COLLECTIVE BARGAINING AGREEMENT
BETWEEN
RIVERVIEW SCHOOL DISTRICT NO. 407
AND
RIVERVIEW EDUCATION ASSOCIATION
2013-2016
Table of Contents
Article 1.0 - Recognition and Definitions
Section 1.1 - Recognition ...................................................................................... 1
Section 1.2 - Definitions ........................................................................................ 1
Article 2.0 - Status and Administration of Agreement
Section 2.1 – Status of Agreement ....................................................................... 2
Section 2.2 - Conformity to Law ............................................................................ 2
Section 2.3 - Printing/Distribution .......................................................................... 2
Section 2.4 - Mutual Consent ................................................................................ 2
Section 2.5 - Agreement for Variances ................................................................. 2
Article 3.0 - Rights and Privileges of the Teacher, the Association, and the School Board
Section 3.1 - The Teacher ..................................................................................... 3
Section 3.2 - Association Privileges ...................................................................... 5
Section 3.3 - The School Board ............................................................................ 6
Section 3.4 - REA Leadership and Superintendent Meetings ............................... 7
Section 3.5 - Community Relations ....................................................................... 7
Section 3.6 - Building Representatives ................................................................. 7
Section 3.7 - Employee Liability Protection and Indemnification ........................... 7
Section 3.8 - Non-discrimination ........................................................................... 8
Article 4.0 - Payroll Deductions and Representation Fees
Section 4.1 - Payroll Deductions for Association Dues & Representation Fees ... 8
Article 5.0 Grievance Procedure
Section 5.1 – Grievance Procedure .................................................................... 10
Article 6.0 - Leaves
Section 6.1 - Notification for Leave Benefits ....................................................... 11
Section 6.2 - Leaves Deducted from Accumulative Sick Leave .......................... 12
Section 6.3 - Other Paid Leave ........................................................................... 13
Section 6.4 - Sick Leave Cash Out ..................................................................... 14
Section 6.5 - Leave Sharing ................................................................................ 14
Section 6.6 - Leave Without Pay ......................................................................... 15
Section 6.7 - Family Medical Leave .................................................................... 15
Section 6.8 – Military Leave ................................................................................ 15
Section 6.9 – Job Shares .................................................................................... 16
Article 7.0 - Salaries, Stipends, and Benefits
Section 7.1 - Provisions Covering Placement on Teachers' Salary Schedule .... 16
Section 7.2 - Payroll Deductions ......................................................................... 17
Section 7.3 - Payment Provisions ....................................................................... 17
Section 7.4 - Certificated Salary Schedules ........................................................ 18
Section 7.5 - Activities Pay Schedule .................................................................. 18
Section 7.6 - Travel ............................................................................................. 18
Section 7.7 – Insurance ...................................................................................... 18
Article 8.0 - Other Terms and Conditions of Employment
Section 8.1 - Contract Days ................................................................................ 21
Section 8.2 - Time, Responsibility, Incentive (TRI) Pay ...................................... 22
Section 8.2.1 – Compensation for Time .............................................................. 22
Section 8.2.2 - Compensation for Professional Responsibility ............................ 24
Section 8.2.3 – Incentive Compensation ............................................................. 25
Section 8.2.4 - Compensation for Technology Integration and Training ............. 25
Section 8.2.5 - Educational Support Associates (ESA) Stipend ......................... 26
Section 8.3 - Work Day/Class Coverage ............................................................. 27
Section 8.4 - Student Discipline and Staff Rights ................................................ 29
Section 8.5 – Emergency Procedures ................................................................. 29
Section 8.6 – New Hires After September 30 Review of Discipline and
Emergency Procedures ................................................................................ 29
Section 8.7 – Employee Access to Student Information ..................................... 30
Section 8.8 - Class Size/Case Load .................................................................... 30
Section 8.9 - IEP Student Caseload .................................................................... 32
Section 8.10 - Specialists’ Work Loads ............................................................... 33
Section 8.11 - Schedules for Itinerant Teachers ................................................. 35
Section 8.12 – National Board for Professional Teaching Standards Support .... 35
Section 8.13 - Professional Certification ............................................................. 36
Section 8.14 - Employee Support Funds ............................................................ 36
Section 8.15 - Educational Assistant Time .......................................................... 36
Section 8.16 - Committee Pay ............................................................................ 37
Section 8.17 - Curriculum Development ............................................................. 37
Section 8.18 - Site-Based Council ...................................................................... 37
Section 8.19 - Staff Required Moves .................................................................. 38
Article 9.0 - Vacancies, Transfers, and Staff Reduction
Section 9.1 - Vacancies and Transfers ............................................................... 39
Section 9.2 - Staffing New Schools ..................................................................... 40
Section 9.3 - Staff Reduction and Recall ............................................................ 40
Article 10.0 - No Strike
Section 10.1 - No Strike Clause .......................................................................... 43
Article 11.0 - Teacher Evaluation
Section 11.1 - Purpose ........................................................................................ 44
Section 11.2 - Definition of Terms Summative/Formative Evaluation System .... 44
Section 11.3 - Summative/Formative Evaluation Procedures ............................. 46
Section 11.4 - Evaluation Requirements for Summative/Formative Process ...... 49
Section 11.5 - Unsatisfactory Performance ......................................................... 50
Section 11.6 - Standards for Quality Teaching/Learning and Goal Planning
For Librarians, TOSAs, and ESAs ...................................................................... 52
Section 11.7 – New Teacher Evaluation Process for Classroom Teachers ........ 53
Standards for QualityTeaching/Learning for Educational Staff Assoc. ............... 54
Summative Evaluation (Form B) for Educational Staff Assoc. ............................ 60
Standards for Quality Teaching/Learning for Media/Instructional Spec. ............. 62
Summative Evaluation (Form B) for Media/Instructional Spec. ........................... 71
Pre-Observation Form – Summative Strand (Form A) ........................................ 73
Formative Evaluation Strand Form (Form C) ...................................................... 74
Year End Assessment Report (Form D).............................................................. 75
Article 12.0 - Substitutes
Section 12.1 - Substitute Salary .......................................................................... 76
Section 12.2 - Substitute Exclusions ................................................................... 76
Article 13.0 - Duration ................................................................................................... 77
Exhibits
Exhibit I – 2013-2016 Salary Schedule
Exhibit II - Teachers' Activity Payment Schedule
Exhibit III - Shared Decision Making Guide
Exhibit IV - Mentoring
Exhibit V – 3-year School Calendar
Memorandum of Understanding
Special Education Committee
Evaluation of Classroom Teachers
Danielson Framework for Teaching Rubrics by Washington State Criteria
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ARTICLE 1.0 - RECOGNITION AND DEFINITIONS
Section 1.1 - Recognition
This Collective Bargaining Agreement is entered into by and between the Riverview School
District, hereinafter called the “District” or the “employer” and the Riverview Education
Association, hereinafter called the “Association” or “REA,” in accordance with the Educational
Employment Relations Act, RCW 41.59, with respect to hours, wages, terms, and conditions of
employment.
The Board of Directors of the Riverview School District No. 407 recognizes the Riverview
Education Association as the employee organization and exclusive bargaining representative
for all full-time and regular part-time certificated non-supervisory educational employees
(hereinafter called employees), EXCEPT AS FOLLOWS:
A.
The chief executive officer.
B.
The chief administrative officers, including the superintendent, deputy superintendent,
administrative assistants, assistant superintendents and business manager.
C.
All principals and assistant principals.
D.
All directors, supervisors, and any other personnel possessing a teaching certificate
who spend 50 percent or more of their time in administrative or supervisory
assignments.
E.
All casual substitute employees working less than thirty (30) random days or fewer than
twenty (20) consecutive days in the same assignment.
F.
All employees not possessing a teaching or ESA certificate.
G.
All confidential employees such as Board negotiator.
H.
All teachers' aides, or other personnel not employed as certificated employees, but who
may possess a certificate.
Section 1.2 - Definitions
Unless the context in which they are used clearly requires otherwise, when used in this
Agreement, the term "Agreement" shall mean this entire contract. The term "days" shall mean
contracted days unless otherwise specifically defined in this Agreement.
The term "teacher," "employee," “elementary employee," "secondary staff," "certificated staff
members," "elementary teacher," and "special education employee" shall refer to employees
represented by the Association in the bargaining unit as defined in Article 1.0, Section 1.1.
Unless the context in which a term clearly requires otherwise, these terms are synonymous.
The term "special education employee" shall refer to employees filling the positions of "Special
Education Classroom Teacher," “Speech and Language Pathologist," “Physical Therapist,”
“Psychologists,” “Preschool Teacher,” “Vision Specialist,” and “Occupational Therapist." The
term "elementary teachers" shall include special education teachers.
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An employee’s “per diem” shall mean an employee’s placement on the state salary schedule
divided by 180 days and then multiplied by the employee’s full time equivalent (FTE).
ARTICLE 2.0 - STATUS AND ADMINISTRATION OF AGREEMENT
Section 2.1 – Status of Agreement
This Agreement shall supersede language in rules, regulations or policies which is inconsistent
with its terms.
Section 2.2 - Conformity to Law
If any provision of this Agreement is held to be invalid by a court of competent jurisdiction or by
operation of law, the remainder of this Agreement shall not be affected thereby, and upon the
request of either the Board or the Riverview Education Association the parties shall enter into
negotiations on that provision.
Section 2.3 - Printing/Distribution
Following the ratification and signing of this Agreement by the parties, the District shall print
twelve (12) copies of this Agreement for the Association and shall subsequently post the
Agreement on the District web-site.
The District will make copies of the current agreement available for perusal to all applicants for
positions covered by this Agreement.
Section 2.4 - Mutual Consent
The Agreement expressed herein in writing constitutes the entire Agreement between the
parties and no oral statement shall add to or supersede any of its provisions.
The parties acknowledge that each has had the unlimited right and opportunity to make
proposals with respect to any matter deemed a proper subject for collective bargaining. The
results of the exercise of that right are set forth in this Agreement. Therefore, except as
otherwise provided in this Agreement, each party voluntarily and unqualifiedly agrees to waive
the right to oblige the other party to bargain with respect to any subject or matter not
specifically referred to or covered by this Agreement.
This Agreement may be amended or modified during its term only with mutual consent of the
parties. Request for such amendment(s) by either party must be in writing and must include a
summary of the proposed amendment(s). As soon as possible, the party receiving such notice
shall respond to such proposed amendment(s) in writing.
Section 2.5 - Agreement for Variances
A variance must be obtained if a site proposal conflicts with the Agreement. Ninety percent
(90%) of the affected bargaining unit employees at the site must agree to seek the variance.
Approval votes will be conducted in meetings with only bargaining unit members present. An
REA representative designated by the REA President will conduct the vote at said meeting and
verify the results.
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Requests for collective bargaining agreement variances shall be directed to the Association
president. The requests must meet the following conditions:
A.
Variance requests must be approved in accordance with the site's agreed-upon
decision-making process. (Exhibit III, Shared Decision Making Guide)
B.
Variances shall not be binding on any other site, nor are they precedent setting.
C.
Variance proposals may be submitted at any time during the school year to a joint
Association/District Variance Committee for discussion, clarification, and problem
solving. The Association president will appoint REA members and the District
superintendent will appoint RSD members to the ad hoc Joint Variance Committee.
D.
The REA executive board and the RSD superintendent will approve or disapprove any
proposals submitted to them by the Joint Variance Committee.
The form to process a variance will be available from the REA President or the District Human
Resources office.
ARTICLE 3.0 - RIGHTS AND PRIVILEGES OF THE TEACHER, THE ASSOCIATION AND
THE SCHOOL BOARD
Section 3.1 - The Teacher
A.
The Board of Directors believes that controversial issues are a part of the District's
instructional program when related to subject matter in a given grade level or specific
curricular field.
Teachers will use professional judgment in determining the
appropriateness of the issue to the curriculum and the maturity of the students. If, in the
judgment of the teacher, there is a questionable matter of a controversial nature then it
shall be reviewed by the appropriate administrator. In the presentation of all
controversial issues, every effort will be made by the teachers to affect a balance of
biases, divergent points of view, and opportunity for exploration by the students into all
sides of the issues. In discussing controversial issues the teacher will encourage
students to express their own views, assuring that it be done in a manner that gives due
respect to one another’s rights and opinions. When discussing controversial issues, the
teacher will respect positions other than his own. Students will be encouraged, after
class discussions and independent inquiry, to reach their own conclusions regarding
controversial issues.
B.
Teacher Protection:
Any written complaint (including e-mail) made against a teacher
by any parent, student or other person, will within ten (10) working days be called, in
writing, to the attention of the teacher. Any complaint not called to the attention of the
teacher may not be included in a teacher's personnel file, or be used in the performance
evaluation process, or as a basis for any disciplinary action against the teacher.
C.
Teacher Discipline:
1.
An employee will not be disciplined except for just cause. Discipline will be
progressive and will normally include the following steps:
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verbal warning
written reprimand
suspension with pay
suspension without pay
discharge
However, the extent of any disciplinary action will be in keeping with the
seriousness of the infraction and the District may bypass any of the above
step(s) to administer appropriate discipline.
2.
D.
Employees that are a party to any disciplinary action scheduled by the District
shall have the right to representation by the Association.
Personnel Files: Teachers shall, upon written request, have the right to inspect all
contents of their personnel file kept within the District. Upon request, a copy of any
documents contained therein shall be afforded the employee at his expense. No secret,
duplicate, alternate or other personnel file shall be kept anywhere in the District. No
material shall be placed in the personnel file without the employee having a right to
attach his own written comments. The employee shall sign any such written
attachment.
Anyone, at the employee's request, may be present in the review. Each employee's
personnel file shall contain the minimal items of information: TB Report, all employees’
evaluation reports, copies of annual contracts, teaching certificates, a transcript of
academic records. Except for the above items, documents may be removed from the
employee's personnel file by mutual agreement between the employee and the District,
provided that such documents are not in any way related to matters of child abuse,
sexual harassment, unlawful discrimination, or Acts of Unprofessional Conduct as
outlined in the WAC’s.
E.
Individual Teacher Contract: The District shall provide each teacher a contract which is
in conformity with Washington State Laws and the terms of this Agreement.
Two (2) copies of the individual contract shall be given to the teacher each year for
signature. Both copies are to be returned to the district office to be approved and
signed by the chairperson of the school board. One (1) of these copies is then retained
in the district office, and one (1) copy returned to the teacher.
F.
Length of Contract: The length of the regular teacher contract shall be one hundred and
eighty (180) days in total except for the following extended day contracts:
Librarian
+10 days
Counselor
+10 days
Psychologist
+10 days
Nurse
+ 5 days
Extended day work must be completed outside the one hundred and eighty (180) day
regular teacher contract and must be for time in addition to the duties and
responsibilities for which TRI compensation is granted.
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Extended Day Work for CTE teachers: CTE Extended day work is documented time in
addition to TRI and is for work performed outside of the regular work day or regular
work year.
Career and Technical
Education Ag. Teacher
All other CTE Teachers
+40 days
+10 days
All positions listed above are based on a full-time equivalent assignment (less than a
full-time assignment shall be prorated except for CTE funded positions as long as 100%
of the costs can come from CTE funds) and shall have Supplemental Contracts beyond
a base contract for extra responsibilities, extended time, etc. The extended contract for
the position of CTE Agricultural Teacher(s) will become ten (10) days when the
incumbent CTE Agricultural Teacher(s) vacate(s) the position.
G.
Less Than Full Time Employees
1.
Employees contracted to work a full work year (180 days) under a less than 1.0
FTE continuing, provisional, or replacement contract are responsible for all duties
and responsibilities (e.g., secondary plan time and work day) set forth in this
Agreement based on a pro ratio of the employee’s contract to 1.0 FTE.
2.
Employees contracted to work less than a full work year but contracted to work
full days under a less than 1.0 FTE continuing, provisional, or replacement
contract are responsible for all full-time duties and responsibilities set forth in this
Agreement during such employee’s term of employment as a less than full-time
employee.
Section 3.2 - Association Privileges
A.
Inter-school mail facilities may be used for distribution of Association communications
so long as such communications are labeled as Association materials and contain the
name of the authorizing Association official and are not detrimental to District/employee
relations or defaming to any individual or group. Inter-school mail facilities include the
use of District e-mail, provided that such use conforms to the Employee Internet Use
Agreement, District policy, and state and federal laws.
B.
School facilities may be used for Association meetings at reasonable times during nonduty hours outside the regularly scheduled work day and during duty free lunch; except
that the parties may agree in writing to waive these restrictions. All such activities are
subject to approval by the building principal or his designee both for the activity and the
use of school property. The District may, at its option, require two weeks notice of any
such activity or property use. The District has the right to require a reasonable rental for
the use of school district facilities.
The Association shall be responsible for claims arising from accidents, theft, and loss,
or damage resulting from the use of facilities by the Association.
During unassigned time, the Association may use copying and/or duplication equipment
normally available to teachers. If equipment is removed from school property, it must
be checked out and approved according to established building procedures. Use of
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equipment shall be with the approval of the building principal or his designee. The
Association recognizes that all equipment in a building is ultimately the responsibility of
the school principal. Association use of school equipment will be permitted provided
that:
1.
A request is made and use is arranged for in advance.
2.
The use is strictly to service the legitimate business of the Association, such as
of records, notices, correspondence, etc.
3.
The purpose is for internal business use of the Association and is not for public
distribution.
4.
Supplies, in connection with such equipment use, will be furnished or paid for by
the Association.
All Association materials intended for distribution or display on any property under the
management of the Board must be approved by an appropriate Association official
before display or distribution.
It is the responsibility of the Association, its representatives, and its members to honor
Board policies and Administrative regulations.
Neither the Association, its
representatives, nor any member shall assume administrative or supervisory authority
or direct teachers to disregard the instruction of administrators or supervisors.
The Association agrees to supply available information which may be necessary for the
Board to process any grievance or complaint.
The Board agrees to furnish, if possible, to the Association, in response to reasonable
written request from time to time, public information concerning the financial resources
of the District. The Board further agrees to supply available information upon written
request which may be necessary for the Association to process any grievance or
complaint, except in cases involving confidential personnel records. However, the
Board reserves the right to determine what is germane to the matter so that irrelevant,
confidential information on personnel does not become public.
Duly authorized representatives of the Association shall be permitted to transact official
Association business on school property at all reasonable times, provided that it does
not interfere with or interrupt or affect normal school operations or assigned duties. It is
the responsibility of the above-mentioned Association representative to report to the
building principal or his designee prior to contacting members in individual buildings.
On or before April 1, the Association shall submit to the District a list of suggested inservice topics, speakers and schedule for the following school year. By the end of
September, the District shall announce tentative in-service topics, speakers and
schedule.
Section 3.3 - The School Board
The Board, acting in behalf of the electorate of the school district, retains and reserves all
powers, rights, authority, duties and responsibilities conferred upon and vested in it by the
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regulations of the State Board of Education, the laws and the Constitution of the State of
Washington and/or the United States.
The Association recognizes that the Board is legally responsible for the operation of the school
district and that the Board has the necessary authority to discharge all of its responsibilities
subject to the laws mentioned above and to the provisions of this Agreement.
It is expressly agreed that all rights except such as are clearly relinquished herein by the
District are reserved to and shall continue to vest in the District.
Section 3.4 – REA Leadership and Superintendent Meetings
The superintendent and/or designee will schedule monthly meetings during the academic year
with the REA leadership to discuss interpretation or application of the Collective Bargaining
Agreement, and issues and questions that may arise. The parties will not discuss any matter
related to a current grievance or litigation. Either party may submit agenda items for
discussion. Either party may invite additional participants upon prior notification.
Section 3.5 – Community Relations
Each teacher will be provided a copy of the District Community Relations Procedures (P40101). This copy shall be in the staff handbook and includes District expectations. In general,
these procedures say:
A.
Visitors: All patrons visiting the school and/or the classroom shall obtain the approval of
the principal or designee and if the visit is to a classroom, the teacher will be notified
prior to the visitation. The teacher may be afforded the opportunity to confer with the
classroom visitor or patron before and/or after the visitation.
B.
Disruption of School Activities: If a visitor is under the influence of alcohol or drugs or is
committing a disruptive action, the staff member may ask the visitor to leave the
premises and/or contact the school office for assistance.
Section 3.6 - Building Representatives
The Association building representative is encouraged to meet with the individual school
principal monthly during the academic year. This meeting shall be held at a mutually agreed
upon time. The purpose of these meetings shall be to discuss the administration of this
Agreement as it relates to that particular school, provided that neither the principal nor the
Association building representatives have the authority to reach any decision which changes
this Agreement.
Section 3.7 - Employee Liability Protection and Indemnification
The District will provide reimbursement to an employee who has, in writing, claimed emotional
trauma as a result of a confirmed threat of bodily harm that occurred in the scope of his or her
employment with the district. Notification of the occurrence of such confirmed threat must be
made in writing to the District no later than one month from the incident or the employee’s
knowledge thereof.
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Reimbursement will only be made if the employee has used all sessions covered by the Long
Term Disability Insurance “Employee Assistance Program” sessions and if the claim is not a
compensable L & I claim. The reimbursement is exclusively for up to seven outpatient mental
health office co-pays.
Employees, acting in the course and scope of their official duties and employment, shall be
indemnified and defended by the District for liability purposes to the extent provided by the
District’s insurance coverage. Such indemnification must include as a minimum, liability
insurance covering injury to persons and property, and insurance protecting those employees
from loss or damage of their personal property incurred while said employees are acting in the
course and scope of their official duties. Coverage for personal property is to be consistent
with Board of Directors’ policy that requires prior written approval of the district before the use
of their personal property for school-related business.
Further, automobile insurance of the owner of the private vehicle is the prime insurance, and
coverage for excess liability will be provided by the District’s automobile insurance.
Section 3.8 - Non-discrimination
Neither the District nor the Association shall unlawfully discriminate against any employee by
reason of race, creed, age, color, marital or parental status, sexual orientation including gender
expression or identity, gender, religion, the presence of any sensory, mental, or physical
disability, or the use of a trained dog guide or service animal by a person with a disability,
national origin, or honorably discharged veteran or military status, or because of the exercise
of lawful rights of Association membership – or non-membership – pursuant to RCW 41.59.
ARTICLE 4.0 - PAYROLL DEDUCTIONS AND REPRESENTATION FEES
Section 4.1 - Payroll Deductions for Association Dues and Representation Fees
On or before August 25 of each school year, the Association shall provide the District written
notice of the dollar amount of dues, assessments, and fees of the Association and its affiliates,
including the National Education Association and the Washington Education Association, to be
deducted in the coming school year under payroll deduction as provided for in this Article.
These deductions shall be made for employees of the District including employees in paid
leave status in equal amounts from each paycheck beginning the pay period in September and
ending the pay period in August for a total of twelve (12). For employees who commence
employment after September, the District shall make these deductions beginning with the
employee’s first pay check. The District agrees to remit within ten (10) calendar days directly
to the Washington Education Association or its designee all monies so deducted, accompanied
by a list of teachers from whom the deductions have been made. A duplicate list shall be
promptly provided to the Association as receipt for said transaction. Within five (5) business
days after School Board of Directors’ action, the District shall notify the Association of any
changes in said list due to a change in an employee’s FTE, or employees entering or leaving
the employ of the District.
A.
Membership Deductions: Within ten (10) calendar days of their commencement of
employment, employees may sign a membership form furnished by the Association,
which shall authorize deduction of membership dues, fees, and assessments of the
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Association (including the National Education Association and the Washington
Education Association). The employee or the Association may deliver the membership
form to the District payroll office by the 15th of the month for payroll office processing of
the deductions. Such authorization shall continue in effect from year to year unless a
request of revocation is submitted to the District and the Association, signed by the
employee, and received between August 15 - September 15, preceding the designated
school year for which revocation is to take effect. Each month during the school year
the Association agrees to provide the District with the names of those employees who
have joined the Association and paid dues by means other than through payroll
deduction.
B.
Representation Fee Deductions: In the event that any employee fails to sign and
deliver a membership form as described herein or has revoked a previous dues
deduction authorization as set forth above, the District agrees to deduct from the salary
of such employee a representation fee in an equal amount to membership dues:
provided, however, that employees who have joined the Association and paid by means
other than payroll deduction, as verified by the monthly Association list, shall not be
subject to this deduction. Representation fee deductions shall be handled and
transmitted by the District in the same fashion as membership deductions as provided
for in this Article. The District agrees to remit to the Association each month a list of
employees on behalf of whom representation fee deductions have been made.
C.
Charitable Organization Deductions: In order to safeguard the rights of any employee
objecting to the representation fee based on bona fide religious tenets or teachings of a
church of which the employee is a member, such employee shall notify the Association
and the District of such objection in writing.
Pending determination of any bona fide religious objection, the District agrees to deduct
from the salary of the employee claiming such objection an amount equivalent to the
Association dues: provided, however, that said monies shall not be transmitted until
such time as the District is notified that a final determination pursuant to RCW 41.59 has
been made. In the event that it is finally determined that the employee does not have a
bona fide religious objection, the District agrees promptly to remit to the Association or
its designee all monies being held.
In the event an employee has been determined to have a bona fide religious objection,
the Association and the employee shall mutually agree upon a recognized charitable
organization which will receive monthly an amount of money equal to the dues of the
Association including the National Education Association and the Washington Education
Association. If such a mutual agreement cannot be reached, the Washington State
Public Employment Relations Commission shall designate the charitable organization.
D.
Association Indemnification: The Association will indemnify, defend and hold the
District 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 Article contingent upon:
1.
The District agrees that the Association shall be authorized to defend such suit
through an attorney of the Association's own choosing.
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2.
The District agrees to provide full cooperation and information to the Association
in defending any suit which may be brought against it as result of this Agreement.
3.
The Association agrees to reimburse any employee from whose pay Association
dues or fees were deducted, those sums in excess of the total amount due the
Association at that time, provided the Association or its affiliate actually received
the excessive amount.
ARTICLE 5.0 - GRIEVANCE PROCEDURE
Section 5.1 - Grievance Procedure
Definition: A "grievant" shall mean an employee, group of employees, or the Association filing
a grievance. Association grievances may be filed at Step 2.
A "grievance" is a disagreement regarding the interpretation or application of a specific
provision(s) of the Collective Bargaining Agreement.
Matters dealing with adverse effect, probation, discharge, and non-renewal are expressly
excluded from the grievance procedure.
Teacher Evaluation through the grievance procedure shall be limited to the procedural
application of Section 11.3 through Section 11.5 of the evaluation procedure. The substance
of evaluation is not subject to grievance.
During the period following June 1 and before the first contracted day for the grievant in the
next school year, the term “school day” shall mean “week day,” exclusive of holidays.
Informal Step: Complaints
A grievant shall promptly attempt to resolve a complaint informally with the principal or
immediate supervisor.
