
does not follow district
procedures to maintain library
records. There is little
collaboration with or
supervision of the library
support staff.
Basic/Emerging
Proficient
Librarian coordinates library
Librarian is flexible in creating
schedules and services to meet
new library schedules and
services to better meet the needs
the needs of the patrons.
of the patrons. Librarian
Librarian maintains records per
district procedures. Librarian
maintains and organizes records
per district procedures. Librarian
collaborates with and
supervises the library support
collaborates with building
staff to support building learning
support staff to enhance
goals and provide library
building learning goals.
coverage.
Exemplary
Librarian collaborates with
patrons to find new library
schedules and services to better
meet the needs of the learning
community. Librarian adapts
schedule to immediate needs of
learners. Librarian maintains and
analyzes records per district
procedures and utilizes data to
foster learning. Librarian
collaborates with building and
community (PTA, volunteers) to
support and enhance building
learning goals.
Examples
-Librarian creates no schedule
or does not create schedules
that work for students and
teachers
-Librarian does not perform
any processing or cataloging
of district resources, or does
not follow district procedure
-Librarian does not perform
inventory, or does not follow
district procedures
-Lack of communication or
direction between librarian
and library support staff
-Librarian has a schedule for
student access of library and
materials
-Librarian performs minimal
processing and cataloging of
library resources per district
procedure
-Librarian follows district
procedures for inventory
-Librarian uses library support
staff to provide patron services
-Librarian has a flexible
schedule for student access of
library and materials
-Librarian assumes
responsibility for accuracy and
completeness of processing and
cataloging of library resources
procedures for inventory,
reconciling inventory and
surplus
-Librarian schedules support
staff and other building
resources (i.e. student library
helpers) to provide sufficient
support when needed
-Librarian accommodates
schedule changes
-Librarian allows individual or
small groups of learner access
to library and materials on a
needs basis, rather than strictly
adhering to the schedule
-Librarian is thorough about
accuracy and completeness of
processing and cataloging of
library resources
procedures for inventory and
surplus. Librarian uses
inventory and collection
analysis data to weed collection
-Librarian and the support staff
collaboratively evaluates
options to provide efficient, ongoing patron services,
including community and
outside hours access
101107
287
Component 4c: Communication and School Leadership
Element
Communicates in a professional
manner with library stakeholders
Unsatisfactory
Librarian provides little or
unclear information to the
learning community. Librarian
does not maintain
confidentiality.
Basic/Emerging
Proficient
Librarian communicates on a
Librarian provides basic
information to the learning
regular basis and is available to
community. Librarian preserves
respond to concerns of the
the confidentiality and privacy of learning community. Librarian
the learning communities.
creates and uses specific
Librarian is responsive to
structures to provide
stakeholder questions and/or
information to parents, as
concerns within KSD policy and appropriate, about the library
procedures.
program. Librarian seeks out
development and engages in
collegial sharing within
building, district and community.
Exemplary
Librarian proactively
communicates on a regular
basis, and is available to respond
to concerns of the learning
community. Librarian takes
initiative in assuming a
leadership role in team or
departmental decision making
and helps ensure that decisions
are based on the highest
professional standards Librarian
facilitates and leads
opportunities.
Examples
-Librarian does not answer
phone, e-mail, or voice mail
-Librarian does not respond to
requests in a professional or
timely manner.
-Confidentiality is maintained
during communications
between librarian and patrons
-Librarian updates staff on
changes to library schedules,
procedures, etc.
-Library communications are
made to patrons when
appropriate (Lost books,
overdue notices, fines)
-Librarian uses electronic means
(e-mail, multimedia
presentations) to communicate
and responds in a timely
manner
-Librarian addresses general
parent concerns within reason
-Librarian provides news items
to building newsletter. Provides
summer reading list, book
reviews
-Librarian meets regularly with
the principal to discuss library
program
-Librarian responses to e-mail,
messages are thorough, timely,
and include the appropriate
parties
-Librarian uses KSD 2020P for
challenge of materials
procedure when discussing
book issues with parents
-Librarian connects with
community libraries, other KSD
librarians and other
professionals
-Librarian provides items or
articles for building newsletter,
provides summer reading list,
book reviews, subject specific
links and resources
-Librarian uses electronic means
(multimedia presentations, web
site postings, e-mail, and/or
library web site) to
communicate
-Librarian seeks ways to network
professionally with staff from
across the district
101107
288
Element
Participates in school and district
committees
Unsatisfactory
Librarian does not attend
district librarian meetings and
required building meetings.
Basic/Emerging
Proficient
Librarian attends district
Librarian participates in district
librarian meetings and required
librarian meetings and required
building meetings.
building meetings. Librarian
attends interdepartmental,
curricular meetings and/or
participates in school leadership.
Librarian is a member of related
professional organizations.
Exemplary
Librarian takes a leadership
role in district librarian,
interdepartmental meetings,
required building meetings and
school leadership. Librarian
takes a leadership role in
related professional
organizations.
Examples
-Librarian does not attend
scheduled district library
meetings
-Librarian does not regularly
attend school curriculum
nights, open house and
appropriate school functions
-Librarian attends scheduled
district library meetings
-Librarian attends school
curriculum nights, open house
and appropriate school
functions
-Librarian contributes to
agendas at meetings
-Librarian attends and provides
information to parents at school
functions, such as open house
and curriculum nights
-Librarian comes prepared to
actively participate in
discussions at meetings
-Librarian shares meeting
informational items with school
principal and staff
-Librarian participates in
building committees beyond
those related to library issues
-Librarian is a member of and
attends events for professional
organizations (such as WLMA,
SLMA, Puget Sound Council,
Crossroads)
-Librarian leads a district or
building committee
-Librarian presents at building
or district meetings
-Librarian is an officer in
professional organizations or
leads, presents or contributes in
some way to the mission of the
organization
101107
289
Element
Upholds professional ethics and
promotes equity and diversity
Unsatisfactory
Librarian does not support
freedom of access to information
or sharing of diverse ideas.
Librarian has little knowledge of
censorship, copyright or
plagiarism issues. Librarian does
not follow district policies
regarding equitable access.
Basic/Emerging
Proficient
Librarian supports freedom of
Librarian supports and
access to information and ideas
promotes freedom of access to
supporting diverse points of
information and ideas supporting
view. Librarian knowledgeable
diverse points of view with
about censorship, copyright and
students and staff. Librarian
plagiarism issues. Librarian is
teaches students and staff
equitable in allowing patron
access to all resources in the
plagiarism issues.
context of district policies.
Librarian teaches students
plagiarism issues.
Exemplary
Librarian educates the learning
community on procedures
regarding ethical use of
information.
Examples
-Librarian provides no
opportunities or materials for
students to express or view
divergent ideas
-Librarian does not know or use
district procedures for book or
material challenges and
censorship
-Librarian is not aware of and
does not use citation of
materials per copyright
guidelines
-Librarian does not follow
district policy on allowing
students and teachers equal
access to facilities, materials
and equipment
-Librarian makes available
appropriate materials for
students to view divergent ideas
-Develops awareness of correct
citation of materials per copyright
guidelines with students and staff
-Librarian models and upholds
policies on plagiarism,
copyright, and citing sources
-Librarian educates students
regarding policies on plagiarism,
-Librarian posts information
regarding copyright, bibliography
forms, using footnotes, etc.
-Librarian is aware of district
internet filters and acceptable
use procedures
-Is aware of and uses district
procedures for book or material
challenges and censorship
-Librarian respects district policies
-Students model and uphold
policies on plagiarism,
among staff and community
-Librarian systematically
reviews district policies on
ethics, equity and diversity and
makes changes to programs as
needed
-Librarian educates students and
staff regarding policies on
plagiarism, copyright, and
citing sources
-Librarian is an advocate for
student, staff and parent ethical
use of information (school and
parent newsletter articles, web
page, mini in-service, student
handbooks or pamphlets, etc.)
-Librarian systematically
reviews district, national and
emerging policies on ethics,
equity, and diversity
-Librarian participates in
developing school and district
policies on the above
101107
290
concerning student access to
materials (i.e. some parents have
letters regarding materials, we
need to comply; lost books and
fines prevent students from
checking out more material)
101107
291
Component 4d: Reflective Practice and Professional Growth
Element
Assesses and evaluates program
Unsatisfactory
Librarian does not evaluate
library programs. Librarian does
not utilize program data.
Basic/Emerging
Proficient
Librarian evaluates library
Librarian evaluates library
programs. Librarian analyzes
programs seeking information
program data and student
from all facets of the learning
achievement.
community. Librarian analyzes
SIPdata, program data, and
student achievement data to
foster student learning and
literature appreciation.
Exemplary
Librarian regularly analyzes
program data and student
achievement to foster student
learning and create a wellrounded and effective program
on an on-going basis.
Examples
-Librarian conducts program in
isolation
-Library program stays static or
does not adapt to population,
curriculum or student needs
-Librarian does not discuss
effectiveness of library
programs and events with
relevant staff
-Librarian has informal
discussions with students and
staff regarding their needs
-Librarian meets with principal
and school team or committees
to discuss effectiveness of
different library programs and
events
-Long term library goals and
strategies are created and are
aligned with building goals
-Librarian maintains data on
library circulation and material
usage
-Librarian conducts surveys of
students or staff on library
materials and programs
(reading advocacy, database
use, shared resources, schedule,
current or future needs)
-Librarian uses achievement
data to make changes to the
library programs (i.e. WASL
score might indicate new
materials or lesson needs
statistics may show the program
needs a focus on encouraging
boys to read)
-Librarian participates on
principal and/or leadership
team
-Advanced placement
curriculum is studied and need
for sophisticated resources is
evaluated
-Long-term library goals and
strategies impact student
achievement and learning
-Librarian participates in action
research to determine impact of
library program on student
learning
101107
292
Element
Self-reflection
Unsatisfactory
Librarian does not know or has
a very basic understanding of
lessons‘ effectiveness. Librarian
does not reflect on his/her
strengths and weaknesses.
Librarian does not stay current
in library and teaching skills.
Basic/Emerging
Proficient
Librarian has an accurate
Librarian makes an accurate
impression of his/her
assessment of lessons‘
effectiveness and the extent to
effectiveness. Librarian reflects
which they achieved their goals.
on and identifies his/her
Librarian reflects on his/her
strengths and weaknesses.
strengths and weaknesses and
Librarian stays current in the
seeks to improve their
library and teaching skills and
professional practice.
content areas.
Exemplary
Librarian makes a thoughtful
and accurate assessment of
lessons‘ effectiveness and the
extent to which they achieved
their goals, citing many specific
examples from the lesson and
weighing the relative strength of
each. Librarian reflects on
his/her strengths and weaknesses
and makes changes in their
professional practice.