Every reasonable effort, including a meeting between the grievant having a complaint and the
principal or immediate supervisor, shall be made to settle complaints at the lowest possible
level.
An unresolved complaint will be processed in the following manner and within the stated time
limits.
Step 1:
If the complaint is not resolved informally, it may be submitted to the principal or
immediate supervisor on an approved grievance form and shall be considered a grievance. If
a grievant does not submit the grievance to the principal or immediate supervisor in writing in
accordance with Step 1 within twenty (20) school days after the facts upon which the grievance
is based first occur or first become known to the grievant, the grievance will be deemed
waived. The grievant may be accompanied by a representative of the Association when
presenting the written grievance.
The principal or immediate supervisor will reply in writing to the grievant within ten (10) school
days after receipt of the written grievance.
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Step 2:
If the grievance is not settled in Step 1 and the grievant wishes to appeal the
grievance to Step 2, the grievant may file the grievance in writing to the Superintendent of
Schools within ten (10) school days after receipt of the principal's or immediate supervisor’s
written answer.
The written grievance shall give a clear and concise statement of the alleged grievance
including the facts upon which the grievance is based, the issues involved, the specific
provisions of the Agreement involved, and the relief sought. The Superintendent, or his
representative, shall thoroughly review the grievance, arrange for necessary discussions, and
give a written answer to the grievant no later than ten (10) school days after receipt of the
written grievance.
A grievance which is not settled in Step 2 of the grievance procedure may be appealed to
arbitration by the Association, Step 3.
Step 3:
Requirements for Arbitration
A.
An appeal to arbitration must be submitted within ten (10) school days of receipt of the
answer to the grievant in Step 2.
B.
The grievance must involve the interpretation or application of a specific provision(s) of
the Agreement.
C.
The appeal for arbitration may be submitted to either the American Arbitration
Association or Federal Mediation and Conciliation Service.
D.
Upon receipt of a list of arbitrators from either AAA or FMCS, the parties will use the
“strike” method of selecting an arbitrator, i.e. each party will strike out the name or
names of unacceptable arbitrators.
The arbitrator shall schedule a hearing on the grievance and after hearing such evidence as
the parties desire to present, shall render a written decision. The arbitrator shall have no
power to advise on salary adjustments, except as to the improper application thereof, nor to
add to, subtract from, modify or amend any terms of this Agreement. The arbitrator shall have
no power to substitute his discretion for that of the Board in any manner not specifically
contracted away by the board. The arbitrator shall be without power or authority to make any
decision that is contrary to state law or to rules and regulations governing the District having
the force and effect of law. A decision of the arbitrator shall, within the scope of his authority,
be binding upon the parties.
Each party shall bear all costs of procuring their own witnesses, preparation of exhibits and
other materials to include the production of record or transcript of the proceeding unless such
record or transcript is desired by both parties. The fee and expenses of the arbitrator and the
cost of the hearing room shall be borne equally by both parties. The Riverview Education
Association shall bear the cost of substitutes for bargaining unit witnesses or representatives
appearing on behalf of the grievant.
ARTICLE 6.0 - LEAVES
Section 6.1 - Notification for Leave Benefits
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Employees must notify the District of the reason for and the type of leave they are taking.
Except for emergencies or other exigencies, notification must be provided to the District prior
to the leave. If the absence may be for consecutive days, the District should be notified of the
probable date of return.
Section 6.2 - Leaves Deducted from Accumulative Sick Leave
Every employee holding a regular full-time position shall accrue up to twelve (12) days with
pay for illness, injury, emergency, and other leaves as provided herein accumulative to the
legal limit. Every employee holding a regular part-time position shall accrue such leave with
pay in proportion to the relationship of their basic work year as to 180 days.
If an employee is absent for more than five (5) consecutive work days or the pattern of
absences suggests improper use of leave for illness or injury, the District reserves the right to
request a statement from a licensed physician or authorized health care practitioner for the
illness or injury. The employee may be required to submit to a medical examination or other
medical evaluation at the expense of the District in order to establish medical fitness for the
duties of the position before returning to work.
A.
Illness, Injury, Disability
Employees are eligible for sick leave when they will be absent from work due to illness,
injury, disability, emergency, doctor or dental appointments, or other health care
appointments.
B.
Emergency Leave
Emergencies are defined as those situations that are of an urgent, immediate, or
unforeseen nature, which cannot be dealt with outside of working hours and which
require the individual to absent himself/herself from his/her duties.
C.
Family Illness Leave
Employees may use sick leave for serious illness in the employee's family.
D.
Parental Leave
Employees may use sick leave for adoption or the birth of his/her child.
E.
Temporary Disability Leave
A leave for temporary disability, including maternity, shall be granted to an employee for
the period the employee is sick or temporarily disabled, upon confirmation by the
employee's physician and upon the employee's request. The employee may use
accumulated sick leave to cover temporary disabilities including those caused or
contributed to by pregnancy, miscarriage, abortion, childbirth and/or recovery there
from.
An employee with a temporary disability may, at the discretion of the employee:
1.
Request a leave, without pay, for a period of up to twelve (12) months, or
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2.
Terminate employment.
The employee shall inform the District at least thirty (30) calendar days in advance of
the employee's intention to take leave, or in the case of an emergency preventing the
same, as soon as possible, of the approximate time the employee expects to return to
work and if the employee wishes to return to his/her current position.
Every reasonable effort will be made to return the employee to his/her former position if
he/she had so indicated. All employment policies, written and unwritten, involving such
matters as availability of extensions of leave time, the accrual of benefits and privileges,
such as seniority, retirement, pension rights and other service credits and benefits, and
payment under any health or temporary disability insurance or sick leave plan, formal or
informal, shall be applied to disability.
In any instance in which there may arise a conflict between provisions of this Agreement
and any state law, the state law shall take precedence.
Section 6.3 - Other Paid Leave
A.
Professional Leave: Teachers may attend institutes, conferences, and professional
meetings upon request to the principal with approval of the superintendent or his
designee.
B.
Association Leave: Upon written request of the Association, the District may grant
Association members a leave of absence of limited duration for the purpose of
conducting Association business. The Association will pay the cost of substitutes.
Such leave will not exceed two (2) consecutive days or seventeen (17) days per year
and will be consistent with the orderly conduct of the District's total educational program
and will be subject to the approval of the superintendent or designee. During contract
negotiations, additional days may be used by mutual agreement of the Association and
District.
Twenty-one (21) additional days of leave per year will be granted for the Association
President. The Association will pay the cost of substitutes and days of leave will be
scheduled by the Association President and the Superintendent.
C.
D.
Bereavement Leave:
1.
Employees are eligible for up to five (5) days of paid leave in the event of death
of any member of the employee's family or personal friend. This leave is not
deductible from sick leave and will not accumulate from year to year.
2.
Additional days of leave beyond the five (5) days above may be taken at the
discretion of the employee for purpose of bereavement. These days will be
deductible from sick leave and/or personal leave.
Jury Duty and Subpoena Leave: Paid release days will be granted for jury duty and
subpoena leave. Except for expense allowance, any pay received for jury duty
performed on contracted days shall be signed over to the District. The teacher shall
notify the District when notification to serve on jury duty is received. This leave will not
accumulate from year to year.
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Where an REA member is appearing in a hearing in an action against the District,
subpoena leave will not be granted.
E.
Personal Leave:
1.
2.
Personal Days
a.
Two (2) days of leave per year may be used for undisclosed personal
reasons by certificated employees. Such leave will be prorated based on
the employee’s annualized FTE. Two (2) unused personal days may be
carried forward to the following school year as personal leave. Personal
days may not accrue to more than four (4) days in any one (1) school
year.
b.
Unused personal leave may be cashed out at $150.00 for each full unused
day of personal leave. Application for such cash out must be submitted by
June 15. Payment will be on the July paycheck.
Short-Term Personal Leave
a.
A short-term leave of absence (1-5 days) may be granted upon the
approval of the immediate supervisor and superintendent or designee.
The teacher must provide adequate instructional planning for the
substitute. The District will deduct from the teacher's pay the substitute
rate for each day taken. If a substitute is not obtained for an employee
during a short-term leave of absence, the District will deduct from the
employee’s pay the substitute rate for each day taken, however, the
District will notify the employee of the deduction in advance.
Section 6.4 - Sick Leave Cash Out
Employees may cash in unused sick leave days above an accumulation of sixty (60) days at a
ratio of one full day's monetary compensation for four (4) accumulated days. At the
employees' option, they can cash out their accumulated days following any year in which a
minimum of sixty (60) days of sick leave is accrued and each January thereafter, at a rate
equal to one day's monetary compensation of the employee for each four (4) full days of
accrued sick leave. The employee's sick leave accumulation shall be reduced four (4) days for
each day compensated. No employee may receive compensation for sick leave accumulated
in excess of one day per month. A maximum of one hundred eighty (180) days may be
accumulated.
At the time of separation from school district employment due to retirement or death, an
eligible employee or the employee's estate shall receive remuneration at a rate equal to one
(1) day's current monetary compensation of the employee for each four (4) full day’s accrued
sick leave for illness or injury.
For the purposes of this provision, retirement shall be defined as when an employee is eligible
to receive benefits under Washington State Teachers Retirement System (WSTRS).
Section 6.5 - Leave Sharing
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Staff members are eligible for District leave sharing benefits under the following conditions:
A.
The staff member suffers from, or has a relative or household member suffering from an
illness, injury, impairment, or physical or mental condition which is of an extraordinary or
severe nature and which has caused, or is likely to cause, the employee to go on leave
without pay or terminate employment.
B.
The staff member has depleted or will shortly deplete his or her sick leave.
C.
Other staff members are willing to contribute sick leave.
Section 6.6 - Leave Without Pay
Leaves of absence for up to one (1) year without pay and benefits may be granted by action of
the Board of Directors upon recommendation of the superintendent. Each leave request will
be considered on its merits, provided that re-employment may be assured if the staff member
is on leave for childcare. The terms and conditions of employment for return from leave must
be agreed upon in writing prior to leave being taken. An employee on leave must give written
notification to the District no later than March 1 of the employee's intent to return the following
year or to request additional leave.
If the employee on leave of absence requests additional leave without pay and benefits, the
terms and conditions of employment for return from such additional leave must be agreed
upon in writing prior to the granting of the additional leave.
Section 6.7 - Family Medical Leave
Employees exhausting sick leave may be eligible for Family Medical Leave Act (FMLA)
benefits. At the discretion of the employer, sick leave may be taken concurrently with family
medical leave.
Section 6.8 – Military Leave
The following provisions are consistent with the Uniformed Services Employment and
Reemployment Act of 1994 (USERRA, Title 383 United States Code):
A.
A teacher required to interrupt his/her employment with the District due to required,
active military service shall be granted a leave of absence without pay for up to five (5)
cumulative years. The teacher must provide the District with advance notice of the
required service. The teacher may be required to provide the District with proof of
service during said leave of absence upon return.
B.
Upon timely notice to the District of the teacher’s honorable discharge and intent to
return, the teacher shall be offered the first available position for which he/she is
qualified.
C.
A teacher who is on active duty for more than thirty (30) consecutive days may elect to
continue District recognized health insurance for himself/herself and his/her family for
up to eighteen (18) months. The teacher shall be responsible for the cost of said health
insurance premiums.
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D.
Compensation for an employee required to take military leave shall be consistent with
USERRA.
Section 6.9 – Job Shares
A.
Definition
Job Sharing means the situation whereby two certificated continuing contract K-5
employees voluntarily agree in writing to share one position that would normally be filled
by one employee.
B.
Application
Employees seeking to “job share” must submit a written application along with a signed
written agreement to Human Resources Services no later than March 1 prior to the
school year the job share is to commence. Approval of a job share is on a case-bycase basis and is contingent on the job share applicants reaching a written agreement
with the District addressing the terms and conditions of the job share, including, but not
limited to, employee absences or resignation of one of the job sharing employees,
proration of employee benefits, responsibility for participation in staff meetings and
committees, class preparation, grading, parent conferences, planning time, and other
instructional responsibilities. Said written agreement must be signed by the job share
applicants; the immediate supervisor; the Association President; and the Assistant
Superintendent, Human Resource Services. No later than April 15, Human Resources
will notify the job share applicants that the application for job share has been approved
or denied. If the job share is denied, Human Resources will provide the reason(s) for
denial. If approved, job shares are in effect for one (1) year at a time and must be
approved annually. Denial of job share shall only be subject to Step 1 and Step 2 of the
grievance process outlined in this collective bargaining agreement.
C.
Job Share FTE
Job share employees shall be granted an unpaid leave of absence for that portion of his
or her FTE not worked. Salary and benefits shall be prorated based on each
employee’s job share FTE.
D.
Job Share Duration
Job-sharing will be for at least one (1) school year and may not exceed two (2)
consecutive years. After a certificated employee returns to work to his/her prior position
for one (1) full school year, he/she is eligible for an additional job share; however, in no
event shall an employee exceed six (6) years of job-share status.
ARTICLE 7.0 - SALARIES, STIPENDS AND BENEFITS
Section 7.1 - Provisions Covering Placement on Teachers' Salary Schedule
A.
Teachers Covered: All teachers covered by Article 1.0, Section 1.1, will be placed on
the salary schedule.
B.
Advanced placement on the salary schedule shall be granted only for credit hours
earned subsequent to the actual receipt of the BA degree. No advancement will be
made on the salary schedule after October 1.
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C.
Classification: Classification on the salary schedule for experience shall be for the full
year only.
D.
Experience Credits: Credit will be given for experience. In computing credit for
experience, credit will be given for the whole year, provided the teacher was employed
in any state accredited educational agency and held a valid teaching certificate for not
less than ninety (90) full-time days.
Teachers employed by the school district less than full time will move one step on the
experience salary scale according to the State's definition of certificated years of
experience as explained in the current Washington Administrative Code.
Experience credit shall be given for required, active military service which interrupts a
teacher’s employment. Such experience credit shall be consistent with applicable
Washington Administrative Code.
E.
Education Credits: Education credits may be granted for advancement on the salary
schedule as explained in the current Washington Administrative Code.
F.
Index: Increments for experience, education and advanced degrees will be in
accordance with the index shown on the salary schedule (see EXHIBIT I incorporated
herein by reference).
G.
It is mutually agreed that in the event the Legislature appropriates funds for the purpose
of increasing the employee's salary during the period of this contract, the amount which
is otherwise provided for herein shall be increased subject to the receipt of such funds
by the District and in compliance with such distribution guidelines as may be adopted by
the Office of the State Superintendent of Public Instruction and/or the District.
Section 7.2 - Payroll Deductions
A.
The District will make such deductions from the employee’s compensation as required
by law.
B.
For District approved plans or programs and upon receipt of proper authorization from
an employee, the District will make deductions from the employee’s total compensation
and make the authorized remittance.
C.
Absences not provided for by paid leave provisions (computed at the per diem rate for
each day’s absence).
Section 7.3 - Payment Provisions
A.
All teachers shall be paid in twelve (12) monthly installments. Each check shall contain
one-twelfth (1/12) of the contracted salary, except where noted in Section 7.4 of this
article. Payroll checks shall be issued to the teacher on the last district business day of
each month.
B.
In the event of a mistake in payment, resulting in underpayment, corrections shall, in
most cases, be made on the next paycheck. If the underpayment is more than $100.00
and creates a hardship for the employee, a check will be issued in a timely manner.
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C.
The District will pay approved pay claims submitted to the business office according to
the accounts payable calendar.
D.
All compensation owed to a teacher who is leaving the District shall, upon request, be
paid within forty-five (45) days after the final day of work.
E.
The District will make a best effort to issue Certificated Employee Contracts by the end
of October.
Section 7.4 - Certificated Salary Schedules
REA certificated staff shall be appropriately placed on the current salary schedule to include
one year experience and any further educational credits reported to the District by October 1.
Applicable experience increments will be applied to the September paycheck; applicable
educational credits, on the October paycheck retroactive to the beginning of the contract year.
The intent of the parties is to provide annual contractual salaries (Certificated Employee
Contract) for the years covered by this Agreement at the funded capacity level allowed under
applicable law and regulation. In addition, the parties acknowledge the necessity for the
District to comply with the State compensation limitations and that the District retains the
authority to make equitable compensation adjustments in order to ensure compliance with
applicable laws and regulations.
See EXHIBIT I: SALARY SCHEDULE incorporated herein by reference.
Section 7.5 - Activities Pay Schedule
See EXHIBIT II:
reference.
TEACHERS ACTIVITY PAYMENT SCHEDULE incorporated herein by
Section 7.6 - Travel
Teachers utilizing their private automobile to travel on school business shall be compensated
for mileage at the applicable I.R.S. rate. All teachers who, by nature of their assignment, must
travel between schools or are required to make home visitations shall also be reimbursed for
mileage at the applicable I.R.S. rate and must have prior approval from the superintendent or
designee.
Section 7.7 - Insurance
A.
The Board must approve all group insurance programs. All employees will participate in
the Board-approved dental and vision plans, and premium payments as stated in the
Agreement shall be made to cover both dental and vision insurance programs. All
employees at .5 FTE or above will also participate in the Board-approved Long-Term
Disability plan, and premium payments as stated in the Agreement shall be made to
cover dental, vision, and Long-Term Disability insurance programs. In the event that
the amount agreed upon does not pay the entire premium for dental insurance
coverage, the employee shall contribute the amount required above the premium
payment specified herein. The annual enrollment of newly employed teachers is
controlled by the insurance company. Board-approved programs are: Life Insurance,
Medical Insurance, Dental Insurance, Vision and Long-Term Disability.
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B.
The amount legislatively funded per month per full-time teacher will be provided by the
District, as outlined below, regardless of the source of funds utilized to pay each
employee’s salary for Board-approved group insurance program(s) premium costs. The
legislatively funded amount for employee benefits will be passed through to the
employee. Each year of this Agreement, the District will pay the additional amount
required for the Health Care Authority (HCA) retiree insurance reserve fund.
Dollar amounts accruing to the District due to employees who by their health insurance
plan choices do not utilize the entire state funded amount, these funds shall be pooled
and made available to reduce out-of-paycheck premium costs for employees needing
medical insurance benefits coverage for dependents.
C.
If the amount legislatively funded per month (or adjusted rate per teacher) does not
cover the premiums in full for those insurance plans selected by the eligible teacher
under “B” above, the District shall deduct from the teacher’s monthly salary the amount
necessary to pay the premium(s) due.
D.
When both husband and wife or domestic partners are employed by the District, amount
to be paid by the district may be applied, at their option, to a joint insurance plan(s)
rather than two separate plans carried by each individual.
E.
Domestic Partner Eligibility and Coverage: Enrollment for domestic partners of
employees and their dependents may occur only during the open enrollment period.
Participating employees and their partners will be required to submit an affidavit of
domestic partnership prior to enrollment. As with all personal information, employee
privacy will be maintained and upheld. Specific details of the domestic partnership
provision are available from the benefits department upon request and will be
consistently shared during new employee orientation.
F.
Pooling: Each month, the District will subtract the cost of vision, dental, and long-term
disability insurance premiums from the state allocation rate per FTE, as stated in
Section A. The amount remaining will be applied toward the medical insurance plan
selected by the employee. Any portion of the employee’s insurance allocation
remaining after subtracting the cost of the premiums (noted above) will be pooled for the
sole benefit of other employees with out-of-paycheck medical insurance premium costs.
This monthly pool amount will be calculated at the conclusion of the open enrollment
period. The distribution of pool funds will be a flat rate which is adjusted based on FTE,
not to exceed the individual employee’s need.
G.
Part-time teachers will receive a pro-rata FTE share of the amount legislatively funded
per month.
H.
It is mutually agreed that in the event the Legislature appropriates funds for the purpose
of increasing the amount available for the employee's insurance premium costs during
the period of this contract, the amount which is otherwise provided for herein shall be
increased subject to the receipt of such funds by the District and in compliance with
such distribution guidelines as may be adopted by the Office of the State
Superintendent of Public Instruction and/or the District.
I.
Employees are eligible for the District's IRS Section 125 Cafeteria Plan.
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J.
The district will provide $25,000 group term life and accidental death and
dismemberment insurance coverage for all employees.
K.
Employees are eligible for benefits provided by the Employee Assistance Program.
L.
In the event that changes to insurance benefits, programs or plans are contemplated, a
District Benefits Advisory Committee will be activated to review and consider those
changes. If the Benefits Committee feels that a survey of the employees affected is
valuable, a survey will be conducted. The Benefits Committee will review the results of
employee feedback and make a recommendation to the Superintendent. The
composition of the District’s Benefits Advisory Committee is three (3) representatives of
the REA, three (3) classified employee representatives, and one (1) building
administrator, the Superintendent or designees.
M.
Compliance with 2012 Washington Laws Ch. 3 (ESSB 5940)
1.
To ensure employees selecting richer benefit plans pay the higher
premium, and make progress toward the 3:1 ratio goal of full-family to
employee-only coverage premiums in ESSB 5940, each employee
who elects medical benefit coverage shall pay a minimum out-ofpaycheck charge by monthly payroll deduction. The minimum monthly
charge shall be 1.5% of the coverage premium for the plan chosen by
the employee.
a.
Pool funds will be generated from the “required” employee
payments as defined below:
I.
Payments shall be required from subscriber-only tier
employees, who by their health insurance plan choices,
do not incur a payroll deduction for their monthly
premium. These employees shall be required to
contribute via payroll deduction an amount equal to 1.5%
of the premium cost to the pool.
II.
Payments shall be required from subscriber-only tier
employees, who by their health insurance plan choices,
incur a payroll deduction of less than 1.5% of their
monthly premium. These employees shall be required to
contribute via payroll deduction an amount equal to the
difference between what they have deducted for their
health insurance premiums and 1.5% to the pool.
III.
Payments shall be required from subscriber/spouse tier
or subscriber/dependent tier employees, who by their
health insurance plan choices, do not incur a payroll
deduction for their monthly premium. These employees
shall be required to contribute via payroll deduction to the
pool an amount equal to 1.5% of the premium cost of the
plan and tier to which they subscribe.
b.
Employees, who by their health insurance plan choices, already
exceed the minimum monthly charge of 1.5%, shall retain those
deductions for their own premium obligations with no
contribution to the pool.
c.
The distribution of pool funds will be a flat rate (prorated for
FTE) with “subscriber/dependent”, “subscriber/spouse” and
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“subscriber/family” tiers all receiving the same amount.
Subscriber only tier does not benefit from pool.
2.
The minimum monthly charge shall increase by .5 percentage points
(2%) in 2014-15 and shall increase by .5 percentage points (2.5%) in
2015-16.
3.
The parties have worked in good faith to meet the requirements of
state law. In the event that any provision(s) of this section fails to
comply with the law(s), both parties shall bear mutually shared
responsibility.
ARTICLE 8.0 - OTHER TERMS AND CONDITIONS OF EMPLOYMENT
Section 8.1 - Contract Days
A.
Teachers will be contracted for one hundred eighty (180) days.
B.
The adopted school calendars are attached as EXHIBIT V.
C.
The three-year school calendar will be developed in the following manner:
1.
The Superintendent will establish an inclusive committee to meet at least one
time each year in January to review the District calendar. Every effort shall be
made for the committee membership to include: two (2) District administrators,
five (5) REA members (1 from each level and two (2) at large), two (2) classified
employees, two (2) parents, and one (1) community member.
2.
This committee will:
a.
develop a three-year school calendar draft eighteen (18) months prior to
the expiration date of the previous three-year school calendar;
b.
verify the accuracy of the school calendar on a yearly basis;
c.
provide a draft to internal and then to external stakeholders for feedback;
d.
modify the school calendar if appropriate based on the feedback; and
e.
communicate the final School Board version of the three-year school
calendar to all stakeholders.
3.
The committee will complete the process of the final version of the three-year
school calendar prior to February 15th of the year preceding implementation.
D.
Calendar:
The District will set the first day of instruction and High School Graduation.
An REA representative from the High School will work with the High School Principal to
set the Senior Project half-days.
E.
Student Early Release Days: (Teacher-Directed, District-Directed, and Building-Directed
Collaborative Time)
The District and the Association recognize that, in order to focus on improved student
learning and address common priorities and goals, time is needed for planning,
collaboration, professional development, and communication. Release time for this
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work will be designated for Teacher-Directed, District-Directed, and Building-Directed
Collaborative Time.
Student early release days will be each Friday of a full, five-day instructional week and
will be no greater than ninety (90) consecutive minutes for each qualifying Friday,
except Senior Projects time may be scheduled in excess of ninety (90) minutes.
Teacher-Directed Days: Four (4) Teacher-Directed Days (or the equivalent of
approximately three hundred and sixty minutes per school year) will be dedicated to
teacher-directed time. Staff will work on self-identified needs individually or in groups
based on personal choice.
District-Directed Days: Four (4) District-Directed Days will be dedicated to districtdirected time. This may include required professional development, district-wide
assessment, curriculum development, collaborative time, professional learning
communities, or other district-directed work.
Building-Directed Collaborative Time: Remaining qualifying Fridays will be scheduled to
accommodate a wide variety of collaborative activities including, but not limited to,
district-wide assessments, vertical teaming, grade level meetings, Senior Project
activities,
content
area
meetings,
specialist
meetings,
and
curriculum
development/alignment/articulation/assessment. These days will be dedicated to
building and program work according to plans submitted from each building and
program by June 1st of the prior school year.
Definition: District-Directed Days and Building-Directed Collaborative Time are to be
used to collaborate as colleagues and/or with internal/external consultants. Each
building will work with staff and the district to plan meaningful activities aimed at
improving student learning. Such activities could include horizontal and vertical team
meetings, programs and activity planning, group consultation, curriculum alignment and
assessment, specialist meetings, etcetera. Each building will work with the district to
make a tentative plan for how Student Early Release Days will be utilized prior to June
1st of each academic year. It is expected that the district and schools frequently
communicate action plans and accomplished objectives with the community through
available media. Community relations are a vital part of continued support for Student
Early Release Days. Administrative, certified, and classified employees are all
expected to participate in Student Early Release Days as appropriate.
Section 8.2 - Time, Responsibility, Incentive (TRI) Pay
Section 8.2.1 – Compensation for Time
A.
Eight (8) additional days of work will be offered by the District.
B.
Compensation for each full day worked shall be at the employee's per diem rate.
Compensation for a less-than-full-time employee shall be prorated. Additional days of
work are not accumulative. Principals are required to keep records of teacher's
verification of fulfillment of each of the days. These records should be turned in to the
District Personnel Office no later than June 30th each year.
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Payment for additional days will be made in twelve (12) equal installments and will be
included with each regular pay warrant. Adjustments for any days not worked will be
deducted from the August warrant.
If an employee is unable to work due to an emergency or a death, Emergency Leave or
Bereavement Leave will be granted on condition the situation meets the terms set forth
in Sections 6.2 and 6.3 of this Agreement. The employee must follow the notification
requirements for these Leaves. The use of this Leave shall apply only to Days 1 and 2.
C.
Use of the additional days of work will be offered as follows:
Day 1: District Day
A District-directed day to be used by the District for informational purposes, staff
development and/or for other purposes as the District deems necessary. Such day will
be placed on the school calendar.
Day 2: District Day
The day will be devoted to in-District, on-site, District-scheduled training. This day is
before the beginning of the student school year. Such day will be placed on the school
calendar.
Day 3: Classroom Set-up Day
This day is before the beginning of the student school year. The day is for staff planning
and preparation for the upcoming year. This day the principals will avoid any buildingwide meetings. If an emergency meeting should be called, it will be of short duration
(i.e., less than one hour in length). Meetings will be the exception rather than the rule.
Day 4: Report Card Preparation and Planning Day
This day will be used for preparation of report cards and planning. Buildings will be
open for staff use on this day.
Day 5: Professional Development Day
The day will be scheduled on fall State In-service Day and will be used for attendance at
State in-service training, or District-scheduled in-service, or a mutually agreed upon
plan for the day by the employee and his/her supervisor. The employee shall notify
his/her supervisor of which of the above options he/she has chosen.
Day 6: Professional Development Day
The day will be devoted to in-District, on-site, District-scheduled training. Such day will
be placed on the school calendar.
Day 7: Check-out Day
The day after students leave should be used for checking out from the building, cleaning
the room, storing books, equipment, and materials. This day the principals will avoid
any building-wide meetings. If an emergency meeting should be called, it will be of
short duration (i.e., less than one hour in length). Meetings will be the exception rather
than the rule.
Day 8: Activity Time (The equivalent of one day’s work: 7 hours)
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The total of seven hours of documented time for each FTE employee will be devoted to
after-school activities in addition to those specified in Section 8.2.2 – Compensation for
Professional Responsibilities.
Such activities are District-recognized activities, for example:
High School:
Dances
Athletic Competitions
Plays
Science Fair
Band/Music Concerts
Middle School:
STEM/Science Night
Chaperone Activity Night
Athletic Competitions
Band/Music Concerts
Elementary:
STEM/Science Night
Community Nights
Spanish Speaking Curriculum Night
Arts Day Preparation
Multicultural Night
August Open House
Volunteers shall first be sought among the staff for school activities, school supervision,
and control prior to making involuntary assignments.
Section 8.2.2 – Compensation for Professional Responsibility
A.
Each FTE (1.00) employee shall be compensated for professional responsibilities
performed during the school year and outside of the regular workday.
B.
There will be two (2) Evening Events required as follows:
C.
1.
Elementary School
Curriculum Night or Kindergarten Orientation (as applicable to a
teacher’s assignment)
One other evening event to be determined through site-based decision
2.
Middle School
Curriculum Night
One other evening event to be determined through site-based decision
3.
High School
Curriculum Night
Graduation
The compensation for activities appropriate for professional responsibility compensation
shall include but not be limited to:

Professional development,
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







D.
Attending classes for credit/clock hours,
Special curriculum projects,
Basic/special needs curriculum planning,
Professional materials research,
Student assessment,
Preparation of second semester report cards,
Special education conferencing, (IEP, MDT, etc.)
And other professional services.
Compensation for professional responsibilities for each FTE employee shall be
the equivalent of:
15.5% of base effective 2013-2014
17.0% of base effective 2014-2015
18.5% of base effective 2015-2016
E.
Payment for professional responsibility will be made in twelve (12) equal
installments and will be included with each regular pay warrant. Verification of
professional responsibilities shall be required of each individual in accordance
with District forms and procedures.
Section 8.2.3 – Incentive Compensation
A.
Longevity Pay
Each employee with seventeen (17) or more years of full-time service, as recognized by
the OSPI (Office of Superintendent of Public Instruction) shall be paid a stipend each
year according to the following schedule. Such pay will be in recognition of leadership
responsibilities and shall be an incentive for continuous professional service in public
education.
2013-2014
2014-2015
2015-2016
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$1,500
$1,500
$2,000
$1,500
$2,000
$2,500
17+ years
17+ years
21+ years
17+ years
21+ years
25+ years
Payment for the incentive portion of the TRI contract will be made in twelve (12) equal
installments and will be included with each regular pay warrant.
Section 8.2.4 – Compensation for Technology Integration and Training
Technology Integration Committee: The District Director of Technology will chair a
Technology Integration Committee comprised of up to three (3) employees appointed by
the REA and up to three (3) District appointed members. The Committee will review
and amend as needed the agreed upon accountability process and verification form to
ensure that technology integration is consistent with District and State technology goals,
including the use of the Tiers of Technology Integration for Teachers and the
Washington state K12 Ed Tech Standards and the web-based eVal (or equivalent)
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system for documentation of the evaluation process as required. Recommendations
made by the Committee will be provided to the Superintendent or designee and the
REA President for review and approval.
Compensation for Technology Integration activities will be in the form of a technology
stipend. To earn this stipend, employees will assess their current use of technology and
identify goal areas for technology integration based on the standards recommended by
the Technology Integration Committee for the ensuing school year. Employees will
complete an agreed upon verification form to document the Technology Integration work
they have performed and submit it to their supervisor for approval. Said form will be
submitted no later than June 1 for payment.
Compensation for Technology Integration activities will be in the form of an annual
technology stipend per FTE.
2013-2014
$1,125.00
2014-2015
$1,375.00
2015-2016
$1,625.00
To earn this stipend, employees will integrate technology knowledge and skills based on
the standards recommended by the Technology Integration Committee. Employees will
complete an agreed upon verification form to document the Technology Integration work
they have performed and submit it to their supervisor for approval. Said form will be
submitted no later than June 1 for payment.
Technology Training: Up to four (4) hours for 2013-2014, 8 hours for 2014-2015, and
10 hours for 2015-2016 per employee for technology training (at the district curriculum
rate) to be time-sheeted.
The parties agree that stipends for Technology Integration are contingent on funds from
the technology levy.
Section 8.2.5 – Educational Support Associates (ESA) Stipend
Each ESA staff member who is highly qualified* with specific credentials will be eligible
for a $1,750 per year stipend.
*Highly qualified refers to having attained:
Nurse:
National School Nurse Certification
Occupational Therapist:
National Board Certification in Occupational
Therapy
Physical Therapist:
National Physical Therapy Exam
Speech Language Pathologist:
Certificate of Clinical Competence
Psychologist:
National Certification in School Psychology or
American Board of Professional Psychologist
Diplomate.
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An ESA employee who receives an ESA stipend and who earns a National Board Certification
stipend will receive whichever stipend is greater but not both.
Section 8.3 - Work Day/Class Coverage
A.
The total length of the workday for employees subject to this Agreement shall be seven
(7) hours and thirty (30) minutes, including a thirty (30) minute duty-free lunch period.
No teacher shall be required to participate in IEP conferences beyond the teacher
workday.
B.
Principals may call up to two (2) staff meetings per month (but not on the same day)
which may extend beyond the contracted workday by no more than forty-five (45)
minutes.
Attendance at these staff meetings shall be noncompulsory. Staff members not
attending are accountable for information presented and are expected to support staff
decisions made at such meetings. These meetings are to be scheduled at least two
weeks in advance, except in emergency situations.
In recognition of time in attendance at said noncompulsory staff meetings, staff
members may, with notice to their principal/administrator, elect to adjust their
arrival/departure time(s).
C.
Every reasonable attempt will be made to limit the number of separate preparations for
secondary teachers to three (3) and if possible, a maximum of four (4), subject to the
available resources of the District.
D.
Secondary staff will not be required to teach outside their areas of expertise and
training, provided, however, that the educational program of the District shall be the first
consideration for class assignment.
E.
Elementary Teachers Time for Instructional Planning
Elementary teachers shall be guaranteed an average of one hundred fifty (150) minutes
per week for instructional planning time during the student day.
In addition to the above instructional planning time, elementary teachers shall have a
twenty-five minute block of time per day for conference/preparation time prior to the
beginning of the student day. If necessary, the building administrator may schedule an
extended meeting which extends into the above described twenty-five minute
conference/preparation time. However, the staff must have one (1) work day's notice of
such extended meetings as described in this subsection. Conference/preparation time
shall be used for the purpose of parent/teacher conferences, teacher/student
conferences, course preparation and administrator/teacher conferences.
F.
Elementary physical education teachers, music teachers, and Library Media Specialists
will provide instructional planning time for elementary teachers.
G.
The elementary and middle school teachers’ work year shall include four (4) half days of
release time during the first semester for parent/teacher conferences. Each 1st – 5th
grade classroom teacher having twenty (20) or more scheduled parent conferences will
be eligible for an additional half (.5) day of time for on-site conferencing and related
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activities. Each Kindergarten teacher will be eligible for an additional half (.5) day of
time for on-site conferencing and related activities for each twenty (20) scheduled
parent conferences.
Teachers assigned to teach in the half-day Kindergarten program shall be provided a
half-day of release time prior to the end of each semester for student assessments for
each half-day Kindergarten assignment.
H.
Middle School teachers shall be assigned five (5) teaching classes per day and shall
have a conference/preparation period within the student day.
I.
High School teachers shall be assigned five teaching classes and one
conference/preparation period. Two days of the week each teacher will teach all five
classes and have one preparation period. Two days of the week each teacher will
teach three classes and have one preparation period. One day of the week each
teacher will teach four classes and have no conference/preparation period. All high
school certificated staff will also be assigned advisor program duties.
Teachers assigned advisory program duties will have the option to share these duties
with another teacher also assigned advisory program duties. The purpose of sharing
may be to allow one teacher some individual work time on the day of the week that they
do not have a preparatory period. This may include having one teacher have all the
students from both advisories on one day except on days when separate advisories are
necessary for a given activity. This arrangement must be agreeable to both teachers
and the principal will be notified.
There shall be no expectations placed on other schools or programs to follow the
arrangement of the high school schedule where teachers have no
conference/preparation period one day per week.
J.
Class Coverage: A teacher authorized by a building/program administrator or his/her
designee to cover another employee's class during the teacher's preparation period will
be compensated at a rate of $30.00 per period at the Middle School. At the high school,
teachers will be compensated $30.00 per period on non-block days and $50.00 per
period on block days. Elementary class coverage will be at the rate of $30.00 per hour
or proration for less than one hour.
When teachers are absent for a period of time other than a full day or a half day and
class coverage is utilized to cover the teacher's absence, then the procedure for
deducting the absence will be in hourly increments rounded to the nearest hundredth.
Teachers are encouraged to schedule appointments outside of the student day. In the
event that a teacher is absent for a leave identified in Section 6.2A of this Agreement
during the contract day, but outside of the regular student day, there shall be no
deduction taken from accumulated leave.
Deductions for absence on reduced student days shall be in hourly increments, rounded
to the nearest hundredth.
K.
In the event the District changes the configuration/number of periods for a secondary
school, the parties will renegotiate paragraphs H, I, and J above.
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L.
Alternative Program: It is recognized that at times, alternative programs will be
structured differently than traditional school programs. The District and Association
recognize that some aspects of the teaching assignment, such as prep time, may be
scheduled outside the regular student day to accommodate program needs. Such
deviations from the contract should be discussed in advance with the teacher.
Section 8.4 - Student Discipline and Staff Rights
The District shall support employees in their lawful use of disciplinary measures to maintain
order and protect the safety and well being of students in their charge as well as themselves.
When an employee exercises legal authority to control and maintain discipline, said employee
shall use reasonable and professional judgment. Students will be disciplined in accordance
with the state and federal law, district policies and school discipline rules.
No later than September 30 of each year, each building principal shall review with his/her
employees, the Student Disciplinary Standards Handbook for Staff. Such review shall include
employee/employer responsibilities, building disciplinary standards, District policies on
progressive student discipline procedures, and State and Federal laws regarding student/staff
rights and responsibilities. This handbook will be updated to reflect any changes in policies,
laws, and standards referenced in this section.
Each spring, school principals will meet with staffs to review and/or make recommendations
regarding building disciplinary standards and procedures to ensure uniform understanding and
enforcement of building standards.
Each teacher is empowered to exclude any student who creates a disruption of the educational
process in violation of the building disciplinary standards while under the teacher’s immediate
supervision 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, which ever 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 consent of the teacher shall an excluded student be returned
during the balance of the particular class or activity period from which the student was initially
excluded.
Students who have exhibited, or have a history of violent or threatening behavior, will be
identified to the student’s assigned staff, and to other staff on a need-to-know basis, as soon
as the information is known.
Section 8.5 – Emergency Procedures
Additionally, each building principal shall, by September 30, review with his/her staff the
building/District emergency procedures in the event of a building lock-down, evacuation, or
other occurrences(s) requiring emergency procedures. Said review shall include specific
expectations of staff during emergency procedures. Said review shall additionally include
notification of staff of the schedule of periodic drills and practices during the school year
appropriate to the building. The review shall also include the specific building/District
commitments to assist staff members in the event of said emergency occurrences.
Section 8.6 – New Hires After September 30 Review of Discipline and Emergency Procedures
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The building principal shall review all such provisions of Student Disciplinary Standards
Handbook and emergency procedures with each newly hired, contracted employee who
begins work after September 30, within fifteen (15) working days of hire.
Section 8.7 - Employee Access to Student Information
When an employee is assigned a newly enrolled student, the employee has the right to said
student’s records, including the building enrollment registration forms, unless otherwise
restricted by law.
Section 8.8 - Class Size/Case Load
A.
The District will make a good faith effort to distribute students within each building in a
balanced manner as provided in this section in order to have equitable class sizes. The
overload relief provisions of 8.8.A 1-5 included herein requiring EA relief will supplement
current school year EA staffing allocations. At the option of either party the provisions of
Sections 8.8.A – 8.10.B will be renegotiated following a double levy failure or
determination by the Board to initiate the RIF procedures per section 9.3A of this
Agreement. Notification of the option to renegotiate Sections 8.8.A – 8.10.B must be
provided in writing to the other party of this Agreement no later than ten days following
board determination to effect a RIF or ten days following validation of the second levy
failure. Reinstatement of Sections 8.8.A – 8.10.B shall be negotiated at the request of
either party at any time.
1.
The relief provided herein may be waived upon written agreement between
teaching staff member(s) and administrators, at an elementary school level, or on
a departmental basis, where such staff member(s) and administrators have
developed and arranged special variations in curriculum, instructional methods,
and staff organization. Any payments required by the relief provisions below will
be made in lump sum at the end of the first pay period following the end of the
quarter. Requests for relief must be made no later than the end of the quarter in
which the class size was exceeded or the relief will be forfeited.
2.
A teacher may, at his or her request, convert any pay generated by class
overloads to educational assistant time at a rate of $16.10 = 1 hour of additional
EA time provided the District makes a good faith effort to hire a qualified
educational assistant. If the District cannot hire a qualified educational assistant
as provided above, a dollar amount based on the EA time as provided above will
be available for classroom supplies, materials, or other relief as agreed upon by
the principal and the affected classroom teacher. An employee may, at his or her
request, convert any EA time generated by class overloads into pay at the rate of
$16.10 for each hour of EA time.
3.
Elementary: Subsequent to the tenth (10th) school day of the quarter, whenever
the number of students assigned to a full time (1.0 FTE) elementary school class
during the quarter reaches or exceeds the numbers listed below, the elementary
teacher(s) will notify the District. The District will verify the overload, and within
ten (10) school days take the following action to give relief to the teachers
affected if the overload continues beyond the ten (10) day period. The
elementary classroom teacher(s) affected shall receive additional relief, prorated
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to teacher FTE, as provided below. Each half-time kindergarten session will
receive .5 relief listed below.
K-1 at 24 students $125.00 additional per student over 23 per quarter
at 25 students 2 hours of additional educational asst. time per day
at 26 students 2 hours of additional educational asst. time per week
2-3 at 25 students $125.00 additional per student over 24 per quarter
at 26 students 1 hr of additional educational asst. time per day
at 27 students 1 hour of additional educational asst. time per
week
4-5 at 28 students $125.00 additional per student over 27 per quarter
at 29 students 1 hr of additional educational asst. time per day
at 30 students 1 hour of additional educational asst. time per
week
Multiage/combination class overload adjustments will be based on a trigger
number equal to the lowest grade level in the class.
PARADE, music, physical education and library classes are excluded from these
provisions.
4.
Middle School: Subsequent to the tenth (10th) school day of the quarter,
whenever the number of students assigned to a middle school classroom teacher
during the quarter reaches one (1) or more classes (instructional periods) of
thirty-one (31) students, the teacher will notify the District. The District will verify
the overload, and within ten (10) school days take the following action to give
relief to the teacher(s) affected if the overload continues beyond the ten (10) day
period. Music, physical education and PARADE are excluded from these
provisions.
Middle school classroom teachers shall receive additional relief as provided
below:
at 31 students:
$42.00 additional per student over 30 per quarter
at 32 students and above: one (1) hour of additional educational asst. time per
week
5.
High School: Subsequent to the tenth (10th) school day of the quarter, whenever
the number of students assigned to a high school classroom teacher during the
quarter reaches one (1) or more classes (instructional periods) of thirty-one (31)
students, the teacher will notify the District. The District will verify the overload,
and within ten (10) school days take the following action to give relief to the
teacher(s) affected if the overload continues beyond the ten (10) day period.
Music, physical education, CLIP and PARADE are excluded from these
provisions.
High school classroom teachers shall receive additional relief as provided below:
at 31 students:
$42.00 additional per student over 30 per quarter
at 36 students and above: 1 hr of additional educational asst. time per week
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6.
In the event the District changes the configuration/number of periods for a
secondary school, the parties will renegotiate the trigger numbers.
Section 8.9 - IEP Student Caseload
A.
Subsequent to the October enrollment report, whenever the teacher notifies the District
the number of students with IEPs assigned to a teacher reaches an overload level as
specified below, the District will verify the overload, and within ten (10) school days take
the following action to give relief to the teacher(s) affected if the overload continues
beyond the ten (10) day period.
B.
All elementary classroom teachers in the regular classroom program who have over
three (3) students with Special Education IEPs, excluding students with Communication
Disorder only IEPs, shall receive an hour of additional educational assistant time per
day. Music, library and physical education classes shall be excluded from this
provision.
C.
All secondary classroom teachers in the regular classroom program who have over
three (3) students with Special Education IEPs, excluding students with Communication
Disorder only IEPs, per class (instructional period) shall receive an additional hour of
educational assistant time per week. For music, one (1) hour of EA time will be granted
each music class that exceeds a ratio of 1 IEP Student per 10 enrolled students.
D.
Exceptions to the Sections 8.9.B – 8.9.C:
E.
1.
Students with IEPs providing EA time in a class will not count toward triggers as
provided above, or
2.
District determined special class(es) with EA time greater than provided in
section 8.9.B – 8.9.C is/are exempt from relief, or
3.
Relief options other than EA time that are agreed upon mutually by the teacher
and her/his administrator, or
4.
A secondary Specific Learning Disability student automatically counts toward the
trigger in classes that are directly referred to in his/her IEP. A teacher whose
class content is not referred to in the student’s IEP may appeal to the
administrator to have that student count toward trigger numbers.
If the teacher and his/her administrator do not agree pursuant to paragraphs 3-4 of
8.9.D above, the matter may be appealed to the District Review Committee. Such
committee shall be composed of two (2) administrators chosen by the Superintendent,
two (2) teachers chosen by the Association, and chaired by the Superintendent or
her/his designee who may vote to break a tie. The District Review Committee will meet
within five (5) school days of receipt of the request. The District Review Committee will
use the following criteria as a guideline in reviewing the appeal:
1.
2.
3.
4.
Range of student performance
Student combinations
Limits of supplies and/or facilities
Safety regulations
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5.
6.
7.
The teacher’s experience
Categories of student need as established by the State
Superintendent’s Office
Interaction of student disability with the curriculum
The District Review Committee will communicate its written decision to the affected
teacher and building administrator no more than five school days following the hearing.
F.
In the event an employee believes a student with an IEP has been improperly placed in
a class or is deemed not to be making sufficient progress, the employee has the right
provided by special education IEP provisions to request a meeting of the IEP team. The
school team members of the IEP team should clarify concerns prior to the official
meeting with the invited parents.
Section 8.10 - Specialists' Work Loads
A.
Basic Ed Specialists' Work Loads
Subsequent to the tenth (10th) school day of the quarter, whenever the number of
classes assigned to a full time (1.0 FTE) Elementary Library Media Specialist, Music
Specialist, or Physical Educational Specialist at a school during the quarter reaches or
exceeds the number listed below, the Specialist will notify the District. The District will
verify the overload and provide relief as described below. Any payments required by the
relief provisions below will be made in a lump sum payment at the end of the first pay
period following the end of the quarter.
Requests for relief must be made no later than the end of the quarter in which the class
size was exceeded or the relief will be forfeited.
If a specialist is part time or there is more than one person in any position, the caseload
numbers will be adjusted proportionally (i.e., a .5 FTE middle school’s Library Media
Specialist trigger number would be 351 students). Additional relief will be provided as
described below:
 Library Media Specialist, MS
over 700 students $200 additional per
year
over 800 students add $200 additional
per year
 Library Media Specialist, HS
over 700 students $200 additional per
year
over 800 students add $200 additional
per year
 Library Media Specialist, ES
over 23 classes/week $50 additional per
class per quarter
 Music, Elementary
over 45 sessions* per week $75
additional per session over 45 per
quarter
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 PE, Elementary
over 45 sessions* per week $75
additional per session over 45 per
quarter
*A standard PE and music session is 30 minutes long. If a specialist conducts
60-minute sessions, they should be counted as two sessions.
B.
Special Education Case Loads
The District shall make a good faith effort to balance the workload for special education
employees as the District develops a staffing model for an approaching school year and
throughout a school year as needs for special education identified students change.
Special education teachers managing IEPs will have para-educator time.
Any special education employee who does not have the resources to meet their
assigned IEP caseload responsibilities shall:

First, explore options for assistance from their team, either a building team for a
special education employee, therapist team for SLPs, OTs, and PTs, or the
psychologist team for psychologists.

Second, if a special education employee’s caseload issue cannot be resolved with
the appropriate team, the employee will inform the building principal. The employee,
the team, and the building principal shall confer and develop a plan of action within
five (5) working days of notifying the building principal. The parties shall initiate the
plan of action within five working days of finalizing the plan.
Options for resolution may include but are not limited to the following:
 Hiring of additional staff
 Assignment of paraeducator or clerical assistance
 Reallocation of staff responsibilities for particular students
 Additional paid time
 Additional release time for the planning or drafting of IEPs or evaluations
 Reallocation of non-special education responsibilities
C.

Third, if the caseload concern cannot be resolved at this level, the employee, team
and building principal shall, individually or mutually, refer the issue to the Director of
Special Services. A meeting will be held within five (5) working days to discuss the
issue(s) and the parties will initiate a mutually agreed plan of action to resolve the
caseload within five (5) working days of the meeting.

Fourth, if the caseload issue continues to be unresolved, the District Review
Committee as outlined in Section 8.9.E will be followed. At least one (1) of the
employees chosen by the Association should have a similar role to the complainant.
The District will compensate one (1) additional day of work (7.0 hours) at per diem for
special education employees to attend a required special education meeting. No more
than one required meeting per month may be scheduled. Meetings will be 45 to 60
minutes in length based on input from the meeting participants.
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D.
For special education employees responsible for case managing Individualized Education Plans (IEP), the employee shall receive a stipend of $1,200 per year based on
a full-time equivalent. The payment of this stipend shall be divided equally among the
pay periods throughout the year.
By September 15th, a special education employee eligible for the stipend may provide a
written request with one of the following options:
1.
2.
Request 8 days of release time to be used prior to June 1 in lieu of the IEP
stipend.
Request 4 days of release time to be used prior to June 1 and half of the IEP
stipend ($600).
NOTE: If a release time option is selected, the special education employee may use a
maximum of two release days on consecutive workdays. The employee may work offsite provided written notice is provided to their supervisor indicating their work location.
The employee who chooses to take release time may take days in half-day increments.
E.
Early Start Program: One Carnation Elementary, one Stillwater Elementary, and one
Cherry Valley Elementary Special Education Teacher shall each receive $2,200.00
each year for additional assigned time and responsibilities required for the Special
Education Early Start Program. In addition, each such teacher may schedule one day
per month of release time for planning. The employee may work off-site provided
written notice is provided to their supervisor indicating their work location. The District
shall bear the cost of the substitute. Said monthly release time shall not accumulate
beyond two (2) days to be used during the current school year. Release time cannot be
carried over to the following school year.
F.
The District shall offer clerical support to all special education teachers. Such support
may include scheduling IEP and Evaluation team meetings with parents and team
members, sending parent/guardian due process notifications, and distribution of
paperwork.
Section 8.11 – Schedules for Itinerant Teachers
Whenever possible, itinerant teachers should be scheduled in only one school per day. If the
instructional program requires that an itinerant be scheduled for two schools in one day, care
should be taken that the schedule does not place unreasonable demands on the teacher. As a
guideline, approximately twenty (20) minutes should be allowed for leaving one classroom, and
twenty (20) minutes for setting up the new classroom site prior to instruction. Adequate travel
time between the sites should also be included.
Section 8.12 – National Board for Professional Teaching Standards Support
An employee who is a candidate for National Board Certification will be granted up to three (3)
days of release time with pay for duties and requirements for National Board Certification. In
addition, each candidate will be reimbursed up to $800.00 for certification fees. Said days of
released time and reimbursement is the total time and financial support for a National Board
Certification candidate.
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Section 8.13 – Professional Certification
For each employee working toward Professional Certification, the District will pay up to $500
toward reimbursement of fees required for such certification. Said reimbursement is the total
financial support for an employee working toward Professional Certification.
Section 8.14 – Employee Support Funds
Each 1.0 FTE employee is eligible for a maximum of $500 each year for professional
development; supplies, equipment and materials; and/or substitutes. Less than 1.0 FTE
employees are eligible for a pro rata amount of said $500. Said amount will be for:
A.
Professional Development: Professional development must be directly related to the
employee’s current job assignment and be sponsored by a college, a school district, a
professional organization, or a pre-approved plan by the employee’s supervisor.
B.
Supplies, Equipment, and Materials: Supplies and materials must be for instructional
purposes and consistent with the District’s instructional program. Supplies, equipment
and materials purchased by employees in accordance with District procedures are the
property of the District. Technology equipment/software must be approved prior to
purchase by the employee’s supervisor and the Director of Technology.
C.
Substitutes for Professional Growth: Substitutes provided to give release time to
employees for professional growth as approved by the employee’s supervisor.
D.