Examples
-Librarian misjudges the success
of lessons
-Librarian has few or no
suggestions for how lessons
may be improved
-Librarian does not attend
building or district trainings
-Librarian does not read
professional journals or articles
-Librarian is able to make
suggestions about how his/her
effectiveness may be improved
-Librarian is taking training or
classes related to degree,
endorsement or certification for
library position
-Librarian attends building and
district trainings
-Librarian reads professional
journals and articles
-Librarian makes specific,
logical and meaningful
suggestions for improved
lessons
-Librarian collaborates with
principal or colleagues to
identify areas of weakness
-After reflecting on strengths
and weaknesses, librarian
actively seeks formal and
informal education (i.e.
professional growth class,
reading, book studies)
-Librarian has acquired the
degree, endorsement or
certification for library position
-Librarian offers specific
different approaches
-Librarian explores strategies
for self-improvement of
professional practice (i.e. to
increase personal knowledge of
cultures to enhance familiarity
with a diverse population)
-Librarian uses creative means
to meet challenges (i.e.
librarian adapts resources to
answer needs, librarian teaches
skills in classrooms while
library is used for general
student access)
-Librarian self evaluates his/her
ability to communicate with
learning community
-Librarian explores advanced
educational opportunities and
avails his/her self of
professional resources to keep
abreast of changes in the field
and content areas
101107
293
For Instructional Coaches/Mentors
Exhibit V
Name:
Appraisal Period:
From:
To:
School/Department:
Position Title:
KEY
Unsatisfactory
The coach/mentor does
not yet appear to
understand the concepts
underlying the
component.
Key:
Basic/Emerging
Proficient
Exemplary
The coach/mentor
underlying the component
and implements the
elements.
The coach/mentor
and successfully and
consistently implements
the elements underlying
the component.
The coach/mentor at this
level is a master
coach/mentor and makes
contributions to the field,
both in and outside the
school. The
coach/mentor enables
members of the
educational community to
contribute as appropriate
to the elements within the
component.
U…Unsatisfactory
B…Basic/Emerging
P…Proficient E…Exemplary
U
B
P
E
Component 1a. Incorporates Knowledge of Building, District, and Standards
1. Curriculum and Teaching Standards
2. Goals and Initiatives
3. School & Staff Culture
Component 1b. Designs Professional Support
1. Teacher-Centered Support
2. Data-Driven Support
3. Selection of Coaching/Mentoring Goals
Component 1c. Organizes Time and Resources
1. Time
2. Resources
Comments/Feedback:
051309
294
Domain 2: Coaching/Mentoring Interactions
U
B
P
E
U
B
P
E
Component 2a. Builds Professional Relationships
1. Demonstrates Ability to Work with a Variety of Teaching Styles and
Proficiencies
2. Relationships Based on Credibility, Trust, and Confidentiality
Component 2b. Matches Coaching/Mentoring Support Functions to
Circumstance
1. Coaching
2. Collaborating
3. Consulting
4. Navigates Amongst and Between the Coaching/Mentoring Support
Functions
Component 2c. Utilizes Coach/Mentor Observation Cycle
1. Planning Conversation
2. Classroom Observation
3. Reflective Conversation
Component 2d. Uses Data to Drive Coaching/Mentoring Interactions
1. Uses Formal and Informal Sources of Student, Teacher, and/or Building
Data
Comments/Feedback:
Domain 3: Facilitation of Adult Learning
Component 3a. Communicates Effectively
1. Clear and Accurate Oral and Written Language
2. Timely
Component 3b. Uses Effective Strategies for Adult Learners
1. Presentation of Content and Skilled Facilitation
2. Learning Environment
Component 3c. Provides Variety of Learning Opportunities
1. Three Venues (One-on-One, Small Group, Whole Group)
2. Differentiated Learning Experiences
Component 3d. Demonstrates Flexibility and Responsiveness
1. Feedback to and from Stakeholders
2. Monitors and Adjusts Instruction/Activities
3. Persistence
Comments/Feedback:
051309
295
U
B
P
E
Component 4a. Reflects on Coaching/Mentoring Effectiveness
1. Personal Reflection
2. Collaborative Reflection
3. Use in Future Coaching/Mentoring
Component 4b. Maintains Appropriate Records
1. Coaching/Mentoring Calendar/Schedule
2. Coaching/Mentoring Log
Component 4c. Communicates in the Educational Environment
1. Information about the Instructional Program, Instructional Strategies,
and/or Students
2. Communicating in a Professional Environment
Component 4d. Contributes to the School and District
1. Relationships with Colleagues
Component 4e. Shows Professionalism
1. Student & Best Practice Advocacy
2. Continuous Professional Growth
Comments/Feedback:
Summary:
Prepared by:
Date:
Name:
Date:
Yes
No
051309
296
Exhibit W
Component 1a: Incorporating Knowledge of Building, District, and Standards
Elements:
 Curriculum and Teaching Standards
 Goals and Initiatives
 School & Staff Culture
ELEMENT
Curriculum & Teaching
Standards
UNSATISFACTORY
Coach/mentor is not aware
of content or teaching
standards and/or does not
align coaching/mentoring
work to those standards.
Examples
-
BASIC/EMERGING
PROFICIENT
Coach/mentor has an
Coach/mentor integrates broad
awareness of content and
knowledge of content standards
teaching standards and aligns with effective teaching practices
coaching/mentoring work to
during coaching/mentoring
those standards.
interactions.
- Uses EALRs and GLEs
when collaborating with
teacher to plan for student
instruction
-Coach/mentor refers to
curriculum standards when
collaborating with teachers
-Knows sources of content
and teaching standards, eg
- KSD CAM for Teachers
- Washington Professional
Certification Standards
- Content standards from
national organizations
(eg, National Council of
Teachers of
Mathematics, National
Council of Teachers of
English, etc.)
- National Staff
Development Council
standards
-Models and articulates intentional
integration of content and teaching
standards for teachers
EXEMPLARY
Coach/mentor promotes
teachers‘ understanding and
abilities to independently
integrate content and teaching
standards that will foster
student growth and
achievement.
-Involves teachers in
discussing and applying
content and teaching
standards during one-on-one
and group coaching/mentoring
interactions
-Uses a gradual release model
of coaching/mentoring,
demonstrating use of content
and teaching standards, then
building teacher independence
-Uses student work as
examples of how content and
teaching standards have been
achieved
051309
297
Goals and Initiatives
Coach/mentor is aware of
building and/or district
goals, initiatives, adopted
curriculum, and school
improvement plans, but does
not communicate them or
use them in planning
experiences.
-
School & Staff Culture
Coach/mentor plans
experiences in alignment with
school and district goals,
initiatives, adopted
curriculum, and school
improvement plans.
-Coach/mentor uses and/or
provides district support
documents and resources
Coach/mentor plans professional
development experiences focused
on achieving school and district
goals, initiatives, and school
improvement plans.
- Coach/mentor supports teachers’
application of district resources
and support documents
Coach/mentor provides
leadership in developing
school and district goals,
initiatives, and school
improvement plans.
- participates on building
and/or district committees
Coach/mentor understands and
navigates the school, district,
and/or community culture and
uses this knowledge to design
professional learning
experiences that influence the
culture in positive way.
Coach/mentor plans
experiences without
considering the school‘s
and/or district‘s culture.
Coach/mentor understands
the school, district, and/or
community culture and uses
this knowledge to design
experiences.
Coach/mentor understands and
navigates the school, district,
and/or community culture and uses
this knowledge to design
professional learning experiences
that promote collegiality and
collaboration.
Examples
-
-
- serves as a conduit to help
teachers make connections with
colleagues
Coach/mentor plans
experiences that motivate
teachers to employ
instructional practices
consistent with school and
district goals, initiatives, and
school improvement plans.
- Coach/mentor provides
leadership for a school
community that operates as an
interdependent system
051309
298
Component 1b: Designs Professional Support
Elements:
 Teacher-Centered Support
 Data-Driven Support
 Selection of Coaching/Mentoring Goals
ELEMENT
Teacher-Centered
Support
UNSATISFACTORY
Coach/mentor does not
value knowledge of
teacher‘s interests, cultural
heritage, background, and/or
developmental
characteristics.
consider teachers‘
immediate needs or career
stages and expertise in
planning.
-Coach/mentor
predetermines goals for the
teacher
BASIC/EMERGING
PROFICIENT
Coach/mentor values
Coach/mentor values and builds on
knowledge of teacher‘s
knowledge of teacher‘s interests,
interests, cultural heritage,
cultural heritage, background, and
background, and/or
developmental
characteristics.
Coach/mentor plans support that is
responsive to teachers‘ immediate
Coach/mentor plans support
needs while also reflecting and
that is responsive to teachers‘ building on teachers‘ career stages
immediate needs.
and expertise.
Coach/mentor assists teachers
in applying new learning into
practice.
Coach/mentor assists teachers in
moving from where they are to a
deeper understanding of new
concepts and to integrate new
learning into practice.
EXEMPLARY
Coach/mentor values and
builds on knowledge of
teacher‘s interests, cultural
heritage, background, and
and authentically infuses it
into professional learning
experiences.
Coach/mentor plans support
that is responsive to teachers‘
immediate needs while also
creating structures that
support long-term change in
practice.
-Mentors know and consider the
phases of beginning teachers
-Coaches and mentors know and
consider stages of adult learning
-Coaches/mentors understand and
use gradual release of responsibility
in professional development
051309
299
Data-Driven Support
The coach/mentor does not
draw from student and/or
teacher data in coaching
sessions.
The coach/mentor draws on
student and/or teacher data to
inform coaching/mentoring
sessions.
The coach/mentor uses
formal and informal
assessment data to determine
teacher‘s skill and level of
understanding of content area
knowledge, classroom
management, assessment, and
instruction before planning
experiences.
-Coach/mentor observes
teacher, but is unable to
gather meaningful data
-Coach/mentor uses a variety
of data sources, such as
samples of student work,
formal and informal
assessment data, and
anecdotal records to make
coaching/mentoring
decisions.
The coach/mentor understands the
power and limitations of different
types of data. The coach/mentor
uses reliable and valid results for
planning and selecting long term
and short term coaching/mentoring
goals.
The coach/mentor uses formal and
informal assessment data to
determine teacher‘s skill and level
of understanding of content area
knowledge, classroom management,
assessment, and instruction to plan
differentiated professional learning
experiences.
-Coach/mentor, in collaboration
with teachers, uses a variety of data
sources, such as samples of student
work, formal and informal
assessment data, and anecdotal
records.
-Coach/mentor uses information
gathered from informal/formal
teacher observations, teacher
feedback, anecdotal records, and
coaching/mentoring conversations.
The coach/mentor directly
and consistently uses student
and/or teacher data to inform
coaching sessions. The
coach/mentor uses reliable
and valid results for planning
and selecting long term and
short term
coaching/mentoring goals.
ongoing analysis and
reflection of formal and
informal assessment data to
determine teacher‘s skill and
level of understanding of
content area knowledge,
classroom management,
assessment, and instruction to
plan differentiated
experiences.
-Coach/mentor facilitates
CAST meetings
Coach/mentor effectively utilizes
appropriate data collection tools
during observations.
-Coach/mentor collaborates with
teacher to analyze student work
and/or assessment results.
051309
300
Selection of
Coaching/Mentoring
Goals
The coach/mentor selects
coaching/mentoring goals
that do not have a positive
impact on teacher practice
and student learning.
Coach/mentor considers a
limited repertoire of entry
points and/or employs those
that do not support teacher
growth.
After considering the data
and/or teacher needs, the
coach/mentor selects
coaching/mentoring goals
that have a positive impact on
teacher practice and/or
student learning.