Groups of employees at a building or site may pool their individual allocations to make a
collective purchase or purchases. All participants pooling funds will state the benefits
and obtain the approval from their building administrator for the purchase or purchases.
This pooling is managed at the building level.
The allocation to each site will be consistent with District procedures.
Section 8.15 – Educational Assistant Time
The District recognizes the important work that Educational Assistants perform in the operation
of the schools; consequently, the District will budget to provide substitutes in the event an
Educational Assistant is absent.
A.
When the absence of an Educational Assistant is known prior to the start of the
Educational Assistant’s workday and is for at least one full day, the District will make a
best effort to provide a substitute for said Educational Assistant.
B.
When a partial day absence of an Educational Assistant is known prior to the start of the
Educational Assistant’s work day, the District will make a best effort to (1) provide a
substitute, (2) provide other coverage, or (3) implement an alternate solution agreed
upon by the Principal and the affected teacher(s). The term “teacher” shall refer to all
REA bargaining unit members.
C.
The District is not required to provide a substitute Educational Assistant for the period of
absence during the workday when an Educational Assistant leaves his/her job because
of illness or emergency.
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E.
The District may forego providing a substitute Educational Assistant when the absent
Educational Assistant’s normal duties are not directly related to student supervision or
instruction.
Section 8.16 - Committee Pay
A.
Beginning 1995-96, the District will make available $100 per FTE employee, for building
committee work under the direction of the building principal and the site-based
committee.
B.
By October 15 of each school year, the District will provide the Association with a list of
known District committees for which pay is applied. Committees added later will be
added to the list.
Section 8.17 - Curriculum Development
Curriculum Development includes areas such as curriculum adoption, alignment, articulation,
and assessment.
In recognition of the professional contributions of Riverview teachers to the District's
instructional program, several teacher leaders will be selected each year to lead district
committees doing curriculum development. Stipends and/or release time will be available for
these curriculum chairpersons.
When a new Curriculum Development Committee is formed, all REA members will be notified
for consideration to join the Committee no later than October 1st of each year. Any REA
member wishing to participate on a Curriculum Development Committee should contact the
Director of Teaching and Learning for consideration. Efforts will be made to include
representation from all buildings and programs as appropriate. The REA President or
designee can also provide recommendations for member participation and committee
leadership on District Curriculum Development Committees.
Section 8.18 - Site-Based Council
All sites will have a Site-Based Council in order to facilitate effective shared decision-making
using the Decision-Making Guide (Exhibit III). Specific organization, member selection criteria,
procedures, and goals are to be determined by individual sites. It is recognized that some
discussions and resulting decisions require confidentiality and are appropriate for
consideration only by professional staff. A Learning Improvement Team may be a standing
subcommittee of the Council.
It is agreed that at least fifty percent (50%) of the Site-Based Council must be composed of
REA certificated staff. In designing the balance of the Council membership, it is expected that
the principal will serve on this Council. In addition, there will be a parent position on each
Council, and consideration shall be given for representation of all groups of the school
community. REA certificated staff at the site will be represented by REA certificated staff on
the council.
Each Site-Based Council will be allocated the funds to be used for bargaining unit members,
whether to be used for compensation, professional development, or release time. The funding
allocation is calculated at $400 per REA certificated staff member.
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The Site-Based Council will develop a budgeting plan including areas of focus and allocation of
site funds which includes instructional (activity 27), extra-curricular (activity 28), and the sitebased allocation noted above. The Site-Based Council shall distribute activity 28 funds among
activities and WIAA sanctioned music and athletic events. The proposed plan will be
published at least one week prior to a staff meeting where it will be presented for discussion
and input. The staff’s input will be taken into consideration by the Council in order to finalize
the plan. By June 1 of each school year there will be a review of the plan by the Council and
an assessment of the use of funds. If the site-based allocation is not used and a site council
would like to carry the funds over to the next school year, this may be done with the approval
of the Superintendent.
No employee shall be excluded from the bargaining unit as a supervisory or managerial
employee, with regard to the Labor Relations Act, because of his/her participation in an
approved site-based decision-making body.
Section 8.19 - Staff Required Moves
Certificated staff members who move within or among buildings will be paid according to the
pay matrix below for both the packing and unpacking of the classroom instructional/curriculum
materials. Payment shall be made in a lump sum within sixty (60) days of a properly submitted
pay claim. Teachers can expect assistance in transferring items between classrooms. If the
move is initiated by the building, the stipend shall come from building resources. If the move is
initiated by the District, the stipend shall come from District resources.
With approval of the superintendent or his or her designee, there is an option for additional
compensation and/or other assistance in case of exceptional circumstances.
A.
B.
Definition of Moves:
1.
A “district-initiated move” means: Construction or maintenance related moves,
transfers or reassignment required by reductions, increase or reconfiguration of
staff within/among building or buildings driven by enrollment changes or district
required program changes.
2.
A “building-initiated move” means: Directed by the Principal, Site-Based Council,
or other school-based governing entity.
3.
A “staff-initiated move” means: An assignment, position, or room change that the
staff member has applied for or requested either orally or in writing.
Pay Matrix:
Category
Certificated
Staff
(other than ESA)
Educational
Staff
Associates (ESA)
District-initiated moves
$250
Building-initiated
moves
$175
$125
$88
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ARTICLE 9.0 - VACANCIES, TRANSFERS AND STAFF REDUCTION
Section 9.1 - Vacancies and Transfers
The District recognizes the importance of considering the interests and aspirations of its
teachers when making assignments and transfers, and filling vacancies. The District will
consider reassignment and transfer requests of teachers in keeping with the best interest of
the District, the building, and the instructional program in accordance with the following
procedures:
A.
B.
C.
Letters of Intent will be submitted to the District by March 15:
1.
Teachers who have been involuntarily moved can automatically be reassigned
back to the position they were forced to vacate if it becomes available. Such
persons have priority over other REA members.
2.
The choices on the Letter of Intent will be used in the consideration of
reassignment within the building, as determined by the building principal.
3.
The stated choices on the Letter of Intent will be used in the consideration of
transfer between buildings, as determined by the building principal(s).
4.
Letters of Intent and/or Letters of Interest will be used when considering filling
vacancies created by reassignments, transfers, or new positions due to growth
until August 1. If a position has not been filled through the process noted above,
employees will have ten (10) work days after the vacancy is posted to submit a
Letter of Interest for the position. All employees who meet the posted
qualifications will be granted an interview along with qualified outside candidates.
After August 1, vacancies will be communicated and filled by:
1.
All postings will be sent to all buildings/departments, REA representatives,
placement offices, the District WEB site, etc.
2.
District employees wishing to apply for district openings will submit a Letter of
Interest for the specific position. District employees MAY wish to update their
personnel file to compete favorably with outside candidates.
3.
District employees, who are qualified through endorsement, can choose to apply
and be interviewed for specific positions with outside candidates. District
interview team make-up and interview procedures will be used.
Glossary of Terms:
1.
Reassignment:
A change in an employee’s assignment.
2.
Transfer:
3.
Vacancy:
A position created by an employee transfer, reassignment or
resignation.
A move by an employee from one building to another.
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4.
New Position:
A position that did not previously exist.
5.
Letter of Intent:
A District form submitted by March 15 to the District
personnel office by an employee requesting consideration for a transfer or
reassignment or stating the employee’s intentions for the upcoming school year.
(The form will include a place where an employee can indicate that they want to
be notified of open positions that exist or are created during non-work time in the
summer.) The employee will provide the District with her/his summer address
and/or e-mail address.
6.
Letter of Interest:
position.
A brief request to be considered for a specific posted
Section 9.2 - Staffing New Schools
To fill positions when a new school building is open, the District shall:
A.
Request volunteers for consideration; then
B.
Request volunteers for up to five (5) of the remaining vacancies and offer a five hundred
dollar ($500.00) transfer incentive to each qualified employee who volunteers and is
then accepted.
C.
If, after requesting volunteers, vacancies remain, the District may use either or both of
the following options to fill the remaining vacancies.
1.
2.
Hire new employees for the remaining vacancies.
Fill remaining vacancies using involuntary transfer.
The employee(s) selected for such involuntary transfer shall be the least senior of those
with the necessary qualifications for the position.
Section 9.3 - Staff Reduction and Recall
A.
If the educational program and services of the District must be reduced because of lack
of revenue or financial resources, the following guidelines shall be taken into
consideration in determining the program and services to be retained, reduced or
eliminated:
1.
The program to be retained shall attempt to minimize the consequence of
program reductions upon the student(s).
2.
3.
Health and safety standards will be maintained.
Priority will be given to those books and supplies used by students in fulfilling
basic classroom objectives.
4.
When revenues are categorical and depend upon actual expenditures rather than
budgeted amounts, every effort will be made to maintain these programs to the
limit of the categorical support (e.g., Special Educational, CTE, federally
supported programs, etc.).
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B.
Certificated Staff Reduction: In the event that it is necessary to reduce the number of
certificated employees pursuant to the provisions hereof, those certificated employees
who will be retained to implement the District's reduced or modified program and those
certificated employees who will be terminated from employment will be identified by
using the following procedures.
1.
Determination of Vacant Positions:
a.
The District will determine, as accurately as possible, the total number of
certificated staff known as of April 15, leaving the District for reasons of
retirement, family transfer, normal resignations, leaves, discharge or
nonrenewal, etc., and these vacancies will be taken into consideration in
determining the number of available certificated positions for the following
school year.
b.
Certificated staff members may apply for a one (1) year leave of absence
without pay. The superintendent shall recommend favorable action by the
Board for any applicant if such applicant would not be terminated from
employment in accordance with these procedures, and if the granting of
such leave would eliminate the necessity for the involuntary termination of
a certificated employee. Any certificated employee granted such a leave
of absence shall be entitled to re-employment by the District following the
expiration of the leave period. Certificated employees taking a one (1)
year leave of absence shall be responsible for providing the
superintendent, or his designee, with their mailing addresses and any
changes thereof during their leave period. Any certificated employee
granted a leave of absence hereunder shall be subject to the provisions of
RCW 28A.405.210, and the provisions of this policy and administrative
procedures in the same manner as if actually employed by the District
during the leave period.
2.
Certification: Possession of any valid Washington State Certificate and an
authorized endorsement pursuant to WAC 180-79A-302 for grade levels and
subject areas within grade levels which may be required for the position(s) under
consideration shall be a pre-requisite for retention.
3.
Employment Categories: The following categories and teaching subject areas
are established to ensure the qualifications of personnel assigned to retain
positions:
a.
b.
Elementary teacher and middle school teacher (including elementary
music and physical education teachers) will be considered for retention in
one category (K-8).
Secondary teacher (6-12) will be considered for retention by K-8 teaching
endorsement or teaching subject area for which the employee is endorsed
such as: Sciences, Math, Social Studies, Language Arts, Technology
Education, Family and Consumer Sciences Education, Business
Education, Music, Art, Physical Education, Health, and designated foreign
languages.
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c.
Other non-supervisory certificated staff members will be considered for
retention according to their subject area which will include, but not be
restricted to:
Counselors
Librarians
Nurses
Psychologists
Reading Specialists
Special Education Teachers
(according to teaching subject area K-5, 6-12)
Speech and Language Pathologists
Occupational Therapists
Physical Therapist
4.
Retention by Employment Category: Each certificated staff member will, in
accordance with the criteria set forth in paragraph B5 hereof, be considered for
retention in the category or subject area appropriate to the position held at the
time of the implementation of these procedures. For the purposes of the
paragraph, an employee is currently performing in any given category or subject
area if .4 FTE or more of such employee's assignment is devoted to such
category or subject area. Certificated employees shall also be considered for
retention in such additional categories or subject areas as any such employee
may designate in writing to the superintendent or his designee, provided, that in
order to qualify for consideration in any such additional category, the employee:
a.
b.
Must have had a minimum of one (1) year full time professional
experience1 teaching or performing in each such additional category; and
Such experience must have occurred during the immediately preceding
ten (10) years.
All written designations for consideration in additional categories shall be
submitted in writing within five (5) working days after any request for such
information is made by the superintendent or his designee. Employees will only
be considered for additional categories if they do not qualify for retention in the
category appropriate to the position held at the time of the implementation of
these procedures. No employee shall be considered for retention in a position of
higher rank than the position held by such employee at the time of the
implementation of these procedures. The District's salary structure as of the time
of the implementation of these procedures shall determine whether a position is
"of higher rank" than the position currently held by the employee.
5.
Selection within Employment Categories: Certificated employees shall be
considered for retention in available positions within the categories or subject
areas for which they qualify under paragraph B4 hereof. In the event that there
are more qualified employees than available positions in a given category or
subject area, employees shall be recommended for retention on the basis of total
1 Employees who, by part time assignments, have accumulated the equivalent of one (1) year of full time experience in an
additional category satisfy the requirements of this paragraph with respect to such additional category.
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years of certificated teaching experience in the State of Washington. A year of
teaching experience will be consistent with OSPI determination of Washington
State teaching experience. If a tie exists, the determining factor shall be seniority
within the school district as determined by official Board action in employment. If
ties remain, the employee(s) to be retained shall be determined by drawing lots
among the employees who tie.
6.
Action by Board: Recommendations for certificated staff reductions developed in
accordance with these procedures shall be presented by the Board prior to May
15 (or such other date as may be subsequently established by law for certificated
contract nonrenewal) for further action by the Board in accordance with the
requirements of RCW 28A.405.210 and RCW 28A.405.300 as applicable.
7.
Employment Pool:
a.
All certificated personnel who are not recommended for retention in
accordance with these procedures shall be terminated from employment
and placed in an employment pool for possible re-employment for a period
of up to one (1) year. Employment pool personnel will be given the
opportunity to fill open positions within the categories or subject areas
identified in paragraph B3 for which they are qualified under paragraph
B4. If more than one such employee is qualified for an open position, the
criteria set forth in paragraph B5 shall be applied to determine who shall
be offered such position.
b.
It shall be the responsibility of each employee placed in the employment
pool to notify the superintendent or his designee in writing between
January 1 and January 31, if such employee wishes to remain in the
employment pool for the balance of the one-year period. If such
notification is not received, the name of any such employee shall be
dropped from the employment pool.
c.
When a vacancy occurs for which person(s) in the employment pool
qualify, notification from the school district to each individual will be by
certified mail or by personal delivery. Such individual will have ten (10)
calendar days from the mailing of the registered letter to accept the
position. If an individual fails to accept a position offered, such individual
will be dropped from the employment pool.
a.
Teachers reduced would have priority on the substitute list.
ARTICLE 10.0 - NO STRIKE
Section 10.1 - No Strike Clause
The Association agrees that during the term of this Agreement, neither the Association nor its
members will authorize, instigate or engage in a strike, sit-down or slow-down or picket against
the District.
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The Association agrees that in the event of a strike, sit-down or slow-down by Association
members, it will take such steps as are necessary and reasonable to bring about compliance
with the terms of this Agreement.
ARTICLE 11.0 - TEACHER EVALUATION
Section 11.1 - Purpose
The Riverview School District recognizes the unique potential inherent in each learner
(students, staff, parents, and community members). To support this, an effective evaluation
system that focuses on the improvement of instruction and personal and professional growth to
foster individual job satisfaction and satisfactory job performance has been developed.
The foundation of this evaluation system comprises the opportunities and means for individual
employees to set and realize personal and professional goals consistent with building and
district educational philosophy, mission, and state law. This evaluation system will be
continuous, constructive, objective, flexible, and function in an atmosphere of trust and
respect. The process will be cooperative and collaborative on the part of the evaluatee and
evaluator. It is designed to promote professional growth and development through productive
and supportive dialogue among staff and supervisors.
This evaluation system has been developed to ensure that the students of the Riverview
School District are taught by a dedicated, professional cadre of educators who recognize their
responsibility for their own professional growth and the need to expand and use their
knowledge, expertise, and effectiveness. This system also ensures that administrators in their
role as instructional leaders are dedicated to provide the support and resources for the growth
of the professional staff.
a.
Procedural Safeguards
i.
Electronic Monitoring: All observations shall be conducted
openly. Mechanical or electronic devices shall not be used to
listen or to record the procedures of any class without the prior
knowledge and consent of the classroom teacher.
Section 11.2 Definition of Terms Summative/Formative Evaluation System
Employee = Certificated classroom teachers and certificated support personnel
Provisional Employee = An employee during the first two years of employment
in the Riverview School District, unless the employee has previously completed
at least two years of certificated employment in another school district in the
State of Washington, in which case this term applies during the first year of
employment with the Riverview School District. (RCW 28A.405.220)
Continuing Employee = An employee who is not provisional.
New Employee = An employee during the first year of employment in the school
district.
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Formal Plan of Improvement = This plan is developed by the supervisor with input from the
affected employee whose performance is unsatisfactory. The plan will identify the specific
area(s) of performance deficiency(ies) based on the “Area(s) of Concern” noted on the
Summative Evaluation Review (Form B), and a suggested, specific, and reasonable program
for improvement, including additional available resources, timelines, and the expected
performance outcomes.
Informal Improvement Plan = A collaborative plan developed by the employee and
supervisor to address areas which are marked as “Approaches Standard” on the Summative
Evaluation Review (Form B). This plan is not designed for use with an employee whose
performance is an “Area of Concern” and/or Unsatisfactory. It is meant for professional growth
purposes only.
Conference = A meeting between the employee and evaluator.
Pre-Observation Conference = This conference, held prior to a Summative
Observation, is designed for the employee and supervisor to discuss the
observation, objectives, strategies, and outcomes.
Post-Observation Conference = This conference is designed for the supervisor
to discuss the observation and the Summative Evaluation Review Form (Form B)
following a Summative Observation.
Goal Conference = This conference, held on or before October 30, is designed
for the employee in the formative process and supervisor to discuss the
employee's goal(s) for the year. Of the two (2) required observations, the
employee may designate a maximum of two (2) scheduled visits.
Mid-Year Conference = This conference is designed to review progress toward
the Formative Strand employee’s goal(s).
Year-End Assessment Conference = This conference is designed for the
supervisor to provide and review with the employee his/her evaluation and/or a
collaborative discussion regarding progress toward goals.
Scheduled Summative Observation = A scheduled summative observation includes a preobservation conference, observation, and post-observation conference.
Unscheduled Summative Observation = An unscheduled observation for an employee on
the summative process includes the observation and post-observation conference.
Formative Visit = A formative visit consists of a minimum of two (2) ten-to-fifteen minute
classroom visits by the supervisor each year. Employees may choose to have up to two of the
two required classroom visits be scheduled.
Objective = An objective has a measurable result and can be accomplished within a specific
time period. Objectives guide planning of activities.
Activity = This is the action taken to reach an objective. It involves a direct experience by the
student.
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Goal = A goal is an end one strives to attain. A goal is general in scope and may be thought of
as providing direction. Although goals are not usually measurable, they are achieved by
meeting objectives.
Standards for Quality Teaching and Learning = These are the state and District required
evaluation guidelines the evaluator will use in evaluating employee performance.
Indicators = District adopted evaluation guidelines that clarify or define the criterion the
evaluator will use in evaluating employee performance.
Observation = Observation of the employee in the performance of his/her assigned duties by
the evaluator.
Summative Evaluation Review Form (Form B) = Form used to document what is observed
by the evaluator in the observation and evaluation of the employee in the performance of
his/her assigned duties.
Certificated Personnel Year End Assessment Report (Form D) = Evaluation form adopted
by the District to document personnel performance.
Probation = A period of time, beginning after October 15th but no later than February 1st, and
ending sixty (60) school days after the start date, during which the employee has the
opportunity to demonstrate improvements in his/her areas of deficiency.
Meets or Exceeds Standards = Meets or exceeds expectations for a specific standard on the
Summative Evaluation Review (Form B).
Approaches Standard = working toward expectations for a specific standard on the
Summative Evaluation Review (Form B). This may require an informal improvement plan be
developed.
Area of Concern = Does not meet expectations for a specific standard on the Summative
Evaluation Review (Form B). A Formal Plan of Improvement is required.
Satisfactory = Meets or exceeds expectations for a specific standard on the Standards for
Quality Teaching and Learning - Summative Evaluation Review (Form B). An employee
marked as “Approaching Standard” on the Summative Evaluation Review (Form B) should be
marked as “Satisfactory” on the Year End Assessment Report (Form D).
Unsatisfactory = Does not meet expectations for a specific indicator and/or criterion on the
Summative Evaluation Review (Form B) and is reported on the Year End Assessment Report
(Form D).
Section 11.3– Summative/Formative Evaluation Procedures (RCW 28A.405.100 (5))
A.
Summative Evaluation Strand
This Evaluation Process is used for the first three (3) years an employee is employed in
the District and a specified time thereafter. The employee or evaluator may request that
the Summative Form process of this Agreement be conducted in any given school year.
If a teacher changes building location or supervising administrator, the Summative Form
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of Evaluation may be used. The employee shall be observed for the purposes of
evaluation at least twice, total observation time shall not be less than sixty (60) minutes,
in the performance of his/her assigned duties. At least one (1) observation shall be a
minimum of thirty (30) minutes.
Evaluators with concern that an employee's performance rating may be Unsatisfactory
will activate the Summative Form process, and so inform the employee.
Summative Strand Procedures:
B.
1.
The employee on the Summative Strand and the supervisor will schedule on or
before October 1st two (2) observations including pre and post conferences.
Other observations will be determined by the evaluator.
2.
Each school year the frequency/duration of observations shall be as follows:
a.
All employees in the Summative Strand shall be observed for the
purposes of evaluation at least twice in the performance of their assigned
duties. Of the two (2) required observations the employee may designate
a maximum of two (2) scheduled observations;
b.
At least one (1) observation for the Summative Strand shall be a minimum
of thirty (30) minutes;
c.
New employees shall be observed at least once for a total observation
time of thirty (30) minutes during the first ninety (90) calendar days of their
employment period;
d.
Total observation time for each employee on the Summative Strand for
each school year shall not be less than sixty (60) minutes. After three (3)
years of satisfactory evaluation in the Summative Strand, an employee
may qualify for the Formative Evaluation Strand.
3.
Following each observation or series of observations, the principal/designee shall
promptly document the results of the observation in writing, using the Summative
Evaluation Review (Form B), and shall provide the employee with a copy thereof
within three (3) school days after such report is prepared.
4.
Following the completion of each Summative Evaluation Review (Form B), a
meeting within ten (10) school days shall be held between the principal/designee
and the employee to discuss the report.
5.
The Summative Evaluation Review (Form B) may be developed prior, during or
subsequent to the evaluation conference.
Formative Evaluation Strand
The purpose of the formative strand is the following:
1.
To improve instruction and learning environment for all students in the District
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2.
To provide staff members a collaborative process for educational risk taking and
experimentation
3.
To create a long term commitment to professional excellence
4.
To provide an avenue for encouraging outstanding performance
5.
To foster collegiality and trust
6.
To support employees in self-initiated growth and change
Formative Strand Procedures:
1.
After an employee has three (3) years of satisfactory Summative Strand
evaluations within the District, the employee may qualify for the Formative
Evaluation Strand process.
2.
Goal Development
a.
The employee formulates a maximum of three goal(s) and meets with
his/her supervisor to collaboratively discuss the goals and develop an
action plan for each goal by October 30th. This plan shall be recorded on
the Formative Evaluation Strand Form (Form C);
b.
Goal development may be a shared process with a team of colleagues
and the supervisor. In developing the goals, the method of assessment,
the timelines and any support that is to be provided by the District will be
identified and put in writing;
c.
The supervisor for employees on the Formative Plan serves as an advisor,
facilitator and/or resource, not as an evaluator. The primary responsibility
for monitoring the plan lies with the employee. Evaluators concerned
about Unsatisfactory performance of an employee currently on the
Formative Plan can activate the Summative Form process and so inform
the employee.
Goals shall be related to the School Improvement Plan, Essential
Academic Learning Requirements, District Mission, Standards for Quality
Teaching and Learning, or professional growth.
d.
3.
The supervisor will participate in two (2) 10-15 minute classroom visits which
may be scheduled in advance. These visits will be documented on the Year End
Assessment Report (Form D).
4.
Between January 1st and March 31st the employee and supervisor will meet to
discuss progress or adjust the plan (Formative Evaluation Strand Form – Form
C).
5.
Prior to June 1st the supervisor and the employee will meet to complete the
“Progress Made toward Goals” section of the Formative Evaluation Strand Form
(Form C) and to sign the Year End Assessment Report (Form D). This meeting
can also be used to suggest planning for the next year.
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Following the meeting the supervisor will send the Year End Assessment Report
and the Formative Evaluation Strand Form to the Human Resources Department.
6.
It is anticipated and expected that employees will have room for improvement
and should not become alarmed simply because suggestions are made for
improving performance. The Formative Evaluation Strand process may not be
used as a basis for determining that an employee's work is unsatisfactory or as
probable cause for the non-renewal of an employee's contract. Year End
Assessment Report (Form D) from the Formative Evaluation Strand should rate
the employee Satisfactory.
Evaluators with concern that an employee's
performance rank may be Unsatisfactory will activate the Summative Evaluation
process and so inform the employee.
7.
If a teacher changes building location or supervising administrator, the
Summative Evaluation process may be followed for that year.
8.
The employee or evaluator may request that the Summative Evaluation process
of this Agreement be conducted in any given school year.
Section 11.4 - Evaluation Requirements for the Summative/Formative Process
A.
Responsibility for Evaluation: Within each school the principal/designee will be
responsible for the evaluation of employees assigned to that school. An employee
assigned to more than one school shall be evaluated by the principal/designee of the
home school. The administrative organization plan of the school district shall be used to
determine lines of responsibility for evaluation of any employee who is not regularly
assigned to any school. Any principal or other supervisor may designate other
certificated staff members to assist in the observation and evaluation process, providing
that such staff members are not members of the bargaining unit represented by the
Association. A teacher in a specialized area may request a cooperative evaluation
including the supervisor of that area.
B.
Evaluation Criteria: Each employee shall be evaluated in accordance with the
Standards for Quality Teaching and Learning appropriate to the employee's position and
evaluation strand. Such evaluations shall be documented on the form appropriate to
the employee's evaluation strand. See process for Summative and Formative Strands.
C.
Required Evaluation: (RCW 28A.405.100)
1.
All first-year provisional employees shall be evaluated within the first ninety (90)
calendar days of the commencement of their employment.
2.
All employees, including new employees, shall be evaluated annually, such
evaluations to be completed not later than June 1 of the school year in which the
evaluation takes place.
3.
If an employee is transferred to another position not under the supervisor's
jurisdiction, an evaluation shall be made at the time of such transfer.
4.
If an employee resigns during the school year, a final evaluation shall be
completed prior to the resignation date.
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5.
D.
If the supervisor contemplates recommending that an employee be
placed on probation, an evaluation shall be made on or prior to the
beginning of the probationary period.