Coach/mentor considers
several possible entry points,
and usually employs those
that move teachers forward.
-The coach/mentor has good
reasons for the selection of a
particular goal, and may
have had success in the past,
but it may not be welltailored for this particular
teacher.
After considering the data and
teacher needs, the coach/mentor
selects coaching/mentoring goals
that have a positive impact on
teacher practice and student
learning.
The coach/mentor considers
multiple entry points, but employs
those that have the most likelihood
of moving individual teachers
forward.
-The coach/mentor draws on past
experiences, noticing trends and
patterns to inform current work with
teachers.
After considering the data and
teacher needs, the
coach/mentor selects goals
that have the greatest and
most positive impact on
teacher practice and student
learning.
The coach/mentor considers
multiple entry points, and
consistently employs those
that move teachers forward.
-The coach/mentor’s work is
intentionally aligned toward
an explicit goal.
-The coach/mentor is flexible and
willing to alter the work/goal when
necessary.
051309
301
DOMAIN 1: THE PLANNING AND PREPARATION
Component 1c: Organizes Time and Resources
Elements:
 Time
 Resources
ELEMENT
Time
UNSATISFACTORY
Coach/mentor fails to
prioritize and/or balance
time for various coaching/
mentoring roles and
functions.
BASIC/EMERGING
PROFICIENT
Coach/mentor attempts to set Coach/mentor prioritizes and
priorities and balance time
balances time for various
for various coaching/
coaching/mentoring roles and
mentoring roles and
functions, being flexible and making
functions.
adaptations as necessary.
The coach/mentor is
inflexible and/or unplanned.
Coach/mentor flexibly uses
time frames.
-Coach/mentor arranges to
model or co-teach a lesson at
a time that is convenient for
the teacher
Coach/mentor plans strategically so
that time and energy are used
efficiently
-Coach/mentor utilizes electronic
calendar, scheduling, and planning
tools
-Coach/mentor knows when to say
no, and is able to do so
diplomatically
EXEMPLARY
Coach/mentor creates a
mosaic of time frames to best
support various
coaching/mentoring roles and
functions, while remaining
flexible and fluid enough to
respond to immediate needs.
Coach/mentor plans
strategically so that time and
energy are used to the greatest
efficiency
-Coach/mentor compares
building needs with district
goals and prioritizes
instructional and coaching
time accordingly
-When possible, priority is given to
immediate teachers’ needs and
communications
051309
302
Resources
Coach/mentor uses and/or
shares resources that are not
currently in alignment with
the districts‘ goals and
initiatives.
Coach/mentor assists in
connecting teachers with
current, district-approved
resources.
Coach/mentor serves as a ―resource
broker‖ between buildings, district,
and community to connect teachers
to material and personnel resources
Coach/mentoring is becoming
aware of resources to inform
his/her work.
Coach/mentor accesses a variety of
current, research-based resources to
inform his/her work.
-Coach/mentor locates specialty
resources in the building, district or
community
-Coach/mentor is a member of a
professional organization that
supports his/her work.
Coach/mentor locates and
may facilitate additional
learning opportunities to
enhance building and/or
teachers‘ goals
Coach/mentor actively builds
a resource bank and collegial
network(s).
-Coach/mentor draws upon
own knowledge of available
resources and uses and/or
shares those that best match
the identified need.
051309
303
DOMAIN 2: THE COACHING/MENTORING ENVIRONMENT
Component 2a: Building Professional Relationships
Element:
 Demonstrates Ability to Work with a Variety of Teaching Styles and Proficiencies
 Relationships Based on Credibility, Trust and Confidentiality
ELEMENT
Demonstrates Ability to
Work with a Variety of
Teaching Styles and
Proficiencies
UNSATISFACTORY
Coach/mentor projects own
personal style on other
teachers.
BASIC/EMERGING
PROFICIENT
Coach/mentor honors and
adjusts to most teachers‘
adjusts to each teacher‘s
personality and style.
personality and style.
EXEMPLARY
proactively plans for each
teacher‘s personality and
style.
Examples
-Coach/mentor does have
skills or strategies to respond
to individual teacher styles
-Coach/mentor does not
appear to value the
perspectives of others
-Coach/mentor considers
teacher preferences and
attempts to match the
teacher’s philosophy and
style if in line with best
practice
-Coach/mentor respectfully
listens to teacher
-Coach/mentor considers
teacher’s preferences and
matches the teacher’s
philosophy and style if in line
with best practice
-Coach/mentor adjusts
approach to work with
individual personality
listens and responds to
teacher
-Coach/mentor knows and
responds to teacher interests,
strengths, capabilities, and
important classroom events
-Coach/mentor creates
atmosphere where teacher
feels safe to try new
approaches
-Coach/mentor personalizes
genuine interest in teachers
-Coach/mentor creates an
environment where teachers
offer to help one another, e.g
reflecting and sharing with
peers
051309
304
DOMAIN 2: THE COACHING/MENTORING ENVIRONMENT
Component 2a: Building Professional Relationships
Element:
 Demonstrates Ability to Work with a Variety of Teaching Styles and Proficiencies
 Relationships Based on Credibility, Trust and Confidentiality
ELEMENT
Relationships Based on
Credibility, Trust and
Confidentiality
UNSATISFACTORY
Coach/mentor interaction with
at least some teachers is
negative, demeaning,
sarcastic, and/or
inappropriate.
Coach/mentor perpetuates
and/or is drawn into
interactions that are
characterized by conflict,
sarcasm, and/or put-downs.
adhere to confidentiality
agreements
Examples
-Coach/mentor displays
inflexibility, sarcasm,
negative body language,
and/or inconsistency when
working with staff
utilize strategies for building
trusting relationships
-Coach/mentor fails to
recognize situations that
break the professional code of
conduct and necessitate
BASIC/EMERGING
PROFICIENT
Coach/mentor-teacher
interactions are appropriate
but may reflect occasional
and respectful.
inconsistencies.
Coach/mentor creates a
Coach/mentor is fair,
trusting environment in order
consistent, and works in an
to work effectively with staff.
environment that is
Coach/mentor adheres to and
promotes confidentiality
ability, ethnicity and other
agreements.
matters relating to diversity.
Coach/mentor adheres to
confidentiality agreements.
-Coach/mentor employs
strategies for building
trusting relationships such
as: demonstrating courteous
behavior, acknowledging
individual efforts by staff,
offering praise and
encouragement
-Coach/mentor recognizes
situations that break the
professional code of conduct
and necessitate breaking of
confidentiality agreements
-Coach/mentor honors
teacher and acknowledges
teacher successes
-Coach/mentor is consistently
positive, appropriately using
humor
enhance relations with
teachers via comments, email, discussions, etc.
listens and responds to staff
-Coach/mentor communicates
EXEMPLARY
and respectful.
Coach/mentor fosters an
environment characterized by
mutual support and
collaboration.
Coach/mentor respects
confidentiality while
promoting teacher growth.
-Coach/mentor creates an
environment where teachers
offer to help one another, e.g
reflecting and sharing with
peers
-Coach/mentor works
building wide to create
relationships beyond
classrooms
-Coach/mentor provides
support needed to lead
teacher improvement
051309
305
breaking of confidentiality
agreements
appropriately with principal
about content but not about
individual teacher
performance
-Coach/mentor models
agreed upon group norms
051309
306
DOMAIN 2: COACHING/MENTORING INTERACTIONS
Component 2b: Matches Coaching/Mentoring Support Functions to Circumstance
Elements:
Coaching · Collaborating · Consulting · Navigating amongst and between the coaching/mentoring support functions
ELEMENT
Coaching
UNSATISFACTORY
Coach/Mentor leads the
coaching conversation and
interaction.
BASIC/EMERGING
PROFICIENT
Coach/Mentor assumes a
Coach/Mentor assumes a
listening stance. Responses
nonjudgmental stance:
and questioning sometimes
paraphrasing, asking open ended
move the teacher‘s thinking
questions, probing for specificity
forward.
and promoting teacher reflection.
Coach/mentor gives attention to
the emotional and mental
processes of the teacher
-Coach/mentor does most
of the talking
-Coach/mentor uses an
approachable voice
-Coach/mentor has
preconceived “right”
answers
-Coach/mentor relies on a
list of question stems
-Coach/mentor uses pronoun
“you” as in, “So you’re
concerned about”
-Coach/mentor may not fully
attend to teacher because of
over-reliance on cognitive
coaching map or other
structure
-Coach/mentor uses invitational
questions such as “What might
be some ways to…?”, “What are
some options that you are
considering…?” and “What are
some of the connections that you
are making?”
-The teacher talks more than
the coach/mentor
-Coach/mentor matches body
language and tone of the teacher
EXEMPLARY
Coach/Mentor attends fully to
the teacher. Coach/Mentor
increases the ability of the
teacher to self-coach and
become a self-directed
learner.
-Coach/mentor provides time
for debriefing coaching
interactions
-Coach/mentor uses feedback
to inform future coaching
-Coach/mentor promotes
responsibility for monitoring
personal progress
-Coach/mentor carefully selects
and/or abandons a cognitive
051309
307
Collaborating
Coach/mentor controls the
interaction with minimal
input from teacher.
Coach/mentor guides
interaction. The
coach/mentor assists the
teacher in constructing
solution and/or plan.
coaching map or other structure
based on teacher needs
Coach/mentor facilitates
interaction without controlling it.
Coach/mentor and teacher coconstruct solutions and/or plans.
Coach/mentor shares the
thinking process that leads to a
decision.
-Coach/mentor shares
many stories/anecdotes
from own professional
practice
-Coach/mentor uses a
confident, approachable
voice
-Coach/mentor uses invitational
language to solicit ideas from
teacher
-There is a balance of talk
time between coach/mentor
and teacher
-Coach/mentor shares ideas and
resources without imposing them
-Coach/mentor does the
work for the teacher
-In a small group, some
teachers’ ideas may be
elevated above others’
-Coach/mentor may use
pronouns “we” and “us”
-Coach/mentor uses phrases
such as “Let’s think about…”
and “How might we…”
Coach/mentor models
collegial relationships as a
standard for professional
practice.
Interaction is characterized by
mutual respect, mutual
growth, and mutual learning.
-Coach/mentor and teacher
analyze student work together
and use the information for
instructional decisions
-Alternating paraphrasing
and summarizing oneself with
encouraging the teacher to
paraphrase and summarize
developing ideas and
understandings
-Coach/mentor and teacher
analyze student work together
Consulting
Coach/mentor withholds
information and/or
technical assistance.
know where to locate
needed information or
assistance.
Coach/mentor delivers
information and/or technical
assistance regarding accepted
professional practices and
policies.
-Collaborating may include:
brainstorming, co-teaching, or
co-observing another teacher
and reflecting afterward
Coach/mentor adopts an
instructive stance to provide
accurate information and/or
technical assistance regarding
accepted professional practices
and policies.
Coach/mentor adopts an
instructive stance to provide
accurate, up-to-date, and
timely information and/or
technical assistance regarding
accepted professional
practices and policies.
Coach/mentor takes initiative
to research and locate
resources and/or answers.
051309
308
-Coach/mentor used a
credible voice
-Coach/mentor connects teacher
with resources
-Coach/mentor uses
appropriate models or
examples frequently
-Coach/mentor uses pronoun
“I” or a reference to others,
such as “Other teachers have
tried…”
-Coach/mentor provides
teacher with resources
-Coach/mentor uses
bookmarking phrases such as
“it’s important to…”, “keep in
mind that...”, “pay attention
to…”
-Coach/mentor has an indepth knowledge of
professional resources,
including district services and
key personnel
Coach/mentor accesses own
collegial network to provide
support and assistance
Coach/mentor provides
exemplars and models
Navigating amongst and
between the
coaching/mentoring support
functions (coaching,
collaborating, consulting)
Coach/mentor unaware of
which facilitation processes
to utilize at any given time.
The coach/mentor lacks in
knowledge of coaching,
collaborating, and/or
consulting.
Coach/mentor is aware of
facilitation processes that
may be utilized at any given
time. The coach/mentor may
be unsure of which support
function (coaching,
collaborating, consulting) to
use or when to shift in order
to facilitate teacher‘s
thinking.
Coach/mentor has internalized
the differences between
coaching, collaborating, and
consulting.
differentiate between
coaching, collaboration,
and consulting
-Coach/mentor over-relies on
one or two support functions
-Coach/mentor facilitates
reflective thinking and/or
problem solving
Coach/mentor has no
knowledge of
coaching/collaboration/co
nsulting
-Coach/mentor allows for
reflective thinking
-Coach/mentor
communicates components of
coaching/collaborating/cons
ulting to teacher(s)
Within a conversation, the
Coach/Mentor intentionally
selects and consciously shifts
between support functions to
respond to teacher needs.
Within a conversation, the
Coach/Mentor skillfully selects
and shifts between support
functions to respond to teacher
needs.
-Coach/mentor asks permission
before shifting to consulting
-Coach/mentor responds
appropriately to verbal and
nonverbal cues
-Coach/mentor encourages
teacher extended learning by
providing info for additional
resources.
-Coach/mentor uses
technology throughout the
learning process to facilitate
coaching/collaborating/consu
lting
051309
309
-Coach/mentor is able to
articulate the differences
between coaching,
collaborating, and consulting
051309
310
Component 2c: Utilizes Coach/Mentor Observation Cycle
Elements:
Planning Conversation · Classroom Observation · Reflective Conversation
ELEMENT
Planning Conversation
UNSATISFACTORY
use conversational approaches
that encourage thoughtful
planning.
BASIC/EMERGING
PROFICIENT
The coach/mentor skillfully
techniques such as
uses techniques such as
paraphrasing and asking
open-ended, clarifying, and
probing questions to
probing, questions to
encourage thoughtful
encourage thoughtful
planning.
planning and a successful
lesson.
-The coach/mentor provides
the lesson plan for the
teacher.
--The coach/mentor asks
questions to assist the teacher
in planning the lesson.
-The questions asked by the
coach/mentor do not promote
thoughtful planning.
-The coach/mentor offers
options for collecting data
The teacher is not invited to
request specific types of data.
plan for data collection.
The coach selects the tool for
gathering data without
teacher input.
-The coach/mentor asks
questions to assist the teacher
in determining the desired
outcomes and evidence of
success.
-The coach/mentor may shift
into collaborating or
consulting when s/he
recognizes a possible
roadblock.
EXEMPLARY
utilizes techniques such as:
facilitate thoughtful planning
and a successful lesson, and
encourages teachers to use
them in team planning with
colleagues.
-The coach/mentor helps the
teacher become proactive in
planning, including: lesson
design, assessment of
intended outcomes, and
differentiated support for
students.
-The coach/mentor and
teacher may collaboratively
design or adapt a tool for
data collection.
-The coach/mentor asks the
teacher to identify the “look
fors” or type of data s/he
would like captured.
-The coach/mentor and
teacher select the tool for
gathering data
051309
311
Classroom Observation
The coach/mentor observes
from a subjective stance.
The coach/mentor notices and
gathers observation data and
records it with objectivity.
The information is useful to
the teacher. Areas of growth
may be emphasized over
areas of strength.
from an objective stance,
noticing and gathering
pertinent observation data.
The coach/mentor records the
information in a way that is
useable and respectful,
addressing areas of strength
and areas of growth.
from an objective stance,
noticing and gathering the
most pertinent observation
data. The coach/mentor
records the information in a
way that is easily understood.
Sensitive information is
communicated with respect.
The coach/mentor highlights
areas of strength while
addressing areas of growth.
-The coach/mentor focuses on
areas for growth without
addressing strengths.
-The coach/mentor may
occasionally slip into a
subjective or judgmental
stance.
-Coach/mentor positions self
in room to effectively gather
data with minimal disruption
- The coach/mentor has a
wide variety of data
collection tools and strategies
to effectively gather
information requested by the
teacher in the planning
conversation.
-The coach/mentor does not
effectively use data collection
tools and strategies to gather
conversation.
-The data gathered is
incomplete and/or not what
the teacher requested.
-The coach/mentor has some
data collection tools and
strategies to gather
conversation.
-Coach/mentor uses agreed
upon tool(s) for gathering
and sharing information.
-The coach/mentor has a
variety of data collection
tools and strategies to
effectively gather information
requested by the teacher in
the planning conversation.
- The coach/mentor may
gather additional information
that will help move the
teacher forward in his/her
practice.
-The coach/mentor continues
to create and refine data
collection tools and strategies
for effectively gathering
information.
-Coach/mentor utilizes
technology (i.e. audio and/or
video recording; computer
software) to collect and share
data.
051309
312
Reflective Conversation
use conversational approaches
that encourage reflective
dialogue.
-The teacher leaves the
conversation confused about
how to interpret the data
and/or what to do next.
The coach/mentor is uses
techniques such as
probing questions to facilitate
reflective dialog. The
coach/mentor helps the
teacher utilize the data.
-The coach/mentor overrelies on a reflective dialog
protocol.
-The teacher has some sense
of accomplishment, but may
not leave with a plan for next
steps.
techniques such as referring
to the data, using specific
examples from the lesson,
facilitate reflective dialogue.
This conversation may
include celebration of
success, problem-solving,
goal-setting, and future
planning.
utilizes techniques such as:
facilitate thoughtful
reflection. The coach/mentor
helps the teacher effectively
use the observation data for
future planning.
reflective conference with a
sense of accomplishment and
a plan for what he/she will do
next.
reflective conference with a
clear, focused plan for future
growth.
-The coach/mentor keeps
conversation focused on data
and the teacher’s learning
goal.
-The coach/mentor asks the
teacher for feedback on the
coaching cycle.
Coach/mentor revisits and
follows up with points and
plans addressed in the
reflective conversation.
-Coach/mentor applies
feedback from teachers in
future coaching/mentoring.
-Coach/mentor promotes the
use of assessment data as a
habit of professional practice
teacher develop plans/goals
that build on strengths.
051309
313
Component 2d: Uses Data to Drive Coaching/Mentoring Interactions
Element:
Uses formal and informal sources of student and teacher data
ELEMENT
Uses formal and informal
sources of student, teacher ,
and/or building data
UNSATISFACTORY
draw from student, teacher
and/or building data in
coaching sessions.
BASIC/EMERGING
PROFICIENT
The coach/mentor draws on
The coach/mentor regularly
student, teacher and/or
uses student, teacher, and/or
building data to inform
building data to inform
coaching sessions.
coaching sessions.
-Coach/mentor may over-rely
on one data source (i.e.
WASL)
-Coach/mentor uses a variety
of formal and informal data
sources, such as samples of
student work, assessment and
observation data, and
anecdotal records.
EXEMPLARY
The coach/mentor directly
and consistently uses student,
teacher, and/or building data
to inform coaching sessions.
-Coach/mentor assists
teacher in using protocol for
analyzing student work in
order to meet all students’
needs.
-Coach/mentor uses data in a
variety of professional
development settings (i.e.
one-on-one, small group,
large group)
-Coach/mentor uses
information gathered from
informal/formal teacher
observations, teacher
feedback, anecdotal records,
and coaching/mentoring
conversations.
051309
314
DOMAIN 3: FACILIATATION OF ADULT LEARNING
Component 3a: Communicates Effectively
Elements:
Clear and accurate oral and written language · Timely
ELEMENT
Clear and Accurate
Oral and Written
Language
UNSATISFACTORY
The coach/mentor‘s spoken
and/or written language may
contain many grammar and
syntax errors. Written
language is illegible and/or
technology is not effectively
utilized.
Examples
Timely
BASIC/EMERGING
PROFICIENT
The coach/mentor‘s
The coach/mentor‘s spoken and written
spoken and written
language is clear, correct, and
language is generally
complete. Written language is legible.
correct and clear. Written Uses multiple methods, including
language is legible and/or technology when appropriate, for
technology is utilized.
communication and professional
collegiality.
-language may be
incorrectly, leaving teachers
confused
-few lapses in correctness
of spoken and/or written
communication
-occasional use of slang
or colloquialisms
-
The coach/mentor often fails
to communicate with
stakeholders in a timely
manner.
The coach/mentor
communicates with
appropriate stakeholders
in a timely manner.
-information and/or reminders
are provided at the last
minutes
-information requiring
action is provided with
adequate lead time
EXEMPLARY
The coach/mentor‘s spoken and
written language is correct,
complete and expressive, with
well-chosen vocabulary that
enhances the message. Uses
multiple methods, including
technology when appropriate, for
communication and professional
collegiality.
-visually appealing and grammatically
correct written materials
-spoken language matches materials
used
-volume and inflection are appropriate
for size of audience
-communicates skillfully in difficult
situations
-uses tools such as email and
newsletters to share important
information
The coach/mentor consistently
communicates with appropriate
stakeholders in a timely manner.
-models excellent word choice and
well-written work
-highly expressive language
motivates teachers to extend their
learning
-used web site to post and share
important information
-information requiring action is
provided with adequate lead time, and
reminders are given as needed
-exquisite timing of information
requiring action
-careful consideration given to
The coach/mentor is proactive in
sharing needed information with
appropriate stakeholders.
051309
315
-needed information is
withheld
-often fails to respond to
phone messages and/or email
-delayed responses to
phone messages and/or
email
-information is shared in multiple ways
and at multiple times
-coach/mentor chooses not to share
incomplete information
-responds to phone messages and
emails promptly
timing of sharing sensitive
information
051309
316
Component 3b: Use Effective Strategies for Adult Learners
Elements:
Presentation of Content and Skilled Facilitation · Learning Environment
ELEMENT
Presentation of
Content and Skilled
Facilitation
UNSATISFACTORY
Coach/mentor is aware of a
limited set of facilitation
processes, and sometimes
mismatches the process to
the goal. Group productivity
is stymied.
Professional development
designs seldom include
opportunities for active
participation, shared
experiences, or building on
participants‘ background
knowledge.
Examples
-Coach/mentor does most of
the talking (“sit and get”)
BASIC/EMERGING
PROFICIENT
Coach/mentor utilizes a
Coach/mentor successfully utilizes
limited set of facilitation
a variety of group structures and
processes, selecting those
facilitation processes. As a result,
that will achieve the goal.
groups function productively.
Groups are beginning to be
productive.