General Procedures:
1.
The employee shall sign the school district's copy of the Summative Evaluation
Review Form (Form B) and/or Year End Assessment Report (Form D) to indicate
participation in, but not necessarily concurrence with, the form and/or report.
Where disagreement exists, the employee shall attach a statement of the
elements of disagreement.
Section 11.5- Unsatisfactory Performance
A.
B.
Provisional Employees
1.
Any provisional employee may be subject to non-renewal during the term of
his/her provisional contract status with the Riverview School District, consistent
with the terms herein and state law.
2.
First year provisional employees will receive an evaluation on or before the first
ninety (90) calendar days of the employee's employment.
3.
Provisional employees having performance deficiencies will be promptly notified
in writing of such deficiency.
Such provisional employee will receive
recommendation for corrective action no later than fifteen (15) workdays from the
observation at which the performance deficiencies were observed.
4.
In the event the Superintendent of the Riverview School District determines that
the employment contract of any provisional employee should not be renewed by
the District for the next school year, the Superintendent shall notify the
provisional employee in writing on or before May 15th, stating the reason(s) for
non-renewal. At the same time that said letter is provided to the provisional
employee, a copy of said letter shall also be provided to the REA President.
5.
The provisional employee may request a reconsideration of the non-renewal
pursuant to the procedures in RCW 28A.405.220.
Continuing Employees (RCW 28A.405.100)
1.
A continuing employee whose work is judged to be Unsatisfactory based upon
established performance criteria shall be so notified and placed on probation,
subject to the following procedures (The REA president will be provided a copy of
this notice):
a.
If a supervisor determines on the basis of the evaluation criteria that the
performance of an employee under his/her supervision is Unsatisfactory,
the supervisor shall report the same in writing to the Superintendent and
employee at any time after October 15th. The report shall include the
following:
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b.
(i)
The evaluation report prepared pursuant to Article 11.0;
(ii)
A recommended specific and reasonable program designed to
assist the employee in improving his/her performance.
If the Superintendent concurs with the supervisor's evaluation that the
performance of the employee is unsatisfactory, the Superintendent shall
place the employee in a probationary status at any time after October 15th
but not later than February 1st. The employee shall be given written
notice of the action of the Superintendent which shall contain the following
information:
(i)
Specific area(s) of deficiency(ies);
(ii)
A specific and reasonable program for improvement;
(iii)
A statement indicating the date on which the probationary period
will end. This date will be sixty (60) school days following the start
date.
(iv)
A statement indicating the purpose of the probationary period is to
give the employee the opportunity to demonstrate improvement in
his/her area(s) of deficiency(ies).
c.
If the Superintendent does not concur with the supervisor's
recommendation for probation, he/she shall notify in writing the
principal/designee and the employee of his/her final determination.
d.
At or about the time of the delivery of the probationary letter, the
principal/designee shall meet with the probationary employee to discuss
the performance deficiency(ies) and the remedial measures to be taken.
The employee will have the right to have a representative of the
Association present at said meeting.
e.
The supervisor may authorize one (1) additional certificated employee to
evaluate the probationer and to aid the employee in improving his/her
area(s) of deficiency.
f.
During the probation period, the principal/designee will meet with the
probationary employee at least twice monthly to supervise and make
written evaluation of the progress, if any, made by the employee.
g.
During the period of probation, the employee may not be transferred from
the supervision of the original evaluator, except in an emergency. For the
purpose of this subsection, an emergency shall be defined as the
placement of the original evaluator on a leave of absence owing to illness,
injury or disability or the termination of employment of the original
evaluator. Improvement of performance or probable cause for nonrenewal must occur and be documented by the original evaluator before
any consideration of a request for transfer or reassignment as
contemplated by either the individual or the school district.
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2.
h.
The probationer may be removed from probation at any time if he/she had
demonstrated improvement to the satisfaction of the principal/designee in
the area(s) specifically detailed in his/her notice of probation.
i.
Unless the probationary employee has previously been removed from
probation, the principal/designee will submit a written report to the
Superintendent at the end of the probationary period. This report shall
identify whether the performance of the probationary employee has
improved and shall set forth one of the following recommendations for
further action:
(i)
That the employee has demonstrated sufficient improvement in the
stated area(s) of deficiency to justify the removal of the
probationary status; or,
(ii)
That the employee has not demonstrated sufficient improvement in
the stated area(s) of deficiency and action should be taken to nonrenew the employment contract of the employee.
j.
Following a review of any report submitted pursuant to this section, the
Superintendent shall determine which of the alternative courses of action
is proper and shall take appropriate action to implement such
determination. The employee will be notified in writing, on or before May
15th, of the Superintendent's final determination.
k.
Immediately following the completion of a probationary period that does
not produce the performance changes detailed in the initial notice of
deficiencies and improvement program, the employee may be removed
from his or her assignment and placed into an alternative assignment for
the remainder of the school year. This reassignment may not displace
another employee nor may it adversely affect the probationary employee’s
compensation or benefits for the remainder of the employee’s contract
year. If such reassignment is not possible, the District may, at its option,
place the employee on paid leave for the balance of the contract term.
The continuing employee may appeal the non-renewal pursuant to the
procedures in RCW 28A.405.210.
Section 11.6 - Standards for Quality Teaching and Learning and Goal Planning for Librarians,
TOSAs, and ESAs.
The Standards for Quality Teaching and Learning which follow are to be used in the evaluation
of the performance of all employees on the Summative Strand in each respective group. Each
charted standard describes the expected behaviors and/or abilities in that performance area.
An employee's performance will be judged to have met a standard by demonstrating the
expected behaviors and/or abilities stated in the Standards for Quality Teaching and Learning.
The descriptive indicators charted within each standard are to be used as a guide to determine
whether the employee's performance has met the Standard. It is recognized that it may not be
possible to observe performance concerning every indicator.
52
1
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8
9
10
The specific Standards for Quality Teaching and Learning and the indicators for each Standard
may not be added to except by mutual agreement of the District and Association.
Section 11.7 – New Teacher Evaluation Process for Classroom Teachers
Starting the 2013-14 school year, a Memorandum of Understanding is in effect for the duration
of the contract to implement the New Teacher Evaluation Process as defined in RCW
28A.4.5/WAC 392-191A.
53
Riverview School District
Standards for Quality Teaching and Learning for Educational Staff Associates
Area of Concern
Approaches Standard
Meets Standard
Exceeds Standard
Year 1 + Year 2+ Year 3
1
Environment
1. Interactions with at least some
students are negative or
inappropriate; little or no rapport has
been established or attempted.
1. Interactions with students are a
mix of positive and negative;
attempts to build rapport are partially
successful.
1. Interactions with students are
positive and respectful; has
developed positive rapport with
students.
1. Seeks opportunities within the larger
school setting to interact with students
and to promote a high degree of trust
and rapport.
2. Makes no attempt to establish a
culture for health and well being in
the school as a whole, or among
students or among teachers.
2. Attempts to promote a culture
throughout the school for health and
well being are partially successful.
2. Promotes a culture throughout the
school for health and well being.
2. Supports teachers and students to
maintain the school culture of health
and well being while serving as a
resource to the school and district in
this area.
3. Routines and procedures for the
specialty area are nonexistent or in
disarray.
3. Has rudimentary and partially
successful routines and procedures
for the specialty area.
3. Routines and procedures for the
specialty area work effectively.
3. Routines and procedures for the
specialty area are clear and have been
developed in consultation with other
staff as appropriate.
4. No standards of conduct have
been established. Fails to address
negative student behavior when
working with students.
4. Standards of conduct appear to
have been established. Attempts to
monitor and correct negative student
behavior are partially successful.
4. Standards of conduct have been
established. Monitors student
behavior against those standards;
response to students is appropriate
and respectful.
4. Standards of conduct have been
established. Monitoring of students is
subtle and preventive, and students
engage in self-monitoring of behavior.
5. The physical environment is in
disarray or is inappropriate to the
planned activities. Materials are not
stored in a secure location and are
difficult to find when needed.
5. Attempts to create an inviting and
well-organized physical environment
are partially successful. Materials
are stored securely but are difficult to
find when needed.
5. Specialty area arrangements are
inviting and conducive to the
planned activities. Materials are
stored in a secure location and are
available when needed.
5. Specialty area is inviting and highly
conducive to the planned activities.
Materials are properly stored and
organized.
6. Fails to locate materials,
equipment and/or assessment tools,
even when specifically requested to
do so.
6. Efforts to locate materials,
equipment and/or assessment tools
are partially successful; reflecting an
incomplete knowledge of what is
available.
6. In a timely manner locates
materials, equipment and/or
assessment tools consistent with
student needs.
6. Anticipates student needs,
proactively locates materials,
equipment and/or assessment tools.
7. No guidelines for delegated duties
have been established, or the
guidelines are unclear. Does not
monitor support personnel activities.
7. Efforts to establish guidelines for
delegated duties are partially
successful. Monitors support
personnel activities sporadically.
7. Has established guidelines for
delegated duties and monitors
support personnel activities.
7. Has established clear guidelines for
delegated duties, monitors support
personnel activities and intervenes
appropriately, as needed.
54
Riverview School District
Standards for Quality Teaching and Learning for Educational Staff Associates
Area of Concern
Year 1 + Year 2 + Year 3
2
Planning and
Preparation
Approaches Standard
Meets Standard
Exceeds Standard
1. Lacks clear goals for the specialty
program area or goals are
inappropriate to either the situation or
the age of the students.
1. Sets rudimentary goals that are
partially suitable to the situation and
the age of the students.
1. Sets clear goals that are
appropriate to the situation and to the
age of the students.
1. Establishes goals that are highly
appropriate to the situation and to the
age of the students and have been
developed following consultation with
students, parents and colleagues.
2. Displays little or no knowledge of
child and adolescent development.
2. Displays limited knowledge of
child and adolescent development.
2. Displays accurate understanding
of the typical developmental
characteristics of the age group, as
well as exceptions to the general
patterns.
2. Displays accurate understanding of
the typical developmental characteristics
of the age group, as well as exceptions
to the general patterns, and can apply it
to the individual student.
3. Demonstrates little or no
knowledge and/or skill in the
specialty area.
3. Demonstrates basic knowledge
and skill in the specialty area with
rudimentary use of research findings,
assessments and/or therapies.
3. Demonstrates thorough
knowledge and skill in the specialty
area, including consistent use of
research findings, assessments and
therapies.
3. Demonstrates extensive knowledge
and skill in the specialty area; serves as
a resource for the district.
4. Demonstrates little or no
knowledge of laws and procedures
applicable to the specialized area.
4. Demonstrates basic knowledge of
laws and procedures applicable to the
specialized area.
4. Demonstrates thorough
knowledge of laws and procedures
applicable to the specialized area.
4. Demonstrates extensive knowledge
of laws and procedures applicable to the
specialized area; takes a leadership role
in reviewing and revising district
policies.
5. Demonstrates little or no
knowledge of resources for students
available through the school or
district.
5. Demonstrates basic knowledge of
resources for students available
through the school or district.
5. Demonstrates thorough
knowledge of resources for students
available through the school or
district and some familiarity with
resources outside the district.
5. Demonstrates extensive knowledge
of resources for students available
through the school or district and in the
larger community.
6. Plans a random collection of
unrelated activities, lacking
coherence or an overall structure.
6. Plan incorporates a guiding
principle and includes a number of
worthwhile activities, but some
activities don’t fit with the regular
school program.
6. Develops a clear, integrated plan
that identifies and addresses
individual student needs and groups
of students, as appropriate.
6. Designs a highly coherent,
preventive and responsive plan, and
serves to support students individually
and in groups, within the broader
educational program.
55
Riverview School District
Standards for Quality Teaching and Learning for Educational Staff Associates
Area of Concern
Approaches Standard
Meets Standard
Exceeds Standard
Year 1 + Year 2 + Year 3
2
Planning and
Preparation
7. Has no plan to evaluate the
program or resists suggestions that
such an evaluation is important.
7. Has a rudimentary plan to
evaluate the specialty program.
56
7. Plan to evaluate the program is
organized around clear goals and
collects evidence to indicate the
degree to which the goals have been
met.
7. Evaluation plan is highly
sophisticated, with reliable sources of
evidence and a clear path toward
improving the program on an ongoing
basis.
Riverview School District
Standards for Quality Teaching and Learning for Educational Staff Associates
Area of Concern
Approaches Standard
Meets Standard
Exceeds Standard
Year 1 + Year 2 + Year 3
3
Delivery of
Service
1. Fails to respond to referrals or
makes inaccurate assessments of
student needs.
1. Responds to referrals when
pressed and makes adequate
assessments of student needs.
1. Responds to referrals and makes
thorough assessments of student
needs.
1. Is proactive in responding to
referrals and makes highly competent
assessments of student needs.
2. Demonstrates little or no
knowledge and skill in administering
and interpreting assessment
instruments to evaluate students.
Fails to instruct others who will
administer assessment instruments.
2. Demonstrates limited knowledge
and skill in administering and
interpreting assessment instruments
to evaluate students. Instructions to
others are unclear.
2. Demonstrates sufficient
knowledge and skill in administering
and interpreting assessment
instruments to evaluate students.
Instructions to others are clear.
2. Demonstrates extensive knowledge
and skill in administering and
interpreting assessment instruments to
evaluate students. Instructions to others
allow them to work with minimal
supervision.
3. Declines to consult with staff,
parents, students and external
providers/agencies concerning the
development, coordination, and/or
extension of services to those
needing specialized programs.
3. Occasionally consults with staff,
parents, students and external
providers/agencies concerning the
development, coordination, and/or
extension of services to those
needing specialized programs.
3. Maintains ongoing consultations
with staff, parents, students and
external providers/agencies
concerning the development,
coordination, and/or extension of
services to those needing specialized
programs.
3. Maintains and initiates consultations
with staff, parents, students and
external providers/agencies concerning
the development, coordination, and/or
extension of services to those needing
specialized programs.
4. Fails to explain to staff, parents
and/or students the purpose, meaning
and limitations of evaluation
information, or explains in an
insensitive manner.
4. Explanations are partially
successful; misunderstandings and
insensitivities occasionally occur.
4. Explanations are clear and
understandable for staff, parents, and
students and are delivered in a highly
sensitive manner. Reaches out to staff,
parents, and students to enhance trust.
5. Neglects to collect important
information on which to base
reports. Reports are untimely,
unclear, and inaccurate.
6. Declines to collaborate with staff,
parents and/or students to develop
services, treatment plans or
interventions to meet identified
student needs.
5. Collects most of the important
information on which to base
reports. Reports may be untimely,
lacking clarity and accuracy.
6. Collaborates with staff, parents
and/or students to develop services,
treatment plans or interventions to
meet identified student needs when
specifically asked to do so.
4. Explanations are clear and
understandable for staff, parents and
students and are delivered in a
manner that is sensitive to the impact
of the information given on staff,
parents and/or students.
5. Collects all the important
information on which to base
reports. Reports are timely, accurate
and clear.
6. Initiates collaboration with staff,
parents and/or students to develop
services, treatment plans or
interventions to meet identified
student needs.
7. Is inflexible and unable to adjust
to changing and unexpected
situations.
7. Is usually flexible and often able
to adjust to changing and unexpected
situations.
7. Adjusts to and responds
appropriately to changing and
unexpected situations.
7. Is flexible and is able to incorporate
changing and unexpected situations into
the specialty program.
57
5. Is proactive in collecting important
information, interviewing teachers and
parents if necessary; reports are on
time, clear and accurate.
6. Initiates collaboration with staff,
parents and/or students to develop
services, treatment plans or
interventions to meet identified student
needs, locating additional resources
from outside the school, as warranted.
Riverview School District
Standards for Quality Teaching and Learning for Educational Staff Associates
Area of Concern
Approaches Standard
Meets Standard
Exceeds Standard
Year 1 + Year 2 + Year 3
4
Professional
Development
and
Responsibilities
1. Does not use self-assessment and
information from others to identify
own performance strengths,
limitations, and/or shape practices.
1. Uses some self-assessment and
information from others to identify
own performance strengths,
limitations, and shape practices.
1. Uses self-assessment and
information from others to identify
own performance strengths,
limitations, and shape practices.
1. Seeks information from others to
identify performance strengths,
limitations, and shape practices;
systematically dedicates time to selfassessment.
2. Provides no information to
families, staff, student and
community members about the
specialty program as a whole or
about characteristics and needs of
groups or individual students.
2. Provides limited though accurate
information to families, staff, student
and community members about the
specialty program as a whole and
about characteristics and needs of
groups or individual students.
2. Provides thorough and accurate
information to families, staff, student
and community members about the
specialty program as a whole and
about characteristics and needs of
groups or individual students.
2. Is proactive when providing
information to families, staff, student
and community members about the
specialty program as a whole and about
characteristics and needs of groups or
individual students.
3. Records are in disarray; they may
be missing, illegible or stored in an
insecure location.
3. Records are usually accurate and
legible and are stored in a secure
location.
3. Records are accurate and legible,
and stored in a secure location.
3. Records are consistently accurate,
legible and well organized, and stored
in a secure location.
4. System is either nonexistent or in
disarray; it cannot be used to monitor
student progress or to adjust plans
when needed.
4. Has developed a rudimentary data
management system for monitoring
student progress and occasionally
uses it to adjust plans when needed.
4. Has developed an effective and
confidential data management
system for monitoring student
progress and uses it to adjust plans
when needed.
4. Has developed a highly effective and
confidential data management system
for monitoring student progress and
uses it to adjust plans when needed.
5. Relationships with colleagues are
negative and unprofessional; avoids
being involved in school and district
events and projects.
5. Relationships with colleagues are
cordial; participates in school and
district events and projects when
specifically asked to do so.
5. Participates in school and district
events and projects and maintains
positive and professional
relationships with colleagues.
5. Makes a substantial contribution to
school and district events and projects
and assumes a leadership role with
colleagues.
6. Does not participate in decisionmaking and/or makes decisions on
self-serving interests.
6. Begins to participate in decisionmaking.
6. Participates in decision-making to
ensure decisions are based on the
highest professional and democratic
principles.
6. Takes a leadership role in team,
department or school decision-making
processes and helps ensure decisions
are based on the highest professional
and democratic principles.
7. Demonstrates little or no
knowledge of changes in the law,
new developments, ideas and events
related to the special field through
workshops, research, and/or
professional associations.
7. Demonstrates basic knowledge of
changes in the law, new
developments, ideas and events
related to the special field through
workshops, research, and/or
professional associations.
7. Demonstrates knowledge of
changes in the law, new
developments, ideas and events
related to the special field through
workshops, research, and/or
professional associations.
7. Demonstrates extensive knowledge
of changes in the law, new
developments, ideas and events related
to the special field through workshops,
research, and/or professional
associations.
58
Riverview School District
Standards for Quality Teaching and Learning for Educational Staff Associates
Area of Concern
Approaches Standard
Meets Standard
Exceeds Standard
Year 1 + Year 2 + Year 3
4
Professional
Development
and
Responsibilities
8. Violates principles of privacy and
confidentiality.
8. Adheres to principles of privacy
and confidentiality.
59
8. Models high standards of privacy
and confidentiality in interactions
with staff, parents, students, and the
public.
8. Models high standards of privacy
and confidentiality in interactions with
staff, parents, students, and the public.
Takes a leadership role in reviewing
and revising district policies.
RIVERVIEW SCHOOL DISTRICT
STANDARDS FOR QUALITY TEACHING AND LEARNING FOR EDUCATIONAL STAFF ASSOCIATES
(Counselor, Nurse, Psychologist, Physical Therapist, Occupational Therapist, Speech and Language Pathologist)
SUMMATIVE EVALUATION REVIEW
(Form B)
Name:
Date:
Position:
School:
Evaluator Name:
Pre-Observation Date:
Observation Date:
Post-Observation Date:
Evaluator: Mark one box in each area that summarizes your evaluation.
Environment
Area of
concern
Year 1 + Year 2 + Year 3
Approaches
Standard
Meets or
Exceeds
Standard
Approaches
Standard
Meets or
Exceeds
Standard
Approaches
Standard
Meets or
Exceeds
Standard
1. Creates an environment of respect and rapport.
Comments:
2. Supports a culture for health and wellness.
3. Assists in establishing and maintaining clear routines and procedures in the specialty area.
4. Establishes standards of conduct in the specialty area.
5. Organizes physical space.
6. Selects or recommends materials, equipment, and/or assessment tools consistent with student
needs.
7. Directs support personnel, as applicable.
Planning and Preparation
Area of
concern
Year 1 + Year 2 + Year 3
1. Establishes goals for the special program area appropriate to the setting and students served.
Comments:
2. Demonstrates knowledge of child and adolescent development.
3. Demonstrates knowledge and skill in the specialty area, including use of research findings,
appropriate assessments and/or therapies in the development of a program of services.
4. Demonstrates knowledge of and implements district policies, state and federal regulations.
5. Demonstrates knowledge of resources, both within and outside the school district.
6. Plans the program area, integrated with the regular school program, to meet the needs of
individuals and groups of students.
7. Develops a plan to evaluate the program area.
Delivery of Service
Area of
concern
Year 1 + Year 2 + Year 3
1. Responds to referrals and assesses student needs according to applicable professional
guidelines or protocols.
2. Demonstrates ability to administer and interpret assessment instruments and/or instruct others
who will administer assessment instruments.
3. Consults with staff, parents, students and external providers/agencies concerning the
development, coordination, and/or extension of services to those needing specialized programs.
4. Assists staff, parents and students in understanding and using evaluative information consistent
with the intended use/limitations of the given data.
5. Collects relevant information and writes clear, timely and accurate reports.
6. Collaborates with staff to develop services, treatment plans or interventions to meet identified
student needs, as warranted.
7. Demonstrates flexibility and responsiveness.
60
Comments:
Professional Development and Responsibilities
Area of
concern
Year 1 + Year 2 + Year 3
Approaches
Standard
Meets or
Exceeds
Standard
1. Uses self-assessment and information from others to identify own performance strengths,
limitations, and shape practices.
2. Communicates the characteristics and needs of students to parents, staff, students and
community members in group and individual settings.
Comments:
3. Maintains accurate records.
4. Maintains an effective and confidential data-management system.
5. Participates in a professional community.
6. Cooperates in and is supportive of the building and district decision making process.
7. Keeps current with changes in the law, new developments, ideas and events related to the
special field through workshops, research, and/or professional associations.
8. Fosters an environment that provides privacy and protects student and family information
consistent with federal and state regulations and district policies.
If all criteria are marked Meets or Exceeds Standards, the employee, in collaboration with the evaluator, sets a professional goal. (The responsibility
for evaluating this goal lies with the employee.)
GOAL:
If any criterion is marked Approaches Standard, the supervisor and employee will discuss assistance and suggestions on how growth can be made
and may develop an informal improvement plan.
SUGGESTIONS/PLAN:
If any criterion is marked Areas of Concern, the evaluator will note the specific indicator(s) and develop a Plan of Improvement. (Refer to evaluation
section of the Negotiated Agreement.)
Employee:
Date:
Evaluator:
Date:
Note: Both signatures are required. Signing of this instrument acknowledges participation in, but not necessarily concurrence with, the evaluation
conference.
Copy to: Employee, Supervisor and Personnel
61
Riverview School District
Standards for Quality Teaching and Learning for Media/Instructional Specialists
Area of Concern
Approaches Standard
Meets Standard
Exceeds Standard
1. Interactions with some
professionals are negative,
demeaning or sarcastic.
1. Professional interactions are civil
and usually respectful.
1. Professional interactions are civil,
respectful and positive.
1. Staff genuinely appreciates and
respects other staff/students.
2. Staff/student interactions are
neutral: little or no rapport has been
established.
2. Staff/student connections are
inconsistent.
2. Staff has developed positive
rapport with students.
2. Staff creates personal connection
with students that enhance learning.
3. Staff interactions with students
are inappropriate to the students’
culture, gender and/or developmental
level.
3. Staff/student interactions are
generally appropriate to students’
culture, gender and developmental
level.
3. Staff/student interactions
demonstrate caring and are
appropriate to students’ culture,
gender and developmental level.
3. Staff makes an extra effort to
demonstrate caring and to speak and
act in ways that are appropriate to
students’ culture, gender and
developmental level.
4. The teaching environment is not
conducive to learning.
4. The teaching environment and
arrangement is generally safe and
does not discourage learning.
4. The teaching environment and
arrangement is organized, safe and
conducive to learning.
4. The teaching environment and
arrangement is organized, safe and
extra effort is made so that learning
takes place in an inviting and
stimulating environment.
5. Student behavior expectations are
not consistent with school and
district discipline policies.
5.
5. Student behavior expectations are
consistent with school and district
discipline policies.
5.
6. Staff conveys a negative attitude
toward what is being taught,
suggesting that it is not important or
is mandated by others.
6. Communicates importance of
what is being taught, but with little
conviction and only minimal buy-in.
6. Conveys genuine enthusiasm for
what is being taught, and promotes
interest in learning.
6. Staff creates an environment that
demonstrates, through active
participation and pride in their
learning, that they value the
importance of what is taught.
Year 1 + Year 2+ Year 3
1
Instructional
Environment
62
Riverview School District
Standards for Quality Teaching and Learning for Media/Instructional Specialists
Area of Concern
Year 1 + Year 2+ Year 3
1
Instructional
Environment
Approaches Standard
Meets Standard
Exceeds Standard
7. Response to misbehavior is
inappropriate and does not
demonstrate respect for students.
7. Response to misbehavior is
usually appropriate and demonstrates
respect for students.
7. Response to misbehavior is
appropriate and demonstrates respect
for students.
7. Response to misbehavior is
appropriate and demonstrates respect
for students and fosters a sense of
community.
8. Uses minimal resources for
planning, teaching and classroom
activities.
8. Uses a narrow range of resources
for planning, teaching and classroom
activities.
8. Uses multiple resources for
planning, teaching and classroom
activities.
8. Consistently seeks multiple
innovative resources for planning,
teaching and classroom activities;
provides school and district
leadership in the area.
63
Riverview School District
Standards for Quality Teaching and Learning for Media/Instructional Specialists
Area of Concern
Year 1 + Year 2 + Year 3
2
Planning and
Preparation
Approaches Standard
Meets Standard
Exceeds Standard
1. Lacks clear goals for the
instructional program, or goals are
inappropriate to the situation or needs
of the staff/students.
1. Sets rudimentary goals that are
partially suitable to the situation and
the needs of the staff/students.
1. Sets clear goals for the
instructional program that are
suitable to the situation and the needs
of the staff/students.
1. Establishes clear goals that are
highly appropriate to the situation
and the needs of the staff/students
through consultation with
administrators and colleagues.
2. Rarely incorporates technology
resources into lesson plans or
provides technology references for
students even though technology is
available and would enrich student
learning.
2. Occasionally incorporates
technology resources into lesson
plans and provides technology
references for students when
appropriate.
2. Frequently incorporates
technology resources into lesson
plans and provides technology
references for students when
appropriate.
2. Consistently incorporates
technology resources into lesson
plans; models use of appropriate
technology in instruction.
3. Demonstrates little or no
familiarity with current research and
best practices in specialty area, or
trends in professional development.
3. Demonstrates basic familiarity
with current research and best
practices in specialty area, or trends
in professional development.
3. Demonstrates thorough
knowledge of current research and
best practices in specialty area, or
trends in professional development.
3. Demonstrates broad and deep
knowledge of current research and
best practices in specialty area, or
trends in professional development;
demonstrates expertise in his/her
specialty field.
4. Demonstrates little or no
knowledge of the school’s program,
of teacher skill in delivering that
program, or of student information
needs, as appropriate to his/her role.
4. Demonstrates basic knowledge of
the school’s program, of teacher skill
in delivering that program, or of
student information needs, as
appropriate to his/her role.
4. Demonstrates thorough
knowledge of the school’s program,
of teacher skill in delivering that
program, or of student information
needs, as appropriate to his/her role.
4. Is deeply familiar with the
school’s program and works to shape
its future direction; actively seeks
information as to teacher skill or
student information needs as
appropriate to his/her role.
5. Demonstrates little or no
knowledge of resources available in
the school and district.
5. Demonstrates basic knowledge of
resources available in the school and
district.
5. Demonstrates full awareness of
resources available in the school and
district, and the larger professional
community.
5. Demonstrates full awareness of
resources available in the school and
district, and the larger professional
community. Actively seeks out new
resources from a wide range of
sources.
64
Riverview School District
Standards for Quality Teaching and Learning for Media/Instructional Specialists
Area of Concern
Year 1 + Year 2 + Year 3
2
Planning and
Preparation
Approaches Standard
Meets Standard
Exceeds Standard
6. Instructional activities lack
coherence or a structure related to the
overall school program.
6. Instructional activities may be
worthwhile, but some of them do not
fit with the broader goals of the
overall school program.
6. Instructional program is well
designed and integrated into overall
school program.
6. Instructional program is highly
coherent, taking into account the
competing demands of making
presentations and consulting with
teachers, and has been developed
after consultation with teachers and
administrators.
7. Has no plan to evaluate the
program or resists suggestions that
such an evaluation is important.
7. Has a rudimentary plan to
evaluate the instructional program.
7. Develops plan to evaluate the
program that is organized around
clear goals and the collection of
evidence to indicate the degree to
which the goals have been met.
7. Develops a highly sophisticated
plan with reliable sources of evidence
and a clear path toward improving
the program on an ongoing basis.
65
Riverview School District
Standards for Quality Teaching and Learning for Media/Instructional Specialists
Area of Concern
Approaches Standard
Meets Standard
Exceeds Standard
Year 1 + Year 2 + Year 3
3
Delivery of
Service
1. No evidence of pre-planned
lessons.
1. Lesson plans are sometimes
vague and incomplete.
1. Lesson plans are specific and
clearly evident.
1. Lesson plans are specific and
clearly evident; technology is
incorporated consistently.
2. Provides learning activities that
do not engage the learner, and that
are not suitable for meeting
instructional goals.
2. Occasionally provides learning
activities that engage the learner, and
that are suitable for meeting the
instructional goals.
2. Consistently provides learning
activities that engage the learner, and
that are suitable for meeting the
instructional goals.
2. Serves as a school and district
resource for the modeling of learning
activities that engage the learner, are
suitable for meeting the instructional
goals, and that utilize appropriate
technology.
3. Seldom uses strategies that
involve students in higher levels of
thinking.
3. Begins to use strategies that
involve students in higher levels of
thinking.
3. Uses strategies that involve
students in higher levels of thinking.
3. Uses and models multiple
strategies that involve students in
higher levels of thinking; provides
school and district leadership in the
area.
4. Much time is lost during
transitions and/or class begins late.
4. Transitions are sporadically
efficient. Class occasionally begins
late resulting in loss of instructional
time.
4. Transitions occur smoothly with
little loss of instructional time.
4. Transitions are seamless, with
students assuming some
responsibility for efficient operation.
5. Does not reflect on a lesson’s
success or achievement of
instructional goals.
5. Has a generally accurate
impression of a lesson’s
effectiveness and the extent to which
goals were met.
5. Makes an accurate assessment of
a lesson’s effectiveness and the
extent to which it achieved its goals
and makes suggestions to refine the
lesson.
5. 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.
6. Uses limited or redundant
resources to deliver instruction.
6. Begins to use multiple resources
to deliver instruction.
6. Uses multiple resources to deliver
instruction.
6. Uses multiple resources to deliver
instruction in flexible and engaging
ways.
7. Declines to collaborate with
teachers in the design of instructional
lessons and units.
7. Collaborates with teachers in the
design of instructional lessons and
units when specifically asked to do
so.
7. Initiates collaboration with
teachers in the design of instructional
lessons and units.
7. Initiates collaboration with
teachers in the design of instructional
lessons and units locating additional
resources from sources outside the
school.
66
Riverview School District
Standards for Quality Teaching and Learning for Media/Instructional Specialists
Area of Concern
Approaches Standard
Meets Standard
Exceeds Standard
Year 1 + Year 2 + Year 3
3
Delivery of
Service
8. Declines opportunities to engage
staff or students in developing new
skills.
8. Engages staff/students in
developing new skills when
specifically asked to do so.
8. Engages staff/students in
developing new skills upon own
initiative.
8. Works to highly engage
staff/students in developing new
skills and takes initiative to suggest
new areas for growth.
9. Lessons and workshops are of
poor quality or are not appropriate to
the needs of the staff being served.
9. Lessons and workshops are of
inconsistent quality, with some of
them being appropriate to the needs
of the staff being served.
9. Lessons and workshops are of
uniformly high quality and
appropriate to the needs of the staff
being served.
9. Lessons and workshops are of
uniformly high quality and
appropriate to the needs of the staff
being served; conducts extensive
follow up work with staff.
10. Fails to locate resources for
instructional improvement for
teachers, even when specifically
requested to do so.
10. Efforts to locate resources for
instructional improvement for
teachers are partially successful,
reflecting an incomplete knowledge
of what is available.
10. Consistently and in a timely
manner locates resources for
instructional improvement for
teachers when asked to do so.
10. Proactively locates resources for
instructional improvement for staff,
anticipating their needs.
11. Is inflexible and unable to adjust
to changing and unexpected
situations.
11. Is usually flexible and often able
to adjust to changing and unexpected
situations.
11. Adjusts to changing and
unexpected situations.
11. Is flexible and is able to
incorporate changing and unexpected
situations into instructional plan.
12. Adheres to own plan, in spite of
evidence of its inadequacy.
12. Makes modest changes in the
program when presented with
evidence of the need for change.
12. Makes revision to the program
when it is needed.
12. Continually seeks ways to
improve the program and makes
changes as needed in response to
student, parent, or staff input.
67
Riverview School District
Standards for Quality Teaching and Learning for Media/Instructional Specialists
Area of Concern
Approaches Standard
Meets Standard
Exceeds Standard
Year 1 + Year 2 + Year 3
4
Professional
Development
and
Responsibilities
1. Never uses computer technology
even when available and appropriate
to communicate with students, staff
and parents.
1. Begins to use computer
technology as appropriate to
communicate with students, staff and
parents.
1. Uses computer technology as
appropriate to communicate with
students, staff and parents.
1. Seeks opportunities to use
computer technology (e.g.
newsletters, e-mail, web pages).
2. System for managing paperwork
and timelines is poor or non-existent.
2. Maintains a rudimentary and
partially effective system for
managing paperwork and timelines.
2. Uses an effective system for
managing paperwork and timelines.
2. Employs a fully effective system
for managing paperwork and
timelines that incorporates
technology.
3. Does not maintain accurate and/or
timely records.
3. Keeps some systems, using
appropriate technology, for
maintaining accurate and timely
records.
3. Keeps systems, using appropriate
technology, for maintaining accurate
and timely records (reports, budgets,
etc.).
3. Uses a fully effective system,
using appropriate technology, for
maintaining accurate and timely
records.
4. Both oral and written information
are frequently unclear or
unprofessional.
4. Oral and/or written information is
usually clear and professional.
4. Presents information clearly and
professionally in both oral and
written form.
4. Both oral and written information
are consistently clear, articulate, and
professional. Can be used as a model
for others; provides school and
district leadership in the area.
5. Does not maintain confidentiality
concerning information about
students and their families.
5.
5. Maintains confidentiality
concerning information about
students and their families.
5.
6. Is often absent from staff
meetings and fails to become
informed.
6. Usually attends staff meetings
and occasionally participates.
6. Regularly attends staff meetings
and participates.
6. Participates constructively at staff
meetings.
7. Seldom works within the context
of a team or department to help
students learn.
7. Begins to work within the context
of a team or department to ensure
that all students learn.
7. Works within the context of a
team or department to ensure that all
students learn.
7. Makes a particular effort to
challenge negative attitudes and
helps to assure that all students,
particularly those who are
traditionally underserved, are
honored within the school.
68
Riverview School District
Standards for Quality Teaching and Learning for Media/Instructional Specialists
Area of Concern
Approaches Standard
Meets Standard
Exceeds Standard
Year 1 + Year 2 + Year 3
4
Professional
Development
and
Responsibilities
8. Does not adhere to or enforce
state law, board policy and
established school procedures.
8. Inconsistently adheres to and
enforces state law, board policy and
school procedures.
8. Adheres to and enforces state law,
board policy and established school
procedures.
8. Adheres to and enforces state law,
board policy and helps develop
aligned school procedures.
9. Avoids being involved in school
and district programs, projects and
events.
9. Participates in school and district
programs, projects and events when
specifically asked.
9. Participates in school and district
programs, projects and events.
9. Volunteers to participate in
school and district programs,
projects and events, making a
substantial contribution or assuming
a leadership role in a major school or
district project.
10. Does not use self-assessment and
information from others to identify
own performance strengths,
limitations, and/or shape practices.
10. Uses some self-assessment and
information from others to identify
own performance strengths,
limitations, and shape practices.
10. Uses self-assessment and
information from others to identify
own performance strengths,
limitations, and shape practices.
10. Seeks information from others to
identify performance strengths,
limitations, and shape practices;
systematically dedicates time to selfassessment.
11. Makes no effort to share
knowledge with others or to assume
professional responsibilities.
11. Begins to provide support to and
seeks support from professional
colleagues.
11. Provides support to and seeks
support from professional
colleagues. Discusses problems, new
ideas, gives/receives feedback,
respecting/accepting various
viewpoints.
11. Initiates important activities to
contribute to the profession (e.g.
mentor new teachers, write articles
for publication, present at
conferences).
12. Does not participate in decisionmaking and/or makes decisions on
self-serving interests.
12. Begins to participate in decisionmaking.
12. Participates in decision-making
to ensure decisions are based on the
highest professional and democratic
principles.
12. Takes a leadership role in team,
department or school decisionmaking processes and helps ensure
decisions are based on the highest
professional and democratic
principles.
13. Seldom serves on school and
district committees even when
appropriate.
13. Usually serves on school and
district committees as appropriate.
13. Serves on school and district
committees as appropriate.
13. Provides leadership to school
and district committees.
69
Riverview School District
Standards for Quality Teaching and Learning for Media/Instructional Specialists
Area of Concern
Approaches Standard
Meets Standard
Exceeds Standard
Year 1 + Year 2 + Year 3
4
Professional
Development
and
Responsibilities
14. Makes no effort to participate in
school’s improvement and
refinement of curriculum,
assessment and instructional
practices.
14. Participates in school’s
improvement and refinement of
curriculum, assessment and
instructional practices.
14. Participates minimally in
school’s improvement and
refinement of curriculum,
assessment and instructional
practices.
70
14. Provides leadership in school’s
improvement and refinement of
curriculum, assessment and
instructional practices.
Name:
RIVERVIEW SCHOOL DISTRICT
STANDARDS FOR QUALITY TEACHING AND LEARNING FOR MEDIA/INSTRUCTIONAL SPECIALISTS
SUMMATIVE EVALUATION REVIEW
(Form B)
Date:
Position:
School:
Evaluator Name:
Pre-Observation Date:
Observation Date:
Post-Observation Date:
Evaluator: Mark one box in each area that summarizes your evaluation.
Instructional Environment
Area of
concern
Year 1 + Year 2 + Year 3
Approaches
Standard
S
1. Professional interactions are civil, respectful and positive.
Comments:
2. Staff has developed positive rapport with students.
3. Staff/student interactions demonstrate caring and are appropriate to students’ culture, gender and
developmental level.
4. The teaching environment and arrangement is organized, safe and conducive to learning.
5. Student behavior expectations are consistent with school and district discipline policies.
6. Conveys genuine enthusiasm for what is being taught, and promotes interest in learning.
7. Response to misbehavior is consistent and demonstrates respect for students.
8. Uses multiple resources for planning, teaching and developing instructional activities.
Planning and Preparation
Area of
concern
Year 1 + Year 2 + Year 3
Approaches
Standard
S
1. Sets appropriate goals for the instructional program.
Comments:
2. Incorporates technology resources into the instructional program.
3. Demonstrates knowledge of current research and best practice in specialty area.
4. Demonstrates knowledge of the school’s program and levels of teacher skill, or student information needs, as
appropriate to his/her role.
5. Demonstrates knowledge of resources, both within and beyond the school and district.
6. Integrates the instructional program into the overall school program.
7. Develops a plan to evaluate the instructional program.
Delivery of Service
Area of
Concern
Year 1 + Year 2 + Year 3
Approaches
Standard
S
1. Lesson plans are specific and clearly evident.
2. Provides learning activities that are engaging and suitable to meet instructional goals.
3. Uses strategies that involve students/staff in higher levels of thinking.
4. Transitions occur smoothly with little loss of instructional time, as appropriate.
5. Makes an accurate assessment of a lesson’s effectiveness and the extent to which it achieved its goals and
makes suggestions to refine the lesson.
6. Uses multiple resources to deliver instruction.
7. Collaborates with teachers in the design of instructional units and lessons.
8. Engages staff/students in developing new skills.
9. Shares expertise with staff through lessons and workshops.
10. Locates and updates resources to support the instructional program.
11. Demonstrates flexibility and responsiveness.
12. Makes revisions to the program when it is needed.
71
Comments:
Professional Development and Responsibilities
Area of
concern
Year 1 + Year 2 + Year 3
Approaches
Standard
Meets or
Exceeds
Standard
1. Uses computer technology as appropriate to communicate with students, staff and parents.
Comments:
2. Uses an effective system for managing paperwork and timelines.
3. Keeps systems, using appropriate technology, for maintaining accurate and timely records (reports, budgets,
etc.)
4. Presents information clearly and professionally in both oral and written form.
5. Maintains confidentiality concerning information about students and their families.
6. Attends staff meetings, as appropriate.
7. Works within the context of a team or department to ensure that all students learn.
8. Adheres to and enforces state law, board policy and established school procedures.
9. Participates in school and district programs, projects and events.
10. Uses self assessment and information from others to identify own performance strengths, limitations, and
shape practices.
11. Provides support to and seeks support from professional colleagues. Discusses problems new ideas,
gives/receives feedback, respecting/accepting various viewpoints.
12. Participates in decision-making to ensure decisions are based on the highest professional and democratic
principles.
13. Serves on school and district committees as appropriate.
14. Participates in school’s improvement and refinement of curriculum, assessment and instructional practices.
If all criteria are marked Meets or Exceeds Standards, the employee, in collaboration with the evaluator, sets a professional goal. (The responsibility
for evaluating this goal lies with the employee.)
GOAL:
If any criterion are marked Approaches Standard, the supervisor and employee will discuss assistance and suggestions on how growth can be made
and may develop an informal improvement plan.
SUGGESTIONS/PLAN:
If any criterion are marked Areas of Concern, the evaluator will note the specific indicator(s) and develop a Plan of Improvement. (Refer to
evaluation section of the Negotiated Agreement.)
Employee:
Date:
Evaluator:
Date:
Note: Both signatures are required. Signing of this instrument acknowledges participation in, but not necessarily concurrence with, the evaluation
conference.
Copy to: Employee, Supervisor and Personnel
72
Riverview School District
Pre-observation Form - Summative Strand
(Form A)
Name:____________________________
Date:______________________
Grade/Subject:_____________________
Observation Date/Time:_______
1. Identify your objective(s) for this lesson:
2. How will you accomplish your objective(s)?
3. What will indicate that the objective(s) has/have been met?
4. Please list any concerns or circumstances regarding this
lesson/activity/class which you feel the evaluator should know about in
order to accurately observe the lesson.
5. Is there any particular matter on which you would like specific feedback?
Copy to Employee and Evaluator
73
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Riverview School District
Formative Evaluation Strand Form
(Form C)
Employee: __________________
Supervisor: __________________
Dates of Conferences:
Goal setting:
Mid-Year Conference:
Year-End Conference:
Annual Goal:
Plan to Accomplish Goal:
Goal Measurement:
Persons to be Involved:
Resources Needed:
Timeline:
I request that 0 1 2 (circle your choice) of the two required classroom visits
be scheduled.
--------------------------------------------------------------------------Year-End Review
What progress was made toward this goal?
Copy to the Employee, Supervisor and Personnel
74
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Riverview School District
Certificated Personnel
Year End Assessment Report
(Form D)
School Year
Employee:
School:
Assignment:
Supervisor:
Summative Evaluation Cycle (Long Form)
Pre-Observation Conference Dates
Observation Dates
Post-Observation Conference Dates
Based on the routine observations conducted this year, this employee’s overall performance
has been
(satisfactory/unsatisfactory) and he/she has met statutory requirements.
Attach Summative Evaluation Review Forms. Form B.
Formative Evaluation Cycle (Short Form)
Goal Setting Conference Date:
Mid-Year Conference Date:
Classroom Visit Dates
Year-End Conference Date:
The employee has successfully completed a year on the formative strand.
YES
NO Attach Formative
Evaluation Strand Form C
This employee will be on the ____Summative ___Formative evaluation cycle for the
next school year.
__________________________________________ _______________________
Employee’s Signature
Date
__________________________________________ _______________________
Supervisor’s Signature
Date
Note: Both signatures are required. Signing of this instrument acknowledges participation in, but not
necessarily concurrence with, the contents of the report.
Copy to: Employee, Supervisor, Personnel
75
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47
ARTICLE 12.0 - SUBSTITUTES
Section 12.1 - Substitute Salary
Substitute assignments of twenty-one (21) consecutive days or more in the same
assignment shall be paid in accordance with the Teachers' Salary Schedule,
retroactive to the first day of assignment. If a day is missed before the completion of
the 21st consecutive day, it will be necessary to start re-counting with day one upon
return to the assignment.
Bargaining unit daily substitutes will be paid no less than one-hundred and twenty
dollars ($120.00) for 2010-2011 and one-hundred and twenty-two dollars ($122.00)
effective 2011-2012 per full day of substitute work.
Substitute teachers with long-term assignments would accumulate one (1) sick leave
day every twenty (20) days worked to accumulate for long-term assignments only.
Section 12.2 - Substitute Exclusions - Regular part-time substitute employees shall
not be covered by the following clauses for the Collective Bargaining Agreement:
Article 3.0
Section 3.1E (Individual Teacher Contract)
Article 6.0
Section 6.2 (Leaves Deducted from Accumulative Sick Leave)
Section 6.2A (Illness, Injury, Disability)
Section 6.2B (Emergency Leave)
Section 6.2C (Family Illness Leave)
Section 6.2D (Parental Leave)
Section 6.2E (Temporary Disability Leave)
Section 6.3 (Other Paid Leave)
Article 7.0
Section 7.1 (Provisions Covering Placement on Teachers' Salary
Schedule)
Section 7.2 (Payroll Deductions)
Section 7.3 (Payment Provisions)
Section 7.4 (Certificated Salary Schedules)
Section 7.7 (Insurance)
Article 8.0
Section 8.1 (Contract Days)
Article 9.0 (Vacancies, Transfers, and Staff Reduction)
Article 11.0 (Teacher Evaluation)
76
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ARTICLE 13.0 - DURATION
This Agreement shall be effective September 1, 2013, shall be binding upon the
Association, its individual members, and the Board and their members and shall
remain in full force and effect through August 31, 2016.
EXECUTION
Executed this ________ day of August _________ at Riverview School District No.
407 by the undersigned officers by the authority of and on behalf of the Riverview
School District No. 407 Board of Education and the Riverview Education
Association.
______________________________________________________________
For the Association
Dated
______________________________________________________________
For the Board of Directors
Dated
______________________________
REA Bargaining Spokesperson
_________________________
Superintendent
REA Negotiation Team:
Janet Laverne, Spokesperson
Sandy Aitken
Getta Owen
Lisa Taylor
Kathleen Heiman, WEA UniServ Director
District Negotiation Team:
Janet Gavigan, Chair
Darcy Becker
Bill Adamo
Ken Heikkila
Jerry Gates, District Representative
77
2013-2014 Certificated Salary Schedule (including T R Pay)
Columns with Degrees and Credits
Steps
01
02
03
Yrs Experience
BA
BA+15
BA+30
Step 0
34,048
34,968
35,920
T Pay
1,513
1,554
1,596
R Pay
5,277
5,420
5,568
Total
40,838
41,942
43,084
Step 1
34,506
35,439
36,403
T Pay
1,534
1,575
1,618
R Pay
5,348
5,493
5,642
Total
41,388
42,507
43,663
Step 2
34,943
35,884
36,859
T Pay
1,553
1,595
1,638
R Pay
5,416
5,562
5,713
Total
41,912
43,041
44,210
Step 3
35,393
36,343
37,329
T Pay
1,573
1,615
1,659
R Pay
5,486
5,633
5,786
Total
42,452
43,591
44,774
Step 4
35,834
36,826
37,818
T Pay
1,593
1,637
1,681
R Pay
5,554
5,708
5,862
Total
42,981
44,171
45,361
Step 5
36,290
37,287
38,288
T Pay
1,613
1,657
1,702
R Pay
5,625
5,779
5,935
Total
43,528
44,723
45,925
Step 6
36,759
37,734
38,769
T Pay
1,634
1,677
1,723
R Pay
5,698
5,849
6,009
Total
44,091
45,260
46,501
Step 7
37,582
38,572
39,621
T Pay
1,670
1,714
1,761
R Pay
5,825
5,979
6,141
Total
45,077
46,265
47,523
Step 8
38,787
39,831
40,905
T Pay
1,724
1,770
1,818
R Pay
6,012
6,174
6,340
Total
46,523
47,775
49,063
Step 9
41,135
42,262
T Pay
1,828
1,878
R Pay
6,376
6,551
Total
49,339
50,691
Step 10
43,635
T Pay
1,939
R Pay
6,763
Total
52,337
Step 11
T Pay
R Pay
Total
Step 12
T Pay
R Pay
Total
Step 13
T Pay
R Pay
Total
Step 14
T Pay
R Pay
Total
Step 15
T Pay
R Pay
Total
Step 16
T Pay
R Pay
Total
*BA + 135 limited to staff employed prior to 9/1/92
T Pay days
8
R Pay rate
04
BA+45
36,875
1,639
5,716
44,230
37,400
1,662
5,797
44,859
37,933
1,686
5,880
45,499
38,437
1,708
5,958
46,103
38,964
1,732
6,039
46,735
39,498
1,755
6,122
47,375
40,039
1,780
6,206
48,025
40,960
1,820
6,349
49,129
42,355
1,882
6,565
50,802
43,765
1,945
6,784
52,494
45,247
2,011
7,013
54,271
46,772
2,079
7,250
56,101
48,249
2,144
7,479
57,872
05
06
BA+90
*BA+135
39,939
41,913
1,775
1,863
6,191
6,497
47,905
50,273
40,496
42,459
1,800
1,887
6,277
6,581
48,573
50,927
41,020
43,004
1,823
1,911
6,358
6,666
49,201
51,581
41,518
43,549
1,845
1,936
6,435
6,750
49,798
52,235
42,064
44,110
1,870
1,960
6,520
6,837
50,454
52,907
42,586
44,673
1,893
1,985
6,601
6,924
51,080
53,582
43,113
45,211
1,916
2,009
6,683
7,008
51,712
54,228
44,079
46,235
1,959
2,055
6,832
7,166
52,870
55,456
45,516
47,751
2,023
2,122
7,055
7,401
54,594
57,274
46,999
49,310
2,089
2,192
7,285
7,643
56,373
59,145
48,524
50,913
2,157
2,263
7,521
7,892
58,202
61,068
50,121
52,557
2,228
2,336
7,769
8,146
60,118
63,039
51,761
54,269
2,300
2,412
8,023
8,412
62,084
65,093
53,440
56,024
2,375
2,490
8,283
8,684
64,098
67,198
55,128
57,844
2,450
2,571
8,545
8,966
66,123
69,381
56,563
59,349
2,514
2,638
8,767
9,199
67,844
71,186
57,693
60,535
2,564
2,690
8,942
9,383
69,199
72,608
07
MA
40,820
1,814
6,327
48,961
41,274
1,834
6,397
49,505
41,731
1,855
6,468
50,054
42,164
1,874
6,535
50,573
42,618
1,894
6,606
51,118
43,080
1,915
6,677
51,672
43,552
1,936
6,751
52,239
44,438
1,975
6,888
53,301
45,832
2,037
7,104
54,973
47,241
2,100
7,322
56,663
48,724
2,166
7,552
58,442
50,249
2,233
7,789
60,271
51,835
2,304
8,034
62,173
53,476
2,377
8,289
64,142
55,165
2,452
8,551
66,168
56,599
2,516
8,773
67,888
57,731
2,566
8,948
69,245
08
09
MA+45
MA+90/PhD
43,885
45,860
1,950
2,038
6,802
7,108
52,637
55,006
44,370
46,332
1,972
2,059
6,877
7,181
53,219
55,572
44,818
46,802
1,992
2,080
6,947
7,254
53,757
56,136
45,243
47,276
2,011
2,101
7,013
7,328
54,267
56,705
45,718
47,765
2,032
2,123
7,086
7,404
54,836
57,292
46,169
48,256
2,052
2,145
7,156
7,480
55,377
57,881
46,626
48,723
2,072
2,165
7,227
7,552
55,925
58,440
47,556
49,713
2,114
2,209
7,371
7,706
57,041
59,628
48,994
51,228
2,178
2,277
7,594
7,940
58,766
61,445
50,477
52,788
2,243
2,346
7,824
8,182
60,544
63,316
52,003
54,390
2,311
2,417
8,060
8,430
62,374
65,237
53,599
56,034
2,382
2,490
8,308
8,685
64,289
67,209
55,238
57,748
2,455
2,567
8,562
8,951
66,255
69,266
56,918
59,501
2,530
2,644
8,822
9,223
68,270
71,368
58,716
61,322
2,610
2,725
9,101
9,505
70,427
73,552
60,242
62,917
2,677
2,796
9,338
9,752
72,257
75,465
61,447
64,174
2,731
2,852
9,524
9,947
73,702
76,973
15.5%
T Pay is for eight (8) days of additional work offered by the District (Section 8.2) and 15.5% of professional responsibility (Section 8.2.1).