Professional development designs
consistently include opportunities
Professional development
for active participation, shared
designs include
experiences, and building on
opportunities for active
participants‘ background
participation, shared
knowledge.
experiences, and/or building
on participants‘ background Professional development design
knowledge.
includes time and process for
reflection that leads to improved
teacher practice and increased
learning for students.
-coach/mentor may overutilize one or two methods
of delivery
-
-coach/mentor utilizes protocol
and, norms-setting
-coach/mentor helps teachers work
in a variety of teams
-coach/mentor invites teachers to
bring examples and/or samples of
student work
-new concepts are introduced in
context
-utilizes “parking lot” chart
EXEMPLARY
Coach/mentor understands which
facilitation processes to use at a given
time.
As a result, groups function in a
highly productive manner on a
consistent basis.
Professional development designs are
differentiated and highly engaging.
Professional development design
includes time and process for deep
reflection that leads to improved
teacher practice and robust learning
for students.
-coach/mentor helps participants
create action plans for
implementation of new learning
-coach/mentor offers opportunities,
suggestions, and resources for
follow-up
-facilitates extended inquiry around
“big questions”
051309
317
Learning Environment
attend to the affective
component of the learning
environment.
The physical space inhibits
the learning process.
Coach/mentor encourages a
safe and positive
environment that supports
the development of trust
between and among group
members.
The physical environment is
organized to promote
interaction and achievement
of the learning goals.
-
-limited strategies for
supporting group processes
-presentation materials may
be difficult to read and/or
follow
-The physical environment
may not match the learning
activity or goals
-Limited attention to
physical environment
Coach/mentor works to create a
safe and positive environment that
increases the level of trust between
and among group members.
intentionally designed to promote
interaction and achievement of the
learning goals.
-Attention is paid to:
room arrangement; seating;
access to and distribution of
materials; and creature comforts
-use of norm-setting and protocols
-clear agenda, outcomes, and
minutes (when appropriate)
-materials are prepared in
advance
-equipment is set up and tested in
advance
Coach/mentor creates a safe and
positive environment that is high in
challenge and low in threat,
maximizing learning, thinking, and
communication.
intentionally designed to ensure
interaction and achievement of the
learning goals.
-strategies for facilitating
disagreement so that participants feel
comfortable with disagreement and
even benefit from it
-strategies for addressing varying
levels of participation
-proactively addresses intimidation
and/or dominance
051309
318
Component 3c: Provides Variety of Learning Opportunities
Elements:
3 Venues · Differentiated Learning Experiences
ELEMENT
3 Venues
UNSATISFACTORY
The coach/mentor overrelies on one venue and/or
mismatches venue to
learners‘ styles and goals
BASIC/EMERGING
PROFICIENT
The coach/mentor utilizes The coach/mentor facilitates teachers‘
one-to-one, small group
professional learning by utilizing oneand/or whole group
to-one, small group and/or whole group
settings.
settings.
Venues selection may be
Venues are selected to match learners‘
based more on the
styles and/or goals.
calendar, schedule, and/or
time available than on
learners‘ styles and goals.
EXEMPLARY
The coach/mentor maximizes
teachers‘ professional learning by
creating links between one-to-one,
small group and/or whole group
learning.
Examples
Differentiated
Learning
Experiences
-The Coach/mentor provides
information and concepts
through whole group
presentations with little or
no small group or one-toone follow-up
-Coach/mentor plans for
the lesson/presentation
more than for the
learner(s)
Designs ―one size fits all‖
professional development.
The coach/mentor has an
understanding of teachers
as learners.
-The coach/mentor is
beginning to develop a
-The coach/mentor organizes small
group discussion around common
concerns
-The coach/mentor uses general
knowledge of learning
styles/preferences in planning
-learning is carried forward into other
venues
The coach/mentor is responsive to each
teacher‘s stage of professional
development.
The coach/mentor uses knowledge of
individual teachers to design and
implement learning experiences.
-uses whole group as avenue to small
group and/or one-on-one support
-The coach/mentor determines
teachers’ learning styles/preferences
-
-The coach/mentor provides additional
experiences for those who have not yet
-The coach/mentor collaborates with
the teacher(s) to select professional
The coach/mentor helps teachers
understand their own stages of
professional development in order to
assist them in setting goals for
continued growth.
The coach/mentor uses knowledge of
individual teachers to tailor learning
experiences to their needs.
051309
319
repertoire of strategies for
differentiation of
developed the needed conceptual
understanding or who would like to
extend their learning
-The coach/mentor offers multiple
opportunities to learn the content in a
variety of ways.
-The coach/mentor is flexible in order
to respond to current needs
goals and provides resources and
support to help attain identified goals
-provides additional experiences
based on the identified learning
styles and preferences of teacher(s)
051309
320
Component 3d: Demonstrates Flexibility and Responsiveness
Elements:
Feedback to and from stakeholders · Monitors and adjusts instruction/activities · Persistence
ELEMENT
Feedback to and from
stakeholders
UNSATISFACTORY
Feedback is judgmental
and/or evaluative. The
coach/mentor does not
maintain confidentiality.
solicit or disregards
feedback from teachers,
administrators, and/or
district leadership.
Examples
-The coach/mentor shares
evaluative information with
a teacher’s administrator
and/or colleagues without
the teacher’s knowledge
and/or permission
BASIC/EMERGING
PROFICIENT
Feedback is objective,
Feedback is objective, honest,
honest, respectful and/or
respectful, timely, and evidencetimely.
based; and it leads to teacher
The coach/mentor maintains growth.
confidentiality regarding
The coach/mentor maintains
work with individual
confidentiality regarding work with
teachers.
individual teachers.
The coach/mentor only
The coach/mentor only shares
shares evaluative
evaluative information with an
information with an
administrator if requested by the
administrator if requested by teacher.
the teacher.
The coach/mentor solicits feedback
The coach/mentor solicits
from teachers, administrators, and
district leadership to inform next
administrators, and/or
steps.
district leadership.
teacher(s) interpret
observation and/or
assessment data
-The coach/mentor seeks
informal feedback from
some stakeholders
- The coach/mentor helps the
teacher(s) interpret observation
and/or assessment data to support
the teacher’s reflection and goalsetting
-The coach/mentor uses various
strategies to develop a sense of
trust with teachers
-The coach/mentor conducts a
survey to determine effectiveness of
professional learning to date
-The coach/mentor informs
stakeholders of planned
EXEMPLARY
Feedback is consistently objective,
honest, respectful, timely, and
evidence-based. The coach/mentor
skillfully shares sensitive information
to foster teacher growth.
The coach/mentor maintains
confidentiality regarding work with
individual teachers.
The coach/mentor only shares
evaluative information with an
administrator if requested by the
teacher.
The coach/mentor frequently solicits
administrators, and district leadership
to guide next steps.
-Because of the manner in which the
coach/mentor shares difficult data, a
teacher is able to respond in a
thoughtful rather than emotional way
-The coach/mentor informs
stakeholders of planned professional
learning and seeks feedback
-A high level of trust is evident
between coach/mentor and individual
teachers
051309
321
Monitors and adjusts
instruction/activities
Persistence
The coach/mentor adheres
rigidly to an instructional
plan even when a change
would clearly improve the
learning experience; or the
coach/mentor demonstrates
a lack of planning.
Using formal and/or
informal assessment, the
coach/mentor checks for
understanding and adjusts
the learning experience
accordingly.
Using formal and/or informal
assessment, the coach/mentor
checks for understanding and
adjusts the learning experience
accordingly. The adjustment occurs
smoothly and learning is enhanced.
Using formal and/or informal
assessment, the coach/mentor checks
for understanding and seamlessly and
successfully adjusts the learning
experience to meet individual and
group needs.
-
-The coach/mentor adjusts
the learning experience, but
the adjustment may seem
awkward, choppy, or illtimed.
-The coach/mentor checks for
understanding during a learning
activity and, depending on the
results, adjusts the activity or
proceeds as planned
-The coach/mentor adjusts the
agenda to meet participant needs
and/or preferences
-The coach/mentor modifies plans
to respond to various levels of
understanding
-The coach/mentor assesses current
knowledge/skill levels and tailors
adjustments for differentiation
The coach/mentor either
gives up or blames the
teachers, students, or
environment for lack of
success.
various instructional and
coaching/mentoring
practices but has a limited
repertoire from which to
draw.
The coach/mentor persists in
identifying and using a repertoire
of instructional and
coaching/mentoring practices to
support teacher learning and
student success.
The coach/mentor persists in
identifying, using, and developing a
wide repertoire of instructional and
coaching/mentoring practices to
support teacher learning and student
success.
The coach/mentor solicits additional
resources as needed.
-The coach/mentor
commiserates with the
teacher regarding perceived
blame
-The coach/mentor
sometimes seeks additional
-When working with a
teacher who blames others
for classroom issues, the
coach/mentor attempts to
help the teacher identify
areas where s/he has
control
-The coach/mentor pursues
additional professional learning
opportunities related to instruction
and coaching/mentoring
-When working with a teacher who
blames others for classroom
issues, the coach/mentor assists
teacher in identifying areas where
s/he has control
-The coach/mentor pursues
additional professional learning
opportunities to extend and refine
instructional strategies and/or
coaching/mentoring skills
-The coach/mentor assists teacher in
identifying areas where s/he has
control and collaborates on
strategies to effect change
051309
322
Component 4a: Reflects on Coach/Mentoring Effectiveness
Elements:
Personal Reflection – Collaborative Reflection • Use in Future Coach/Mentoring
ELEMENT
Personal Reflection
Collaborative
Reflection
UNSATISFACTORY
Coach/Mentor does not know
or has a very basic
understanding of his/her own
coaching/mentoring
effectiveness. Coach/Mentor
success of
coaching/mentoring
interactions.
BASIC/EMERGING
PROFICIENT
Coach/Mentor does not
Coach/Mentor makes accurate
know or has a very basic
assessments of his/her own
understanding of his/her
coaching/mentoring effectiveness.
own coaching/mentoring
Coach/Mentor can cite specific
effectiveness. Coach/Mentor references to support the
judgments.
success of
coaching/mentoring
interactions.
-Coach/Mentor does not use
a process/tool for selfreflection.
-Coach/Mentor does not use
a process/tool for selfreflection.
-Coach/Mentor reflects on
instructional effectiveness as
evidenced by a self-reflection
process/tool.
Coach/Mentor does not take
the stance of ―co-learner‖
with teachers.
The coach/mentor seeks new
experiences and
opportunities for learning
rather than taking the stance
of an ―expert.‖
The coach/mentor consistently
seeks new experiences and
opportunities for learning rather
than taking the stance of an
―expert.‖
Coach/Mentor seeks and
considers teacher feedback.
Coach/Mentor uses teacher
feedback to revise and improve
coaching/mentoring.
-Needs assessment or
feedback information is
-Needs assessment or feedback
information is solicited from
collect or use teacher
feedback.
EXEMPLARY
Coach/Mentor makes thoughtful
and accurate assessments of
his/her own coaching
effectiveness and is able to make
necessary adjustments.
Coach/Mentor can cite many
specific examples from his/her
coaching/mentoring events and
weigh the relative strengths of
each.
Coach/Mentor utilizes
information from a variety of data
sources, including teacher input,
to improve coaching/mentoring.