In addition, each employee with seventeen (17) or more years of full-time service, as recognized by the OSPI (Office of Superintendent of
Public Instruction) shall be paid $1,500 each year (Section 8.2.3). Consistent with Article 8.2.2, compensation for technology integration
activities will be in the form of a stipend of $1,125 per FTE.
2014-2015 Certificated Salary Schedule (including T R Pay)
Columns with Degrees and Credits
Steps
01
02
03
04
BA+15
BA+30
BA+45
Yrs Experience
BA
Step 0
34,048
34,968
35,920
36,875
1,513
1,554
1,596
1,639
T Pay
5,788
5,945
6,106
6,269
R Pay
Total
41,349
42,467
43,622
44,783
Step 1
34,506
35,439
36,403
37,400
1,534
1,575
1,618
1,662
T Pay
5,866
6,025
6,189
6,358
R Pay
Total
41,906
43,039
44,210
45,420
Step 2
34,943
35,884
36,859
37,933
1,553
1,595
1,638
1,686
T Pay
5,940
6,100
6,266
6,449
R Pay
Total
42,436
43,579
44,763
46,068
Step 3
35,393
36,343
37,329
38,437
1,573
1,615
1,659
1,708
T Pay
6,017
6,178
6,346
6,534
R Pay
Total
42,983
44,136
45,334
46,679
Step 4
35,834
36,826
37,818
38,964
1,593
1,637
1,681
1,732
T Pay
6,092
6,260
6,429
6,624
R Pay
Total
43,519
44,723
45,928
47,320
Step 5
36,290
37,287
38,288
39,498
1,613
1,657
1,702
1,755
T Pay
6,169
6,339
6,509
6,715
R Pay
Total
44,072
45,283
46,499
47,968
Step 6
36,759
37,734
38,769
40,039
1,634
1,677
1,723
1,780
T Pay
6,249
6,415
6,591
6,807
R Pay
Total
44,642
45,826
47,083
48,626
Step 7
37,582
38,572
39,621
40,960
1,670
1,714
1,761
1,820
T Pay
6,389
6,557
6,736
6,963
R Pay
Total
45,641
46,843
48,118
49,743
Step 8
38,787
39,831
40,905
42,355
1,724
1,770
1,818
1,882
T Pay
6,594
6,771
6,954
7,200
R Pay
Total
47,105
48,372
49,677
51,437
Step 9
41,135
42,262
43,765
1,828
1,878
1,945
T Pay
6,993
7,185
7,440
R Pay
Total
49,956
51,325
53,150
Step 10
43,635
45,247
1,939
2,011
T Pay
7,418
7,692
R Pay
Total
52,992
54,950
Step 11
46,772
2,079
T Pay
7,951
R Pay
Total
56,802
Step 12
48,249
2,144
T Pay
8,202
R Pay
Total
58,595
Step 13
T Pay
R Pay
Total
Step 14
T Pay
R Pay
Total
Step 15
T Pay
R Pay
Total
Step 16
T Pay
R Pay
Total
*BA + 135 limited to staff employed prior to 9/1/92
T Pay days
8
R Pay rate
17.0%
05
06
BA+90 BA+135
39,939
41,913
1,775
1,863
6,790
7,125
48,504
50,901
40,496
42,459
1,800
1,887
6,884
7,218
49,180
51,564
41,020
43,004
1,823
1,911
6,973
7,311
49,816
52,226
41,518
43,549
1,845
1,936
7,058
7,403
50,421
52,888
42,064
44,110
1,870
1,960
7,151
7,499
51,085
53,569
42,586
44,673
1,893
1,985
7,240
7,594
51,719
54,252
43,113
45,211
1,916
2,009
7,329
7,686
52,358
54,906
44,079
46,235
1,959
2,055
7,493
7,860
53,531
56,150
45,516
47,751
2,023
2,122
7,738
8,118
55,277
57,991
46,999
49,310
2,089
2,192
7,990
8,383
57,078
59,885
48,524
50,913
2,157
2,263
8,249
8,655
58,930
61,831
50,121
52,557
2,228
2,336
8,521
8,935
60,870
63,828
51,761
54,269
2,300
2,412
8,799
9,226
62,860
65,907
53,440
56,024
2,375
2,490
9,085
9,524
64,900
68,038
55,128
57,844
2,450
2,571
9,372
9,833
66,950
70,248
56,563
59,349
2,514
2,638
9,616
10,089
68,693
72,076
57,693
60,535
2,564
2,690
9,808
10,291
70,065
73,516
07
MA
40,820
1,814
6,939
49,573
41,274
1,834
7,017
50,125
41,731
1,855
7,094
50,680
42,164
1,874
7,168
51,206
42,618
1,894
7,245
51,757
43,080
1,915
7,324
52,319
43,552
1,936
7,404
52,892
44,438
1,975
7,554
53,967
45,832
2,037
7,791
55,660
47,241
2,100
8,031
57,372
48,724
2,166
8,283
59,173
50,249
2,233
8,542
61,024
51,835
2,304
8,812
62,951
53,476
2,377
9,091
64,944
55,165
2,452
9,378
66,995
56,599
2,516
9,622
68,737
57,731
2,566
9,814
70,111
08
09
MA+45 MA+90/PhD
43,885
45,860
1,950
2,038
7,460
7,796
53,295
55,694
44,370
46,332
1,972
2,059
7,543
7,876
53,885
56,267
44,818
46,802
1,992
2,080
7,619
7,956
54,429
56,838
45,243
47,276
2,011
2,101
7,691
8,037
54,945
57,414
45,718
47,765
2,032
2,123
7,772
8,120
55,522
58,008
46,169
48,256
2,052
2,145
7,849
8,204
56,070
58,605
46,626
48,723
2,072
2,165
7,926
8,283
56,624
59,171
47,556
49,713
2,114
2,209
8,085
8,451
57,755
60,373
48,994
51,228
2,178
2,277
8,329
8,709
59,501
62,214
50,477
52,788
2,243
2,346
8,581
8,974
61,301
64,108
52,003
54,390
2,311
2,417
8,841
9,246
63,155
66,053
53,599
56,034
2,382
2,490
9,112
9,526
65,093
68,050
55,238
57,748
2,455
2,567
9,390
9,817
67,083
70,132
56,918
59,501
2,530
2,644
9,676
10,115
69,124
72,260
58,716
61,322
2,610
2,725
9,982
10,425
71,308
74,472
60,242
62,917
2,677
2,796
10,241
10,696
73,160
76,409
61,447
64,174
2,731
2,852
10,446
10,910
74,624
77,936
T pay is for eight (8) days of additional work offered by the District (Section 8.2) and 17% of professional responsibility (Section 8.2.1).
In addition, each employee with seventeen (17) or more years of full-time service* shall be paid $1,500 each year; and each employee
with twenty-one (21) or more years of full-time service* shall be paid $2,000 each year (Section 8.2.3).
Consistent with Article 8.2.2, compensation for technology integration activities will be in the form of a stipend of $1,375 per FTE.
* as recognized by the OSPI (Office of Superintendent of Public Instruction)
EXHIBIT II
ACTIVITY PAYMENT SCHEDULE
2013 - 2016
HIGH SCHOOL NON-ATHLETIC ACTIVITIES
POSITION
a.
b.
c.
d.
e.
f.
g.
h.
j.
PERCENT OF BASE SALARY
DECA Stipend
CHS Growling Grounds/Student Store
FBLA
Technology Student Association
Band
Jazz Band
Jazz Choir
Chorus
Drama
9.0%
4.0%
5.0%
4.0%
12.0%
4.0%
4.0%
5.0%
11.0%
The DECA stipend shall become 5% when the incumbent DECA Advisor vacates
the position.
MIDDLE SCHOOL NON-ATHLETIC ACTIVITIES
a.
b.
c.
d.
e.
Chorus
Jazz Choir
Jazz Band
Band
Technology Student Association
3.0%
3.0%
5.0%
6.0%
4.0%
OTHER ACTIVITIES
Site-Based Stipends
Head Counselor
AP Coordinator
$1,000 per school
$2,500
$ 700
Elementary Non-Athletic Activities
Each year, the District will provide each elementary building with a dollar amount
equal to 5% of base to pay employees stipends for supervising approved nonathletic activities. The amount of each stipend shall be determined by the
building Site-Based Council.
The position of Elementary Music shall be compensated at 5.0% of base salary.
Each certificated employee attending the fifth-grade overnight Outdoor Education
shall be compensated $550.00.
Certificated Hourly Rates
All hourly rates are for authorized work performed in addition to an employee's
regular duties. To be eligible for work compensated at an hourly rate, an
employee must have prior approval for such work.
Certificated employees will be compensated at the following rates of pay for work
performed outside the regular staff assignment, including but not limited to,
District determined curriculum program development work; proctoring; and
teaching summer school or student enrichment classes, and District technology
classes:
$30 per hour for 2013-2014
$31 per hour for 2014-2015
$32 per hour for 2015-2016
EXHIBIT III
SHARED DECISION MAKING GUIDE
This document has been jointly developed by the Riverview Education Association
and the District, and reflects the expectations of both. It is the intent of both parties
that this is a working document that will be reviewed, revised, and enhanced on an
on-going basis.
Staff in the District make innumerable decisions every day. Many decisions are
made by individuals, other decisions are made by groups.
Ideal decision-making occurs in a positive climate, in an inclusive organization, using
effective process with continuous evaluation and adjustment. It focuses on student
learning through improvement of programs, services and products within the District
mission.
The following decision-making information is intended to guide both individual and
group decision-making during the planning, implementation and evaluation of all that
we do.
I.
DECISION-MAKING PRINCIPLES
A.
A Positive Climate:
1.
2.
3.
4.
5.
6.
7.
B.
Inspires openness and trust
Discourages hidden agendas/surprises
Presumes others are well intentioned
Encourages participation and collaboration
Values diversity
Encourages innovation and creativity
Allows change with purpose
An Inclusive Organization:
1.
Invites and facilitates voluntary participation by those affected by the
action, where possible (e.g. involvement and/or representation and/or
active consultation of students, parents, classified and certified staff
and community members).
2.
Includes consensus-building as part of group decision-making
processes when appropriate.
3.
Provides an opportunity at the outset to discuss and identify
parameters of the decision, and asks:
a.
b.
c.
d.
C.
An Effective Process:
1.
Should be clear at the outset, may vary depending on the issue, and
could change during the process if necessary and so communicated
2.
Identifies the decision-making method to be used (e.g., consensus,
voting, group input-leader decision, leader only decision)
3.
Identifies a communication strategy
4.
Identifies options to meet diverse needs where possible
5.
Focuses on major questions:
a.
b.
c.
d.
e.
f.
D.
What is the scope of the decision?
Who will be affected and how will they be involved?
Who will make the decision?
When does the decision need to be made?
What is the issue? (question, concern)
What do we believe? (values, philosophy, beliefs, guiding
principles)
What do we know? (research, expert opinion, experience, best
practice)
What is the desired result? (ideal/ultimate goal)
What resources are needed and available? (human, time, fiscal,
physical)
What do we do? (action, responsibility, implementation,
evaluation)
6.
Trusts that all will take responsibility for positively implementing a
decision once made, including those who choose not to participate in
the group decision-making process
7.
Ensures that decisions are within legal and contractual parameters
Continuous Evaluation
1.
Takes place throughout the decision-making process and after
implementation, assessing both process and content
2.
Can involve all those affected by a decision, whether or not involved in
making the decision, and asks:
a.
Is the decision contributing to student learning by improving the
quality of the program, service, or product?
II.
b.
How does this decision support the District and site
missions?
c.
What is the decision-making climate (Section I)?
d.
Were the parameters discussed and identified at the
beginning of the process (Section II, C)?
e.
Is decision-making organized to include all who should be
involved (Section II, A)?
f.
How is the process working (Section III)?
3.
Considers questions which arise during the process
4.
Reviews options, choices, alternatives.
5.
Identifies the next step in the decision-making process
DECISION MAKING GUIDELINES
The following guidelines are embedded in ideal decision-making:
A.
Decision making at the schools should focus on teaching, learning, student
achievement and behavior management, and should support the District’s
Mission.
B.
In making decisions staff should utilize data to identify areas needing
improvement.
C.
Parameters and time lines for each decision should be identified at the outset.
D.
Opportunities should exist at each site for active involvement of other building
staff, students, parents, and community members in decision-making.
E.
The requirements of statutes, regulations, Board Policy and collective
bargaining agreements must be met unless there are approved waivers in
place.
F.
Shared decision making balances site autonomy with the responsibility to be
knowledgeable about and consider the impact of decisions on others;
buildings must sometimes yield their specific desires to the greater good of
all.
III.
SHARED DECISION MAKING PARAMETERS
A.
School staffs are expected to operationalize the ideal decision-making
guidelines at their sites, and document and assess their shared decisionmaking processes.
B.
Opportunities will be available for those affected to be involved in schoolbased decision-making processes. All will take responsibility for positively
implementing a decision once made, including those who choose not to
participate in the group decision-making process.
C.
Shared decision making at the site level can be time-consuming. In
developing decision-making processes, schools staffs should address how
effective decision-making will occur if it cannot be accomplished within the
normal meeting schedules.
D.
Questions can be raised about decisions made at any level. Decision makers
need to be prepared to explain the reasons for decisions that they make.
E.
If a decision cannot be reached within the time line, and extension of the time
line is not feasible, an interim decision will be made by the principal. The
interim decision will be in effect until such time as a final decision can be
reached, or shall stand if the decision cannot be reversed.
F.
REA and District staff will assist buildings with shared decision-making upon
request from the principal and staff.
IV.
SHARED DECISION MAKING OPERATIONAL DEFINITIONS
A.
There are many ways by which a group can make a decision. Each decisionmaking method has value and is appropriate in certain situations. It is
imperative the building staff is given the opportunity to participate in choosing
the method.
B.
A group that is effective in decision-making understands all of the basic
methods of decision making well enough to choose that method which is best
for:
1.
2.
3.
4.
5.
The amount of time and resources available.
The type of decision to be made.
The skill and experience of the group in using different decisionmaking methods.
The kind of climate the group wishes to establish in decision-making.
The type of setting in which the group is working.
V.
METHODS OF DECISION MAKING
A.
Decision by Authority without Group Discussion
The designated leader makes the decision without consulting the group
members in any way. This is a very efficient method because it takes very
little time to accomplish. However, it is usually not a very effective method if
others are required to implement the decision.
B.
Decision by Expert
The designated expert makes the decision. This can be another efficient
decision-making method if time is limited. It is usually not an effective method
if others are going to be required to implement the decision, or if the members
of the group disagree on whether or not the designated decision maker is an
expert.
C.
Decision by Formal Authority
A power structure/committee is given authority by the group to make the
decision. This is a highly efficient method. The effectiveness of this method is
very dependent on whether the right information and/or input has been
retrieved and used by the authority in making the decision. If this method
does not sufficiently involve the members of the group, implementation will be
difficult.
D.
Decision by Minority
A small number of people employ tactics that produce action and therefore
must be considered decisions, but which are taken without the consent of the
majority. This method, while appearing to be efficient, often results in a feeling
that is that is referred to as “being railroaded.” This method will result in
implementation difficulties.
E.
Decision by Majority Rule: Voting and/or Polling
A procedure where a decision is usually based upon 50% + 1 of the people in
a group deciding the course of action for the whole group. This can be an
effective method if all members feel they have been given their opportunity to
influence the group, and if the whole group has agreed to follow the norm
(established prior to the decision-making process) that all agree to implement
majority vote decisions.
F.
Decision by Super Majority Vote
A decision is based upon a percentage greater than 50% (usually between
70-90%) of the people in a group deciding the course of action for the whole
group. This can be an effective method where successful implementation of a
decision clearly requires more than a simple majority vote of the group.
Effective implementation will also depend on the extent to which members
feel they have been given a chance to influence the group and if the group
has agreed to follow the norm (established prior to the decision-making
process) that all agree to implement super majority vote decisions.
G.
Decision by Consensus
A collective opinion arrived at by a group of individuals working under
conditions that permit open communication in a sufficiently supportive climate
where members feel that they have individually been given the chance to
influence the decision. When a decision is made by consensus, members
understand the decision and are committed to supporting it.
Consensus is the best method for producing a decision that:
1.
2.
3.
all members will be committed to implementing
uses the resources of all group members; and
increases the future decision-making effectiveness of the group.
Decisions by consensus take a great deal of time and member motivation,
and prove to be very frustrating to group leaders. Group training and practice
in consensus decision-making skills are necessary for groups to be effective
in using this method. Therefore, the use of consensus should be limited to
significant decisions that require everyone’s commitment for successful
implementation.
H.
Decision by Unanimous Consent
A perfect, but least attainable method where everyone truly agrees on the
course of action to be taken. For obvious reasons, this method may be a
highly inefficient way to make decisions.
EXHIBIT IV
MENTORING
Mentoring Programs:
A.
Newly Hired Teachers and Sibling Mentors (SM)
1. All newly hired teachers will receive five (5) hours of pay at the
curriculum rate for activities to include time with the Sibling Mentor
(SM) and professional development. The role of the SM is to
provide professional support to the newly hired teacher, thereby
helping that person make a successful transition into the school
and district.
2. Sibling Mentors (SMs) will receive five (5) hours of pay at the
curriculum rate for each teacher they mentor.
3. Sibling Mentors (SMs) will be selected by principals or supervisors.
4. The District will provide a checklist of topics to be covered by the
Sibling Mentor (SM).
B.
First Year Teachers and Professional Growth Mentors (PGMs)
1. A Professional Growth Mentor (PGM) will be assigned to first-year
teacher professional growth mentees qualifying for state Teachers
Assistance Program (TAP) funds. Mentors become qualified by
taking Cognitive Coaching or Mentoring Matters. The district will
offer clock hours for the training.
The building principal or
supervisor will match qualified mentors with mentees. If a qualified
mentor is not available, the building principal or supervisor will work
with the central office TAP administrator to match an appropriate
teacher. That mentor will be responsible for completing district
offered mentoring training within the following two years.
2. Training to become a mentor will be provided at least every other
year. Current mentors may also participate in the training if there is
room. Any teacher with at least two (2) years of successful
teaching experience in the District qualifies for the training to be
eligible to serve as a Professional Growth Mentor (PGM).
3. Professional Growth Mentors will receive a $500 stipend for each
teacher mentored. Professional Growth Mentees will receive a
$100 stipend. Each Mentor-Mentee pair will receive up to two
release days for activities such as observations, visitations, and
professional development opportunities. Release days should be
coordinated with principals or supervisors.
4. The Professional Growth Mentor (PGM) will conduct professional
growth activities, e.g., planning conferences, observations, and
reflecting conferences. The observation results may not be used for
evaluation purposes. The sole function of this component is to
promote professional growth. The district will provide a seminar for
participants during first (1st) semester to communicate guidelines
for the program and second (2nd) semester to check on progress
and evaluate the program.
5. The district TAP administrator will meet with REA representation
prior to June 1st on a yearly basis to monitor the mentor selection
process and yearly progress of the program.
C.
Professional Improvement Mentor (PIM)
1.
Any certificated staff member on the summative form of evaluation
with a desire to improve may participate.
2.
The District will provide $2,000.00 for the purpose of Professional
Improvement Mentoring (PIM) each school year.
3.
The application process can be initiated by any certificated staff
member(s) or administrator, and is then screened and approved or
denied by the program administrator. There is a $500 limit per
application.
4.
The application shall include:
a.
b.
c.
d.
e.
5.
A stated goal or need
Plan of action
Estimated costs
An evaluation process
A follow-up/practical application of the experience
Priority of selection will be as follows:
a. A certificated staff member whose most recent overall
observation was unsatisfactory.
b. A certificated staff member whose most recent overall
observation was satisfactory, but one or more criterion was
unsatisfactory.
c. Administrator-identified
concerns
that
surface
during
observation and/or evaluation,
d. A certificated staff member who has self-identified needs.
6.
Use of the funds include, but are not limited to the following:
a.
b.
c.
d.
e.
7.
Release time
Tuition
Consultant fees
Stipends
Materials
The Professional Improvement Mentor (PIM) application form will
be available from the District Curriculum Office or your supervising
administrator.
Memorandum of Understanding
Between
Riverview School District
And
Riverview Education Association
District Special Education Advisory Committee
A District Special Education Advisory Committee shall be established for the duration of the
current REA-RSD agreement to facilitate communication amongst all levels and make
recommendations for the purpose of enhancing the education of students with disabilities in the
least-restrictive environment.
The District Special Education Advisory Committee will include the Director of Special Services
or their designee, three (3) building administrators or their designee(s), and up to seven (7) REA
members that include at least three (3) special education teachers representing primary,
intermediate, and secondary levels, and at least two (2) general education teachers, and other
specialists.
Concerns are brought to the District Special Education Advisory Committee through the
appropriate representative regarding budget, staffing, individual student concerns, and other
issues. The District Special Education Advisory Committee is responsible for problem solving
and making recommendations for issues and concerns brought to the committee. This committee
may meet up to twice a quarter.
Each REA committee member shall be paid a stipend of $400 per year.
_____________________________________________/ _______________________
For the Association
Date
____________________________________________/ ________________________
For the District
Date
MEMORANDUM OF UNDERSTANDING
Between
Riverview School District (“District”)
and
Riverview Education Association (“Association”)
EVALUATION OF CLASSROOM TEACHERS
(Per RCW 28A.405/WAC 392-191A in italics)
The District and the Association believe that an evaluation system for teachers must be continuous,
constructive, objective, flexible, and function in an atmosphere of trust and respect. The process will
be cooperative and collaborative on the part of evaluatee and evaluator. It is designed to promote
professional growth and development through productive and supportive dialogue among staff and
supervisors. Throughout the transition to become compliant with legislation on evaluation, the District
and the Association reaffirm our commitment to our Statement of Purpose as stated in the Collective
Bargaining Agreement, Article 11.
Starting in 2011, a collaborative joint committee with members from the District and the Association
established a process for studying and implementing the new classroom teacher evaluation system by
creating a joint statement of purpose:
The Riverview School District Teacher Evaluation System is designed to continuously improve
teaching and student learning through an evaluation process that is collaborative, reflective, and
growth-oriented.
The District and the Association agree to the following framework to implement the new Washington
State Teacher Evaluation Model adopted by the Washington State Legislature.
During this transition time, all elements of the observation and evaluation process not outlined in this
MOU will be covered by the current contract language.
Each classroom teacher shall receive professional development on the new evaluation framework,
criteria and rubrics, the new evaluation process, and any online repository used by the district.
A. Implementation
1. The 2013 Danielson Framework, found in the appendix, will replace the 2007 Danielson
Framework for all classroom teachers that provide academically focused instruction to
students and hold one or more certificates pursuant to WAC 181-79A-140.
2. While all evaluations will be based on the 2013 Danielson Framework, approximately 25% to
30% will be scored on the Comprehensive Evaluation Process using the four-tier model
(Distinguished, Proficient, Basic, and Unsatisfactory) during the 2013-2014 school year. The
remaining classroom teacher evaluations will be conducted using the Focus Evaluation
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Process. Those classroom teachers that would have been on the Summative Evaluation Strand
will now be on the Comprehensive Evaluation Process.
3. For each of the 2014-2015 and 2015-2016 school years, an additional approximately 25%30% of classroom teachers will be transitioned to the Comprehensive Evaluation Process. All
remaining classroom teachers will be transitioned in 2016-2017. Summative ratings for staff
transitioned to the four-tiered scoring model will be reported to the state.
4. The principal will use the following criteria (listed in priority order) in identifying the
approximately 25% to 30% of classroom teachers to be transitioned to comprehensive each
year:
i.
ii.
iii.
iv.
v.
Provisional classroom teachers (Required by RCW)
Probationary classroom teachers (Failing to meet Evaluation Standards – Required by RCW)
Classroom teachers currently in their first three years in Riverview
Volunteers
Remaining classroom teachers by a random selection
5. Time Lines: Prior to September 30th of each year, each classroom teacher will be informed of
their evaluation process for the current year.
Prior to October 5th of each year, the evaluator will schedule an initial conference with
the c l a s s r o o m teacher to discuss the evaluation process. Such meetings will be held by
November 15th. The classroom teacher will come to the meeting prepared to discuss the
criterion and student growth goals that they are requesting be approved for use in the
evaluation.
For classroom teachers that are new to the district the evaluator shall write the final
evaluation and both the classroom teacher and the evaluator shall sign the completed
evaluation by May 1st. Evaluators shall complete all other evaluations by June 1st.
B. Comprehensive Evaluation
1. Rules of Observation for the Comprehensive Evaluation:
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i.
All classroom teachers will be observed at least twice each year when subject
to the comprehensive evaluation. The total observation time for the school year
will not be less than sixty minutes. Any scheduled observation shall not be less than
thirty minutes in length.
ii.
New teachers will be observed at least once for a total observation time of thirty
minutes during the first ninety calendar days of the new employee's employment
period.
iii.
Teachers in the third year of provisional status will be observed a minimum of
three times. The total observation time for the school year will not be less than
ninety minutes.
2. Conduct of the Comprehensive Evaluation:
i.
All eight teaching criteria must contribute to the overall summative evaluation
and must be completed at least once every four years.
ii.
The evaluation must include an assessment of the criteria using the Instructional
2013 Danielson Frameworks and OSPI's approved student growth rubrics.
More than one measure of student growth data will be used in scoring the student
growth rubrics.
iii.
The evaluator must make observations and written comments.
iv.
Classroom teachers may provide additional evidence to aid in their assessment.
v.
Teachers may attach written comments to his/her evaluation report.
vi.
Criterion scores, including instructional and student growth rubrics, must be
determined by an analysis of evidence.
vii.
An overall summative score shall be derived by a calculation of all criterion scores
and determining the final four-level rating based on the OSPI determined
summative evaluation scoring band.
viii. Upon completion of the overall summative scoring process, the evaluator will
combine only the student growth rubric scores to assess the certificated classroom
teacher's student growth impact rating.
ix. The student growth impact rating will be determined by the OSPI student impact
rating scoring band.
x. A student growth score of "1" in any of the rubric rows will result in an overall
low student growth impact rating.
xi. Evaluators must analyze the student growth score in light of the overall
summative score and determine outcomes.