-Needs assessment or feedback
information is solicited from
051309
323
solicited from colleagues.
colleagues and used to refine
coaching interactions.
colleagues, and used to refine
coaching interactions.
Refinements are monitored for
effectiveness.
051309
324
Use in Future
Coaching/Mentoring
Coach/Mentor has few or no
suggestions for how a
coaching/mentoring
interaction may be improved.
Coach/Mentor suggests how
a coaching/mentoring
interaction may be
improved. Coach/Mentor
implements improvements
in future interactions with
limited success.
Coach/Mentor suggests specific,
logical and meaningful adaptations
for how a coaching/mentoring
interaction may be improved.
Coach/Mentor successfully
implements adaptations in future
interactions.
Coach/Mentor suggests specific
different approaches.
Coach/Mentor skillfully selects
and applies adaptations in future
interactions.
-Coach engages in reflective
conversation with colleague
and/or administrator about
his/her own coaching skills.
- Coach engages in reflective
conversation with colleague and/or
administrator about his/her own
coaching skills and implements
ideas for own improvement.
-Coach engages in reflective
conversation with colleague
and/or administrator about
his/her own coaching skills,
implements ideas for own
improvement, and monitors the
effectiveness of the adaptation.
051309
325
Component 4b: Maintains Appropriate Records
Element:
Coaching/Mentoring Calendar – Coaching/Mentoring Contact Log
ELEMENT
Coaching/Mentoring
Calendar
UNSATISFACTORY
Coach/Mentor has an
ineffective system for
scheduling his/her time.
-Coach/Mentor has no
record of his/her use of time
-Coach/Mentor cannot be
located
Coaching/Mentoring
Contact Log
Coach/Mentor has an
ineffective system for
maintaining contact log.
distinguish between
confidential and nonconfidential information.
-Coach/Mentor has no
record of his/her contacts
BASIC/EMERGING
PROFICIENT
Coach/Mentor employs an
Coach/Mentor employs an accurate
accurate and timely system for and timely system for maintaining
maintaining his/her
and proactively sharing his/her
schedule/calendar. The
schedule/calendar.
schedule/calendar is shared
with appropriate stakeholders.
-Coach/Mentor posts his/her
schedule/calendar in an easily
accessible location
-Calendar is useful in locating
the coach/mentor
-Coach/Mentor uses school
and district electronic
organizational tools
(calendars, bulletins, etc.)
-Coach/Mentor has records of
coaching/mentoring events in
the building
Coach/Mentor employs a
system for maintaining contact
log. Coach/Mentor is able to
share and explain his/her
system with stakeholders as
appropriate.
Coach/Mentor distinguishes
between confidential and nonconfidential information.
-Coach/Mentor notifies staff of
changes in schedule/calendar as
appropriate
-Office staff have access to the
coach/mentor’s schedule/calendar
-Coach/Mentor accurately reflects
upon the effectiveness of the use of
his/her time and adjusts use of time
accordingly.
-Coach/Mentor uses technology to
maintain and share
schedule/calendar.
effective system for maintaining
contact log. Coach/Mentor refers
back to the contact log for
reflection and planning.
Coach/Mentor distinguishes
between confidential and nonconfidential information.
EXEMPLARY
accurate and timely system for
maintaining and proactively
sharing his/her
schedule/calendar.
technology to maintain and
share schedule and calendaring
data with
teachers/administrators. They
use technology to schedule
meetings and/or book facilities.
They use technology to access
the scheduling and calendaring
information of colleagues
and/or facilities.
effective system for maintaining
contact log and shares with
other coaches/mentors.
Coach/Mentor refines system as
appropriate.
-Coach/Mentor shares
example record keeping
forms/templates
051309
326
Component 4c: Communicates in the Educational Environment
Elements:
Information about the instructional program, instructional strategies and/or students • Communicates in a professional environment
ELEMENT
Information About the
Instructional Program,
Instructional Strategies
and/or Students
UNSATISFACTORY
Coach/Mentor provides
minimal information to
stakeholders and does not
respond or responds
insensitively to
stakeholders‘ concerns.
little or no information
about the instructional
program to stakeholders.
BASIC/EMERGING
PROFICIENT
Coach/Mentor creates and uses
regular and ongoing
information to stakeholders
frequent information to
about the instructional
stakeholders, as appropriate, about
program.
the instructional program,
students.
Coach/Mentor communicates
with stakeholders about the
Coach/Mentor proactively contacts
instructional program,
stakeholders on a regular basis to
provide information on the
students on a regular basis
instructional program, instructional
and is regularly available to
strategies and/or student progress;
respond to stakeholders‘
needs.
Coach/Mentor is responsive to
stakeholders‘ questions/concerns.
Coach/Mentor demonstrates
capacity to communicate in
Coach/Mentor demonstrates a
difficult situations (i.e.
capacity to communicate in
resistance, difficult
difficult situations (i.e. resistance,
topics/conversations).
difficult topics/conversations).
Coach/Mentor maintains a
professional level of
confidentiality in all
communications.
Examples
-Coach/Mentor creates a flyer,
document, letter that
introduces him/herself to staff,
shares personal philosophy
Coach/Mentor maintains a
professional level of confidentiality
and sensitivity in all
communications.
-Coach/Mentor publishes a
newsletter or email to inform staff
about instructional program,
research, best practices and/or
building staff development
EXEMPLARY
Coach/Mentor diplomatically
honors confidentiality while
promoting teacher growth in all
communications.
Coach/Mentor provides timely
information/data which may
include samples of student work
to stakeholders.
Coach/Mentor skillfully
communicates in difficult
situations (i.e. resistance,
difficult topics/conversations).
Response to stakeholders‘
concerns is handled with great
sensitivity and efficiently.
Coach/Mentor shares strategies
for diplomatically and skillfully
sharing information with peers
and colleagues.
-Coach/Mentor publishes a
newsletter on a regular basis to
inform staff about instructional
program, research, best
practices and/or building staff
051309
327
Communicating in a
Professional
Environment
and outlines key components
of job description and
responsibilities
-Coach/Mentor attends at
least 1 open house and
curriculum night
-Coach/Mentor communicates
achievement results to
stakeholders as appropriate
-Coach/Mentor regularly reviews
achievement data and
communicates results to staff and
other stakeholders as appropriate
-Coach/Mentor uses e-mail
distribution lists to communicate to
stakeholders
development
-Evidence of using a student
work protocol (such as Atlas) to
inform staff and improve
instructional strategies
-Coach/Mentor maintains a web
page to provide pertinent
information
-Coach/Mentor regularly
communicates achievement data
& results to staff and
stakeholder.
-Coach/Mentor shares successful
strategies with other
coaches/mentors
Coach/Mentor‘s
communication is
counterproductive.
promote productive
relationships with and
among school staff.
answer phone, e-mail, or
voice mail. Coach/Mentor
does not respond to requests
in a professional or timely
manner.
Coach/Mentor promotes
productive relationships with
and among school staff.
Coach/Mentor checks daily for
e-mail and voice mail
messages. Coach/Mentor
responds to requests in a
professional and timely
manner.
Coach/Mentor is an active
promoter of productive
relationships with and among
school staff.
Coach/Mentor responses to e-mail,
messages are thorough and timely.
Coach/Mentor communicates
frequently with teammates and
others as appropriate and includes
all relevant stakeholders.
Coach/Mentor consistently and
effectively promotes productive
relationships with and among
school and district staff.
Examples
-Coach/Mentor acknowledges
effective strategies employed
by teachers
-Coach/Mentor encourages
collaboration amongst staff
members
-Coach/Mentor acknowledges
effective strategies employed by
teachers and encourages teachers
to share their stories of success
-Coach/Mentor listens to and
learns about the needs and
concerns of students, staff, and
parents and responds in a manner
that inspires trust, communicates
respect and is nonjudgmental in
-Coach/mentor makes
presentations at district
committee meetings, board
meetings, training, and/or
workshops.
-Coach/Mentor includes
more staff than necessary in
discussions.
051309
328
nature
-Coach/Mentor scaffolds learning
opportunities to encourage
collaboration amongst staff
members
051309
329
Component 4d: Contributes to the School and District
Element:
ELEMENT
Relationships with
Colleagues
UNSATISFACTORY
Coach/Mentor‘s
relationships with
self-serving. Coach/Mentor
makes no effort to share
knowledge with others or to
assume professional
responsibilities.
BASIC/EMERGING
PROFICIENT
Coach/Mentor maintains
professional relationships with characterize relationships with
colleagues while fulfilling job
colleagues. Coach/Mentor
responsibilities.
participates actively in assisting
colleagues.
Coach/Mentor maintains an open
mind and participates in
collaborative team and building
decision-making.
EXEMPLARY
Coach/Mentor takes initiative in
assuming a leadership role
in team, building and district
decision making and helps
ensure that decisions are based
on the highest professional
standards.
Coach/Mentor seeks out
development and shares new
learning with colleagues.
Examples
-Coach/Mentor works
positively with peers
-Coach/Mentor shares
materials with others
-Coach/Mentor participates
coach/mentor team
-Coach/Mentor demonstrates a
willingness to work as a mentor to
new Coaches/Mentors
-Coach/Mentor demonstrates a
observed by other
Coaches/Mentors
-Coach/Mentor promotes
collaboration and communication
with colleagues through the use of
distribution groups and shared
network areas
-Coach/Mentor presents at
coach/mentor meetings
-Coach/Mentor leads in
establishing online learning
communities (online learning
communities, video
conferencing, net-meeting, etc.)
-Coach/Mentor seeks out ways to
network professionally with staff
from across the district (serving
on councils, committees, task
forces, etc.)
051309
330
Component 4e: Shows Professionalism
Elements:
Student & Best Practice Advocacy · Continuous Professional Growth
ELEMENT
Student & Best Practice
Advocacy
UNSATISFACTORY
Coach/Mentor contributes to
professional practices that
result in some students
being inadequately served
by the school.
BASIC/EMERGING
PROFICIENT
Coach/Mentor contributes to
Coach/Mentor actively promotes
professional practices that are
professional practices that are
designed to ensure the success designed to ensure the success of
of all students, particularly
those traditionally
traditionally underserved.
underserved.
EXEMPLARY
Coach/Mentor actively promotes
professional practices to ensure
that all students, particularly
those traditionally underserved,
have multiple avenues for
success.
Coach/Mentor challenges
negative stereotypes,
counterproductive attitudes and
low expectations.
Coach/Mentor shares strategies
for student advocacy with other
coaches/mentors.
Examples
-Coach/Mentor suggests
resources to staff to promote
student success
-Coach/Mentor encourages
teachers to support minority
students to excel academically
and participate in higher level
course work
-Evidence of collaborating with
teachers to meet the needs of
special populations (special
education, ELL, remedial, gifted,
etc.)
-Coach/Mentor provides best
practice training to staff to
promote student success
-Coach/Mentor participates in
team meetings to identify students
in need of support and plan
instructional programs (eg, CAST)
-Coach/Mentor makes resources
available and/or contributes to
the development/facilitation of
programs for special needs
and/or minority students.
-Coach/Mentor facilitates team
meetings to identify students in
need of support and plan
instructional programs (eg,
CAST)
-Coach/Mentor uses data and
research to influence teacher
practice
051309
331
Continuous Professional
Growth
Coach/Mentor infrequently
or never takes advantage of
opportunities for
professional growth.
Coach/Mentor participates in
growth.
Coach/Mentor seldom acts
on or shares learning with
colleagues.
Coach/Mentor acts on and
shares new learning with
colleagues.
-Coach/Mentor has a
pattern of declining staff
-Coach/Mentor attends staff
provided by building or
district.
-Coach/Mentor may read
professional publications
when provided for them.
-The information shared by
the Coach/Mentor may or may
not be aligned with the
building SIP and/or teacher
professional growth goals.
Coach/Mentor actively pursues
opportunities for personal
Coach/Mentor actively pursues
opportunities for personal
Coach/Mentor continually reflects
and acts upon new learning.
Coach/Mentor continually
reflects and acts upon new
learning.
Coach/Mentor regularly shares
new learning with colleagues in a
variety of ways.
-Coach/Mentor creates collegial
networks in order to learn from
and with other educators
-Coach/Mentor joins professional
organizations (ASCD, IRA, NCTE,
etc.).
-Coach/Mentor attends
professional workshops and /or
conferences.
-Coach/Mentor subscribes to
professional publications (print
and/or email).
-Coach/Mentor determines and
utilizes appropriate venues and
support functions for sharing
current information
-Information shared aligns with
building SIP and/or teacher
professional growth goals.
Coach/Mentor influences the
profession beyond the school
and/or district.
-Coach/Mentor presents at
workshops or conferences
outside the district.
-Coach/Mentor conducts action
research and publishes results.
-Coach/Mentor participates
professionally at district, state,
and/or national levels.
051309
332
Exhibit X
For CTE Specialists and Work-based Learning Specialists
Name:
Employee ID#:
Appraisal Period:
From:
To:
School:
Position Title:
KEY
Unsatisfactory
The teacher does not yet
appear to understand the
component.
Key:
Basic/Emerging
The teacher understands
the concepts underlying
the component and
implements the elements.
Proficient
The teacher clearly
and successfully and
consistently implements
the elements underlying
the component.
Domain 1: Program Support
P. . . Proficient
Exemplary
The teacher at this level is
a master teacher and
makes a contribution to
the field, both in and
outside the school. The
teacher enables students
to contribute as
appropriate to the
elements within the
component.
E. . . Exemplary
U
B
P
Component 1a. Demonstrating Knowledge of Programs
1. Knowledge of Characteristics of Programs
2. Knowledge of Program Components
Component 1b. Supporting Instructional Goals
1. Standards Based
2. Knowledge of Students‘ Skills and Level of Understanding
Component 1c. Participating in District Committees
1. Demonstrates Ability to Plan and Organize
2. Facilitate Meetings
Comments/Feedback:
091411
E
333
Domain 2: School Support
U
B
P
E
U
B
P
E
U
B
P
E
Component 2a. Fosters Respect and Rapport Between Instructors
1. Interaction with Instructors
Component 2b. Manage Specialized Projects
1. Develop and Implement Necessary Components
2. Conduct Required Activities
Comments/Feedback:
Domain 3: Student/Staff Interaction
Component 3a. Communicating Clearly and Accurately
1. Directions and Procedures
2. Oral and Written Language
Component 3b. Demonstrate Flexibility and Responsiveness
1. Responding to Individuals‘ Needs
2. Responding to Program Needs
Component 3c. Providing Feedback
1. Substantive, Constructive, Specific, Timely
Comments/Feedback:
Component 4a. Reflecting on Completed Projects
1. Accuracy in Self-Reflection Regarding Project Completion
2. Use in Future Projects
Component 4b. Teaming Collegiality
1. Interacting with Peers
Component 4c. Participates in Professional Development
1. Staff Development
2. Conferences
Component 4d. Collaboration
1. Communicating with Appropriate Groups Regarding Student Success
Component 4e. Maintaining Accurate Records
1. Recordkeeping
091411
334
Comments/Feedback:
Summary
Prepared by:
Date:
Date
Yes
No
091411
335
Exhibit Y
Certificated Assessment Model
(Career & Technical Education Specialists and Work-Based Learning Specialists)
Domain 1: Program Support
Component 1a: Demonstrating Knowledge of Programs
Element
Unsatisfactory
Basic
Demonstrates
minimal
Demonstrates generally
Knowledge of
knowledge of programs
accurate knowledge and
characteristics of
characteristics of programs
programs
Proficient
Exemplary
Demonstrates thorough
understanding and
characteristics of programs
Demonstrates knowledge of
program, exceptions, and the
extent to which each program has
unique needs
Specialist has some
knowledge of programs but
has difficulty guiding
students to programs that
would be suitable
Specialist has a good
and is able to guide
students based upon their
interests and aptitudes
Specialist has a good knowledge
of programs and is able to guide
students based upon their
interests and aptitudes. Specialist
can also identify how each
program has unique needs for
support
Demonstrates little
knowledge of program
components
Recognizes components,
but includes the majority of
them as one
Demonstrates knowledge
of program components
and recognizes the value
of each component
Demonstrates knowledge of
components and unique
characteristics of each
Example:
Specialist can only
demonstrate generalities
about program
components
Specialist has difficulty in
separating program
components into
appropriate blocks
Specialist can explain each
of the program
components and how they
are necessary for students
Specialist can explain each of the
program components and how
they are necessary for students.
Comparisons can be made
between programs and how each
are unique in student outcomes
Example:
Specialist displays little
and cannot guide students
based upon their interests
Knowledge of
program
components
091411
336
Component 1b: Supporting Instructional Goals
Element
Unsatisfactory
Basic
Goals
are
not
based
on
the
Some goals are based on
Standards Based
state and KSD standards
Example:
Specialist does not have
knowledge of standards
Knowledge of
students’ skills and
level of
understanding
Displays little knowledge of
students’ skills and
understanding of content
and does not indicate that
such knowledge is valuable
Example:
Specialist cannot
determine a student’s skill
level
Proficient
Exemplary
Most goals are based on
All goals are based on the state
and KSD standards
Specialist only uses
standards on a limited
basis
Specialist has knowledge
of standards and uses
many of them to guide
work
Specialist has knowledge of
standards and uses them to guide
all work functions where
applicable
Recognizes the value of
being knowledgeable about
the students’ skills and
level of content
understanding but
inconsistently displays this
knowledge
Consistently displays
knowledge of students’
skills and level of content
understanding for groups
of students and recognizes
the value of this knowledge
Displays knowledge of students’
skills and level of content
understanding including those
students with special needs
Specialist has a difficult
time determining a
student’s skill level in all
content areas
Specialist can determine a
student’s skill level in all
content areas and is able
to help most students
identify knowledge
deficiencies
Specialist can determine a
student’s skill level in all content
areas and is able to help all
students(including SpEd & ELL)
identify knowledge deficiencies
Proficient
Exemplary
Clearly defined structure
that is uniformly
maintained throughout.
Time allocations are
reasonable
Structure allows for adaptation,
but still attains the objective; time
allocations are appropriate
Component 1c: Participating in District Committees
Element
Unsatisfactory
Basic
Demonstrates ability No clearly defined structure Recognizable structure,
although not maintained
to plan and organize or structure is unclear.
Time allocation is
unrealistic
throughout project
091411
337
Example:
Specialist cannot explain
the planning process they
have used, structure, or
time allocations
Facilitate meetings
Disorganized and meetings
lack focus and detail
Example:
Specialist cannot
effectively run a meeting
Specialist has a meeting
structure that is used but it
is not consistent
Specialist has a meeting
structure that is used and
is consistent
Specialist has a meeting structure
that is used, is consistent, and
can adapt as needed for a given
situation
Organized some of the
time; carries out minimal
responsibilities for
meetings
Monitors meetings; well
organized; clear agenda
Monitors meetings effectively;
anticipates needs of group;
encourages others to participate
Specialist effectively runs a
meeting some of the time
Specialist effectively runs
all meetings
Specialist effectively runs all
meetings and is flexible enough to
anticipate the needs of the group
and make necessary changes
091411
338
Domain 2: School Support
Component 2a: Foster respect and rapport between instructors
Element
Unsatisfactory
Basic
Interaction
with
at
least
Interactions are
Interaction with
some staff is negative,
appropriate but may reflect
instructors
Proficient
Exemplary
Interactions are friendly
and demonstrate general
warmth, concern, and
respect
Demonstrates genuine concern
and respect for individuals
Intervention is not needed,
but specialist must be
reminded about
appropriate
behavior/communication
(in-person & electronic)
Specialist demonstrates
courteous
behavior/communication
with all staff (in-person &
electronic)
Specialist demonstrates
courteous
behavior/communication with all
staff (in-person & electronic) and
goes above and beyond to
demonstrate concern
Basic
Proficient
Exemplary
Tasks are organized, some
unnecessary components
implemented
Tasks are organized, and
necessary components
implemented
Tasks are organized, necessary
components implemented, and
needs are anticipated
Specialist does not
complete assigned projects
Specialist does not
prioritize necessary
components of projects
Specialist completes all
necessary components of
projects
Specialist completes all necessary
components of projects and
adjusts tasks based on changes
in needs
Activities are managed
inefficiently, resulting in
extended project time
moderately well with little
loss in project time
efficiently; goals met,
resources needed for
projects and clarification
sought where needed
Manage multiple projects and
maximize resources for
completion; communicate in a
timely manner with stakeholders
demeaning, sarcastic or
inappropriate
Example:
Intervention is needed
between specialist and
other staff members
Component 2b: Manage specialized projects
Element
Unsatisfactory
Tasks are not developed or
Develop and
organized
implement
necessary
components
Example:
Conduct required
activities
occasional inconsistencies
091411
339
Example:
Specialist does not
complete projects within
the given timeline
Specialist completes most
projects within the given
timeline
Specialist completes all
projects within the given
timeline and consistently
monitors and adjusts
needed activities
091411
Specialist completes all projects
before the due date and
consistently monitors and adjusts
needed activities
340
Domain 3: Student/Staff Interaction
Component 3a: Communicating clearly and accurately
Element
Unsatisfactory
Basic
Directions
and
procedures
Directions and procedures
Directions and
are confusing
are clarified after initial
procedures
Proficient
Exemplary
Directions and procedures
are clear and contain an
appropriate level of detail
Directions and procedures are
clear and anticipate possible
misunderstandings
Specialist needs multiple
times to clearly and
accurately communicate
directions and procedures
Specialist clearly and
accurately communicates
directions and procedures
Specialist clearly and accurately
communicates directions and
procedures and has anticipated
where misunderstandings might
take place
Spoken language is
inaudible, or written
language is illegible.
Vocabulary may be
inappropriate
Spoken language is
audible, and written
language is legible. Both
are generally used
correctly
Spoken and written
language is clear and
correct. Vocabulary is age
appropriate
Spoken and written language is
correct and expressive with well
chosen vocabulary that enriches
understanding
Example:
Specialist is not
understood when oral or
written language is used to
communicate
Specialist uses oral and
written language correctly
most of the time
Specialist uses oral and
written language correctly
all of the time
Specialist uses oral and written
language correctly all of the time
and can readily adapt to changes
in the audience
Proficient
Exemplary
into work assignments
Successfully integrates
questions and/or needs
into work assignments
Seizes the opportunity to enhance
learning by building on
student/staff needs
Specialist attempts to
accommodate questions
Specialist is able to
accommodate related and
Specialist will research answers to
accommodate student and staff
confusion
Example:
Specialist cannot
communicate clearly and
accurately
Oral and written
language
Component 3b: Demonstrate flexibility and responsiveness
Element
Unsatisfactory
Basic
Ignores
or
brush
asides
Attempts to accommodate
Responding to
individuals’ needs
Example:
Specialist is not helpful in
answering questions or
091411
341
Responding to
program needs
helping with needs
but is not always
successful
non-related questions into
their work assignments
needs
Adhere rigidly to plan, even
when a change would
clearly improve the
situation
Attempts to adjust to need
with mixed results; does
not fully understand need
Makes necessary
adjustments to meet the
needs of program or
instructor
Anticipates adjustments needed
for instructor or program, and
transition is smooth
Specialist does not fully
understand the needs of
the programs
Specialist understands the
needs of the programs and
adapts to accommodate
Specialist understands the needs
of the programs and adapts to
accommodate while monitoring
the adjustments
Basic
Proficient
Exemplary
Feedback is satisfactory.
Some elements of high
quality are present, others
are not. Timeliness is
inconsistent
accurate, substantive,
timely
Feedback is substantive,
constructive, specific, and timely.
Provision is made for
students/instructors to use
feedback for their learning
Specialist provides
feedback at inappropriate
times
Specialist provides
feedback at appropriate
times
Specialist provides feedback at
appropriate times and makes sure
that students and instructors
benefit
Example:
Specialist is not able or
willing to change work
plans in order to improve
process
Component 3c: Providing feedback
Element
Unsatisfactory
Feedback is rarely
Substantive,
provided, not timely, and is
constructive,
not constructive or specific
specific, timely
to the work
Example:
Specialist does not provide
feedback that is useful
091411
342
Component 4a: Reflecting on completed projects
Element
Unsatisfactory
Basic
Does
not
know
if
project
Generally accurate
Accuracy in selfwas effectively completed
impression of completed
reflection regarding
or if it achieved its goals
project and the extent to
project completion
which goals were met
Example:
Specialist cannot
determine if a project was
successful
Uses in future
projects
No suggestions on how
project may be improved in
the future
Example:
Specialist is not familiar
enough with the project in
order to determine how it
could be improved
Component 4b: Teaming Collegiality
Element
Unsatisfactory
Does not respond or
Interacting with
provides minimal
peers
information to peers
Proficient
Exemplary
Accurate assessment of
project effectiveness and
the extent to which it
achieved its goals
Thoughtful and accurate
assessment of effectiveness and
extent to which project achieved
its goals
Specialist has trouble in
determining if all aspects of
the project were completed
successfully
Specialist can determine if
all aspects of the projects
were successfully
completed
Specialist can determine if all
aspects of the projects were
successfully completed and can
relate successes and challenges
to other projects
General suggestions made
about how project may be
improved
Specific suggestions made
for how a project may be
improved
Specific alternative actions
offered, complete with probability
of successes of different
approaches
Specialist does not
understand all aspects of
the project and can only
make limited suggestions
on how it could be
improved
Specialist understands all
aspects of the project and
can make suggestions on
how to approve any aspect
Specialist understands all aspects
of the project and can determine
how successful changes would be
Basic
Proficient
Exemplary
Responds to peers, but
minimal information given
Responds to peers and
gives and receives
information appropriately
Responds to peers, interacts
positively, active listener, gives
and receives information
091411
343
Example:
Specialist does not
respond to peers when
appropriate
Specialist has trouble
sometimes determining
how to interact with other
staff
Specialist is able to interact
with other staff in an
appropriate and
constructive way
091411
Specialist can determine when it
is appropriate to be a follower or
leader with their peers
344
Component 4c: Participates in Professional Development
Element
Unsatisfactory
Basic
Proficient
Does
not
participate
in
staff
Occasionally
participates
in
Participates in staff
Staff Development
development
Example:
Specialist is not committed
to professional
improvement
Conferences
Does not attend
conferences or seek
outside resources
Example:
Specialist is not committed
to professional
improvement
Component 4d: Collaboration
Element
Unsatisfactory
Communicating with Provides minimal
information to groups and
appropriate groups
does not respond, or
regarding student
responds insensitively to
success
concerns
Example:
Specialist does not
practice communicating
student success at all or in
an appropriate manner
Exemplary
staff development
Offers suggestions for staff
development and participates in it
as well
Specialist must be
encouraged or be required
to participate in staff
Specialist is self-motivated
to participate in staff
Specialist is involved with
planning and/or presenting staff
development sessions
Occasionally participates in
conferences, but does not
initiate participation
Participates in
conferences; shares
information with staff
Participates in conferences, looks
for appropriate venues, shares
information with staff
Specialist must be
encouraged or be required
to participate in
conferences
Specialist is self-motivated
to participate in
conferences
Specialist is self-motivated to
participate in conferences,
researches opportunities, and
shares with others
Basic
Proficient
Exemplary
Adheres to required
procedures for
communicating to groups;
responses to concerns are
satisfactory
Communicates with groups
on a regular basis and is
regularly available to
respond to concerns
Provides frequent information to
groups as appropriate about the
program
Specialist only
communicates to groups
when required to do so
Specialist communicates
with groups as required
and is available and
prepared to answer
Specialist seeks out ways to
communicate with various groups
and individuals about student
success
091411
345
concerns
091411
346
Component 4e: Maintaining Accurate Records
Element
Unsatisfactory
Basic
Records
are
in
disarray
Records are adequate
Recordkeeping
Example:
Records are not accurate
or cannot be found
Records are accurate and
meet timeline requirements
Proficient
Exemplary
Records are accurate
effective, and timely
Uses technology with a high
degree of effectiveness to
maintain and share accurate and
timely records/information
Records are accurate and
are finalized before the due
date
Specialist uses the latest
technology to keep records
accurate and finalized before the
due date
091411
347
Letter of Agreement
Between
Kent School District #415
And
Alternate Calendar – Late Arrival 2011-2012 and 2012-2013
The Association and the District have agreed, in addition to the four (4) optional days during the
school year, to implement an alternate calendar for the 2011-12 and 2012-13 school years. All
schools will have nine (9) two hour late arrival days. For the 2011-12 and 2012-13 school years,
elementary schools will provide no more than (three) 3 additional minutes of instruction per day (i.e.
a total of 293 minutes), if necessary, and secondary schools will provide not more than (five) 5
additional minutes of instruction per day (i.e. a total of 295 minutes), if necessary, in order to ensure
compliance with the Basic Education Act (BEA) to be used for nine (9) late arrivals throughout the
year.
All Schools for 2011-12 and 2012-2013 School Years
 Five (5) of the nine (9) late arrival days shall be used for addressing instructional
needs relative to student achievement as determined by district leadership. Four (4)
days shall be used for planning and collaborative meetings at the direction of the
teacher.
The KEA members at each individual building will select the four (4) days from the
nine (9) district scheduled days that will be teacher directed. The remaining five (5)
days from the nine (9) district scheduled days will be principal directed. For 2011-12
the decision of the KEA members will occur by September 15, at which time the
district leadership team can schedule for the use of the five (5) district days. For 201213 the decision of the KEA members will occur by May 1, 2012 at which time the
district leadership team can schedule for the use of the five (5) district days.
In the spirit of and as a model for the collaboration inherent in the professional learning community
culture, a joint KEA / KSD committee will meet during the duration of this contract to plan for the
efficacy and logistics regarding implementation of the Learning Collaboration Time.
By:___________________________
Brent Jones, Chief Talent Officer
By:___________________________
Sandra Goveia, UniServ Representative
By:___________________________
Connie Compton, President
Date:_________________________
Date:_________________________
091411
348
Letter of Agreement
Between
Kent School District #415
And
TRI Payment for the 1.9% Local Salary Adjustment
Effective 2011-2012, the state legislature reduced the certificated state allocation model by 1.9%.
For KSD certificated staff, the total loss in state funding to the district is approximately $1.8
million. To minimize the impact of this reduction on KEA members, KSD and KEA agree to the
following conditions:
For 2011-2012: The District will compensate staff for the difference between the 2010-2011 state
allocation model and the 2011-2012 state allocation model. This compensation will be added for
one year only in the form of a stipend as attached (TRI Payment for the Local Salary Adjustment
Schedule for 2011-12). Also included in this stipend is the per diem difference between the 201011 and 2011-12 state allocation models for the twenty-one (21) extra days which include the
three (3) days before school starts, thirteen (13) effective education days, one (1) professional
improvement day, and four (4) optional days.
Staff designated as working a separate contract per Article IV, Section 6.C.2. (c) through (g) will
receive the per diem difference between the 2010-11 and 2011-12 state allocation models for the
extra days as stated in this section.
For 2012-2013: At the conclusion of the 2011-12 school year, the parties agree to reopen the
collective bargaining agreement negotiations to discuss and bargain the impact of the reduction
in the state allocation model between the 2010-2011 school year and the 2012-2013 school year.
By:___________________________
Brent Jones, Chief Talent Officer
By:___________________________
Sandra Goveia, UniServ Representative
By:___________________________
Connie Compton, KEA President
Date:_________________________
Date:_________________________
091411
349
TRI Payment for the Local Salary Adjustment Schedule for 2011-12
Years
of
Service
0
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16-19
20-24
25+
BA
740
732
742
751
760
771
781
798
823
-
BA+15
761
753
761
770
781
791
800
818
845
873
BA+30
781
771
781
792
803
812
823
841
869
897
926
BA+45
800
793
805
816
827
838
848
869
899
929
961
993
1,024
BA+90
869
860
870
882
893
903
915
936
966
997
1,030
1,063
1,099
1,134
1,170
1,201
1,224
1,224
1,224
BA+135*
912
901
914
924
936
948
959
981
1,013
1,046
1,081
1,116
1,151
1,189
1,227
1,260
1,284
1,284
1,284
MA
887
876
886
894
905
915
924
942
973
1,002
1,033
1,065
1,100
1,135
1,170
1,201
1,224
1,224
1,224
MA+45
955
942
952
959
971
980
990
1,009
1,040
1,071
1,104
1,137
1,172
1,208
1,246
1,277
1,304
1,304
1,304
MA+90
or
PhD.
997
982
993
1,004
1,014
1,024
1,034
1,056
1,088
1,121
1,155
1,189
1,226
1,264
1,301
1,335
1,361
1,361
1,361
*This column is only open to those who were paid at this rate and reported to the State prior to Jan 1, 1992
091411

Kent - schoolcontracts.info

Transcription

Similar documents

YOU GAVE ME A JOB

KEA LANI MAUI

Meeting Mentor Magazine

Print out for your friends and schools!

ASL Open Video Chat

Children`s Menu Final

Fairmont Getaway to Maui Fairmont Getaway to Maui

sign up online - Baja Bowl Fest

Shared 101 KNOWLEDGE IS POWER Auburn

Dec 2012 - Jasper County Mentor Program