C. Focused Evaluation
1. Rules of Observation for the Focused Evaluation:
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i.
All classroom teachers that are subject to a focused evaluation will not be
observed less than sixty minutes during the school year.
ii.
All classroom teachers whose focused evaluation includes an assessment of a
criterion that requires observation will be observed twice during the school year.
2. Conduct of the Focused Evaluation:
i.
One of the eight criteria for certificated classroom teachers must be assessed in
every year that a comprehensive evaluation is not required.
ii.
The selected criterion must be approved by the teacher's evaluator and may have
been identified in a previous comprehensive summative evaluation as benefiting
from additional attention.
iii.
The evaluation must include an assessment of the criterion using the instructional
framework rubrics and the OSPI approved student growth rubrics. More than one
measure of student growth data must be used in scoring the student growth
rubrics.
iv.
The focused evaluation will include the student growth rubrics of the selected
criterion. If criteria 3, 6 or 8 are selected, evaluators will use those student
growth rubrics. If criterion 1, 2, 4, 5 or 7 is selected, evaluators will use criterion 3
or 6 student growth rubrics.
v.
A summative score is also determined through the scoring of the instructional and
student growth rubrics for the criterion selected.
D. Evaluation Procedures
a. Following each observation, or series of observations, the evaluator must:
i. Promptly document the results of the observation in writing; and
ii. Provide the classroom teacher with a copy of the written observation report
within three days after such report is prepared.
b. Each classroom teacher will have the opportunity for a minimum of two confidential
conferences during the school year with the evaluator:
i. Following receipt of the written evaluation results; or
ii. At a time mutually satisfactory to the participants.
c. The purpose of each such conference will be to provide additional evidence by either the
evaluator or classroom teacher to aid in the assessment of the classroom teacher's
professional performance against the instructional framework rubrics.
d. Ratings shall be based on the preponderance of the evidence and its relationship to the state
developed rubric. Individual criteria are scored based on the number of components within
each criteria according to the chart below:
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Unsatisfactory
Number of Components One Component Two Components Three Components Four Components Five Components Six Components Scoring Band
1 2 3‐4 4‐5 5‐7 6‐9 Basic
Scoring Band
2
3‐4
5‐7
6‐9
8‐12
10‐15
Proficient
Scoring Band 3
5‐6
8‐10
10‐14
13‐17
16‐21
Distinguished
Scoring Band
4 7‐8 11‐12
15‐16
18‐20
22‐24
E. Procedural Standards for Outcomes of the Student Growth Ranking
1. The following outcomes of the student growth impact rating analysis will apply to
Comprehensive Evaluation:
i. Classroom teachers with preliminary rating of distinguished, with low student
growth rating, will receive an overall proficient rating.
ii. Classroom teachers with low student growth rating will engage, with their
evaluator, in a student growth inquiry pursuant to WAC 392-191-010.
iii. Classroom teachers with a preliminary rating of distinguished with average or high
student growth rating will receive an overall distinguished rating and will be
formally recognized and/or rewarded.
iv. The evaluations of classroom teachers with a preliminary rating of
unsatisfactory and high student growth rating will be reviewed by the evaluator's
supervisor.
2. Procedural Standards for Conduct of a Student Growth Inquiry which applies to both
Comprehensive and Focused Evaluation
Within two months of receiving the low student growth score or at the beginning of the
following school year, one or more of the following must be initiated by the evaluator:
i. Examine student growth data in conjunction with other evidence including
observation, artifacts and other student and teacher information based on
appropriate classroom, school, school district and state-based tools and
practices.
ii. Examine extenuating circumstances which may include one or more of the
following: Goal setting process; content and expectations; student attendance;
extent to which standards, curriculum and assessment are aligned.
Page 5 of 9
iii. Schedule monthly conferences focused on improving student growth to include one
or more of the following topics: Student growth goal revisions, refinement, and
progress; best practices related to instructional areas in need of attention; best
practices related to student growth data collection and interpretation.
iv. Create and implement a professional development plan to address student growth
areas.
v. Notice to REA President will be provided when a formal plan of improvement is
created to address student growth areas of concern.
F. Summative Performance Rating Definitions
1. Unsatisfactory: Professional practice at Level 1 shows evidence of not understanding the
concepts underlying individual components of the criteria. This level of practice is
ineffective and inefficient and may represent practice that is harmful to student learning
progress, professional learning environment, or individual teaching or leading practice.
This level requires immediate intervention.
2. Basic: Professional practice at Level 2 shows a developing understanding of the
knowledge and skills of the criteria required to practice, but performance is inconsistent
over a period of time due to lack of experience, expertise, and/or commitment. This level
may be considered minimally competent for teachers early in their careers, but insufficient
for more experience teachers.
3. Proficient: Professional practice at Level 3 shows evidence of thorough knowledge of all
aspects of the profession. This is successful, accomplished, professional, and effective
practice. Teaching and leading at this level utilizes a broad repertoire of strategies and
activities to support student learning. At this level, teaching and leading a school are
strengthened and expanded through purposeful, collaborative sharing and learning with
colleagues as well as ongoing self-reflection and professional improvement.
4. Distinguished: Professional practice at Level 4 is that of a master professional whose
practices operate at a qualitatively different level from those of other professional peers.
To achieve this rating, a teacher would need to have received a majority of distinguished
ratings on the criterion scores. A teacher at this level must show evidence of average to
high impact on student growth. Ongoing, reflective teaching and leading is
demonstrated through the highest level of expertise and commitment to all students
learning, challenging professional growth, and collaborative practice.
G. Probation
1. At any time after October 15th, an employee whose work is not judged satisfactory based
on district evaluation criteria shall be notified in writing of the specific areas of deficiencies
along with a reasonable program for improvement. For teachers who have been transitioned
to the new evaluation system, "not satisfactory" is defined as:
Page 6 of 9
i. A level 1 (Unsatisfactory) rating; or
ii. A level 2 (Basic) rating if the teacher has a continuing contract with more than
five years' experience and if the rating is received for either two consecutive years
or two out of three years.
2.
Classroom teachers on continuing contracts who have been assigned to teach outside of
their endorsements or areas where the teacher is highly qualified shall not be subject to
nonrenewal or probation based on evaluations of their teaching effectiveness in the outof-endorsement assignments.
3.
A probationary period of sixty school days shall be established. Days may be added if
deemed necessary to complete a program for improvement and evaluate the
probationer's performance, as long as the probationary period is concluded before
May 15th of the same school year. The probationary period may be extended into the
following school year if the probationer has five or more years of teaching experience
and has a comprehensive summative evaluation performance rating as of May 15th of
less than level 2.
4.
During the period of probation, the employee may not be transferred from the
supervision of the original evaluator. Improvement of performance or probable cause for
nonrenewal must occur and be documented by the original evaluator before any
consideration of a request for transfer or reassignment as contemplated by either the
individual or the school district.
5.
The establishment of a probationary period does not adversely affect the contract
status of an employee within the meaning of RCW 28A.405.300. The purpose of the
probationary period is to give the employee opportunity to demonstrate improvements in
his or her areas of deficiency. The establishment of the probationary period and the
giving of the notice to the employee of deficiency shall be by the school district
superintendent and need not be submitted to the board of directors for approval.
During the probationary period the evaluator shall meet with the employee at least
twice monthly to supervise and make a written evaluation of the progress, if any,
made by the employee.
6.
The evaluator may authorize one additional certificated employee to evaluate the
probationer and to aid the employee in improving his or her areas of deficiency.
Should the evaluator not authorize such additional evaluator, the probationer may
request that an additional certificated employee evaluator become part of the
probationary process and this request must be implemented by including an
additional experienced evaluator assigned by the educational service district in which
the school district is located and selected from a list of evaluation specialists compiled
by the educational service district. Such additional certificated employee shall be
immune from any civil liability that might otherwise be incurred or imposed with
regard to the good faith performance of such evaluation.
7.
If a procedural error occurs in the implementation of a program for improvement, the
Page 7 of 9
error does not invalidate the probationer's plan for improvement or evaluation activities
unless the error materially affects the effectiveness of the plan or the ability to evaluate
the probationer's performance.
8.
The probationer must be removed from probation if he or she has demonstrated
improvement to the satisfaction of the evaluator in those areas specifically detailed in his
or her initial notice of deficiency and subsequently detailed in his or her program for
improvement. A classroom teacher who has been transitioned to the revised
evaluation system pursuant to the district implementation schedule adopted under
subsection (7)(c) of this section must be removed from probation if he or she has
demonstrated improvement that results in a new comprehensive summative evaluation
performance rating of level 2 or above for a provisional employee or a continuing
contract employee with five or fewer years of experience, or of level 3 or above for a
continuing contract employee with more than five years of experience.
9.
Lack of necessary improvement during the established probationary period, as
specifically documented in writing with notification to the probationer constitutes
grounds for a finding of probable cause under RCW 28A.405.300 or 28A.405.210.
During the period of probation, the employee may not be transferred from the
supervision of the original evaluator. Improvement of performance or probable
cause for nonrenewal must occur and be documented by the original evaluator before
any consideration of a request for transfer or reassignment is contemplated by either
the individual or the school district.
10.
At any time in the evaluation cycle, any non-provisional classroom teacher who has
demonstrated deficiencies or has received an unsatisfactory evaluation and fails to meet
the evaluation standards shall receive support intended to maximize the individual’s
effectiveness. If the evaluator places a non-provisional classroom teacher on an
improvement plan due to identified deficiencies, the evaluator shall meet with the
individual to develop a formal Plan of Improvement, which includes an
understanding of areas needing improvement, identification of resources for support and
growth, and establishment of a timeline for meeting the evaluation standards and
indicators. At the end of the established timeline, the evaluator shall meet with the
individual to share his/her evaluation of the progress the individual has made in
meeting evaluation standards and indicators and to recommend the individual either
continue mentoring for a specified period, return to wherever he/she was last placed
on the evaluation cycle, or be placed on Probation.
11.
When a continuing contract teacher with five or more years' of experience receives a
performance rating below Level 2 (Basic) for two consecutive years, within 10 days of
the second evaluation or May 15th (whichever is earlier), the school district must
initiate the procedures for notification of discharge.
12.
Beginning in 2015-2016, evaluation results must be used as one of multiple factors in
Human Resources and personnel decisions in the following areas:
i.
Page 8 of 9
Building transfers
ii.
iii.
iv.
v.
vi.
13.
Mentor qualifications
District curriculum work
Job shares
Giving up preparation period to teach an additional class( ex – teaching six
periods at the secondary level)
Teaching a split class at the elementary level
Evaluation results shall not be:
i. Disclosed with any classroom teacher identifying information
ii. Disclosed without notification to the classroom teacher and association
iii. Used to determine any type of base or additional compensation
The REA/RSD District Evaluation Committee, including up to six REA members, will meet a
minimum of two but no more than five times each year 2013-14, 2014-15 and 2015-16 to review the
new evaluation process and report to the Superintendent and the Association President.
___________________________________________/__________________________
For the Association
___________________________________________/__________________________
For the District
Page 9 of 9
Danielson Framework for Teaching Rubrics by Washington State Criteria
Criterion 1: Centering instruction on high expectations for student achievement.
2b: Establishing a Culture for Learning
Unsatisfactory
Basic
Proficient
The classroom culture is
characterized by little
commitment to learning by
teacher or students.
The classroom culture is
characterized by a lack of
teacher or student
commitment to learning
and/or little or no
investment of student
energy into the task at
hand. Hard work is not
expected or valued.
The teacher appears to be
only going through the
motions, and students
indicate that they are
interested in completion of
a task, rather than quality.
The teacher conveys that
student success is the
result of natural ability
rather than hard work; high
expectations for learning
are reserved for those
students thought to have a
natural aptitude for the
subject.
Medium or low
expectations for student
achievement are the norm,
with high expectations for
learning reserved for only
one or two students.
Distinguished
The classroom culture is a
cognitively busy place
where learning is valued by
all, with high expectations
for learning being the norm
for most students.
The teacher conveys that
with hard work students
can be successful.
Students understand their
role as learners and
consistently expend e ort
to learn.
Classroom interactions
support learning and hard
work.
The classroom culture is a
cognitively vibrant place,
characterized by a shared
belief in the importance of
learning.
The teacher conveys high
expectations for learning by
all students and insists on
hard work.
Students assume
responsibility for high
quality by initiating
improvements, making
revisions, adding detail,
and/or helping peers.
3a: Communicating with Students
Unsatisfactory
The instructional purpose
of the lesson is unclear to
students, and the directions
and procedures are
confusing.
The teacher’s explanation
of the content contains
major errors.
The teacher’s spoken or
written language contains
errors of grammar or
syntax.
The teacher’s vocabulary is
inappropriate, vague, or
used incorrectly, leaving
students confused.
Basic
Proficient
The teacher’s attempt to
explain the instructional
purpose has only limited
success, and/or directions
and procedures must be
clarified after initial student
confusion.
The teacher clearly
communicates instructional
purpose of the lesson,
including where it is
situated within broader
learning, and explains
procedures and directions
clearly.
The teacher’s explanation
of the content may contain
minor errors; some portions
are clear; other portions are
difficult to follow.
The teacher’s explanation
consists of a monologue,
with no invitation to the
students for intellectual
engagement.
Teacher’s spoken language
is correct; however, his or
her vocabulary is limited, or
not fully appropriate to the
students’ ages or
backgrounds.
Teacher’s explanation of
content is well scaffolded,
clear and accurate, and
connects with students’
knowledge and experience.
During the explanation of
content, the teacher invites
student intellectual
engagement.
Teacher’s spoken and
written language is clear
and correct and uses
vocabulary appropriate to
the students’ ages and
interests.
Distinguished
The teacher links the
instructional purpose of the
lesson to student interests;
the directions and
procedures are clear and
anticipate possible student
misunderstanding.
The teacher’s explanation
of content is thorough and
clear, developing
conceptual understanding
through artful scaffolding
and connecting with
students’ interests.
Students contribute to
extending the content and
help explain concepts to
their classmates.
The teacher’s spoken and
written language is
expressive, and the teacher
finds opportunities to
extend students’
vocabularies.
1
http://www.tpep-wa.org
10/26/12
Danielson Framework for Teaching Rubrics by Washington State Criteria
Criterion 1: Centering instruction on high expectations for student achievement.
3c: Engaging Students in Learning
Unsatisfactory
Basic
Proficient
The learning tasks and
activities, materials,
resources, instructional
groups and technology are
poorly aligned with the
instructional outcomes or
require only rote responses.
The pace of the lesson is
too slow or too rushed.
Few students are
intellectually engaged or
interested.
The learning tasks and
activities are partially
aligned with the
instructional outcomes but
require only minimal
thinking by students,
allowing most to be passive
or merely compliant.
The pacing of the lesson
may not provide students
the time needed to be
intellectually engaged.
The learning tasks and
activities are aligned with
the instructional outcomes
and designed to challenge
student thinking, the result
being that most students
display active intellectual
engagement with important
and challenging content
and are supported in that
engagement by teacher
scaffolding.
The pacing of the lesson is
appropriate, providing most
students the time needed
to be intellectually
engaged.
Distinguished
Virtually all students are
intellectually engaged in
challenging content
through well-designed
learning tasks and suitable
scaffolding by the teacher
and fully aligned with the
instructional outcomes.
In addition, there is
evidence of some student
initiation of inquiry and of
student contribution to the
exploration of important
content.
The pacing of the lesson
provides students the time
needed to intellectually
engage with and reflect
upon their learning and to
consolidate their
understanding.
Students may have some
choice in how they
complete tasks and may
serve as resources for one
another.
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Danielson Framework for Teaching Rubrics by Washington State Criteria
Criterion 2: Demonstrating effective teaching practices.
3b: Using Questioning and Discussion Techniques
Unsatisfactory
Basic
Teacher’s questions are of
low cognitive challenge,
require single correct
responses, and are asked
in rapid succession.
Proficient
Although the teacher may
use some low-level
questions, he or she asks
the students questions
designed to promote
thinking and
understanding.
Teacher’s questions lead
students through a single
path of inquiry, with
answers seemingly
determined in advance.
Alternatively, the teacher
attempts to frame some
questions designed to
promote student thinking
and understanding, but
only a few students are
involved.
Interaction between
teacher and students is
predominantly recitation
style, with the teacher
mediating all questions and
answers.
Teacher creates a genuine
discussion among
students, providing
adequate time for students
to respond and stepping
aside when appropriate.
Teacher attempts to
engage all students in the
discussion and to
encourage them to respond
to one another, but with
uneven results.
A few students dominate
the discussion.
Teacher successfully
engages most students in
the discussion, employing
a range of strategies to
ensure that most students
are heard.
Distinguished
Teacher uses a variety or
series of questions or
prompts to challenge
students cognitively,
advance high-level thinking
and discourse, and
promote metacognition.
Students formulate many
questions, initiate topics,
and make unsolicited
contributions.
Students themselves
ensure that all voices are
heard in the discussion.
4a: Reflecting on Teaching
Unsatisfactory
Basic
Proficient
Teacher does not know
whether a lesson was
effective or achieved its
instructional outcomes, or
he/she profoundly
misjudges the success of a
lesson.
Teacher has no
suggestions for how a
lesson could be improved.
Teacher has a generally
accurate impression of a
lesson’s effectiveness and
the extent to which
instructional outcomes
were met.
Teacher makes general
suggestions about how a
lesson could be improved.
Teacher makes an accurate
assessment of a lesson’s
effectiveness and the extent
to which it achieved its
instructional outcomes and
can cite general references
to support the judgment.
Teacher makes a few
specific suggestions of
what could be tried another
time the lesson is taught.
Distinguished
Teacher makes a thoughtful
and accurate assessment
of a lesson’s effectiveness
and the extent to which it
achieved its instructional
outcomes, citing many
specific examples from the
lesson and weighing the
relative strengths of each.
Drawing on an extensive
repertoire of skills, teacher
offers specific alternative
actions, complete with the
probable success of
different courses of action.
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Danielson Framework for Teaching Rubrics by Washington State Criteria
Criterion 3: Recognizing individual student learning needs and developing strategies to
address those needs.
1b: Demonstrating Knowledge of Students
Unsatisfactory
Proficient
Basic
Teacher demonstrates little
or no understanding of how
students learn and little
knowledge of students’
backgrounds, cultures,
skills, language proficiency,
interests, and special
needs and does not seek
such understanding.
Teacher understands the
active nature of student
learning and attains
information about levels of
development for groups of
students.
Teacher indicates the
importance of understanding how students
learn and the students’
backgrounds, cultures,
skills, language proficiency,
interests, and special
needs, and attains this
knowledge about the class
as a whole.
The teacher also
purposefully seeks
knowledge from several
sources of students’
backgrounds, cultures,
skills, language proficiency,
interests, and special
needs and attains this
knowledge about groups of
students.
Distinguished
Teacher actively seeks
knowledge of students’
levels of development and
their backgrounds,
cultures, skills, language
proficiency, interests, and
special needs from a
variety of sources. This
information is acquired for
individual students.
3e: Demonstrating Flexibility and Responsiveness
Unsatisfactory
Basic
Proficient
Teacher adheres to the
instruction plan in spite of
evidence of poor student
understanding or lack of
interest.
Teacher ignores student
questions; when students
experience difficulty, the
teacher blames the
students or their home
environment.
Teacher attempts to modify
the lesson when needed
and to respond to student
questions and interests,
with moderate success.
Teacher accepts
responsibility for student
success but has only a
limited repertoire of
strategies to draw upon.
Teacher promotes the
successful learning of all
students, making minor
adjustments as needed to
instruction plans and
accommodating student
questions, needs, and
interests.
Drawing on a broad
repertoire of strategies, the
teacher persists in seeking
approaches for students
who have difficulty
learning.
Distinguished
Teacher seizes an
opportunity to enhance
learning, building on a
spontaneous event or
student interests, or
successfully adjusts and
differentiates instruction to
address individual student
misunderstandings.
Teacher persists in seeking
effective approaches for
students who need help,
using an extensive
repertoire of instructional
strategies and soliciting
additional resources from
the school or community.
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Student Growth Criterion 3: Recognizing individual student learning needs and developing
strategies to address those needs.
Student Growth 3.1: Establish Student Growth Goal(s)
Unsatisfactory
Proficient
Basic
Does not establish student
growth goal(s) or
establishes inappropriate
goal(s) for subgroups of
students not reaching full
learning potential. Goal(s)
do not identify multiple,
high-quality sources of
data to monitor, adjust, and
evaluate achievement of
goal(s).
Establishes appropriate
student growth goal(s) for
subgroups of students not
reaching full learning
potential. Goal(s) do not
identify multiple, highquality sources of data to
monitor, adjust, and
evaluate achievement of
goal(s).
Distinguished
Establishes appropriate
student growth goal(s) for
subgroups of students not
reaching full learning
potential. Goal(s) identify
multiple, high-quality
sources of data to monitor,
adjust, and evaluate
achievement of goal(s).
Establishes appropriate
student growth goal(s) for
subgroups of students not
reaching full potential in
collaboration with
students, parents, and
other school staff. Goal(s)
identify multiple, highquality sources of data to
monitor, adjust, and
evaluate achievement of
goal(s).
Student Growth 3.2: Achievement of Student Growth Goal(s)
Unsatisfactory
Proficient
Basic
Growth or achievement
data from at least two
points in time shows no
evidence of growth for
most students.
Distinguished
Multiple sources of growth
or achievement data from
at least two points in time
show some evidence of
growth for some students.
Multiple sources of growth
or achievement data from
at least two points in time
show clear evidence of
growth for most students.
Multiple sources of growth
or achievement data from
at least two points in time
show evidence of high
growth for all or nearly all
students.
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Danielson Framework for Teaching Rubrics by Washington State Criteria
Criterion 4: Providing clear and intentional focus on subject matter content and curriculum.
1a: Demonstrating Knowledge of Content and Pedagogy
Unsatisfactory
Proficient
Basic
In planning and practice,
teacher makes content
errors or does not correct
errors made by students.
Teacher’s plans and
practice display little
understanding of
prerequisite relationships
important to student’s
learning of the content.
Teacher displays little or no
understanding of the range
of pedagogical approaches
suitable to student’s
learning of the content.
Teacher is familiar with the
important concepts in the
discipline but displays lack
of awareness of how these
concepts relate to one
another.
Distinguished
Teacher displays extensive
knowledge of the important
concepts in the discipline
and the ways they relate
both to one another and to
other disciplines.
Teacher displays solid
knowledge of the important
concepts in the discipline
and the ways they relate to
one another.
Teacher’s plans and
practice reflect
understanding of
prerequisite relationships
among topics and concepts
and provide a link to
necessary cognitive
structures needed by
students to ensure
understanding.
Teacher’s plans and
practice reflect accurate
understanding of
prerequisite relationships
among topics and
concepts.
Teacher’s plans and
practice indicate some
awareness of prerequisite
relationships, although such
knowledge may be
inaccurate or incomplete.
Teacher’s plans and
practice reflect familiarity
with a wide range of
effective pedagogical
approaches in the
discipline.
Teacher’s plans and
practice reflect a limited
range of pedagogical
approaches to the
discipline or to the
students.
Teacher’s plans and
practice reflect familiarity
with a wide range of
effective pedagogical
approaches in the
discipline, anticipating
student misconceptions.
1c: Setting Instructional Outcomes
Unsatisfactory
Basic
Proficient
Outcomes represent
moderately high
expectations and rigor.
Outcomes represent low
expectations for students
and lack of rigor, and not all
of them reflect important
learning in the discipline.
Some reflect important
learning in the discipline
and consist of a
combination of outcomes
and activities.
Outcomes are stated as
activities rather than as
student learning.
Outcomes reflect several
types of learning, but
teacher has made no
attempt at coordination or
integration.
Outcomes reflect only one
type of learning and only
one discipline or strand
and are suitable for only
some students.
Most of the outcomes are
suitable for most of the
students in the class in
accordance with global
assessments of student
learning.
Distinguished
Most outcomes represent
rigorous and important
learning in the discipline.
All the instructional
outcomes are clear, are
written in the form of
student learning, and
suggest viable methods of
assessment.
Outcomes reflect several
different types of learning
and opportunities for
coordination.
Outcomes take into
account the varying needs
of groups of students.
All outcomes represent
rigorous and important
learning in the discipline.
The outcomes are clear, are
written in the form of
student learning, and
permit viable methods of
assessment.
Outcomes reflect several
different types of learning
and, where appropriate,
represent opportunities for
both coordination and
integration.
Outcomes take into
account the varying needs
of individual students.
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Criterion 4: Providing clear and intentional focus on subject matter content and curriculum.
1d: Demonstrating Knowledge of Resources
Unsatisfactory
Basic
Proficient
Teacher is unaware of
school or district resources
for classroom use, for the
expansion of his or her own
knowledge, or for students.
Teacher displays
awareness of resources—
not only through the school
and district but also
through sources external to
the school and on the
Internet—available for
classroom use, for the
expansion of his or her own
knowledge, and for
students.
Teacher displays basic
awareness of school or
district resources available
for classroom use, for the
expansion of his or her own
knowledge, and for
students, but no knowledge
of resources available
more broadly.
Distinguished
Teacher displays extensive
knowledge of resources—
not only through the school
and district but also in the
community, through
professional organizations
and universities, and on the
Internet—for classroom
use, for the expansion of
his or her own knowledge,
and for students.
1e: Designing Coherent Instruction
Unsatisfactory
Basic
Proficient
Distinguished
The series of learning
experiences is poorly
aligned with the
instructional outcomes and
does not represent a
coherent structure.
The activities are not
designed to engage
students in active
intellectual activity and
have unrealistic time
allocations. Instructional
groups do not support the
instructional outcomes and
offer no variety.
Some of the learning
activities and materials are
suitable to the instructional
outcomes and represent a
moderate cognitive
challenge but with no
differentiation for different
students. Instructional
groups partially support the
instructional outcomes, with
an effort by the teacher at
providing some variety.
The lesson or unit has a
recognizable structure; the
progression of activities is
uneven, with most time
allocations reason-able.
Teacher coordinates
knowledge of content, of
students, and of resources,
to design a series of
learning experiences
aligned to instructional
outcomes and suitable to
groups of students.
The learning activities have
reasonable time allocations;
they represent significant
cognitive challenge, with
some differentiation for
different groups of students.
The lesson or unit has a
clear structure, with
appropriate and varied use
of instructional groups.
Plans represent the
coordination of in-depth
content knowledge,
understanding of different
students’ needs, and
available resources
(including technology),
resulting in a series of
learning activities designed
to engage students in highlevel cognitive activity.
Learning activities are
differentiated appropriately
for individual learners.
Instructional groups are
varied appropriately with
some opportunity for
student choice.
The lesson’s or unit’s
structure is clear and allows
for different pathways
according to diverse
student needs.
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Criterion 5: Fostering and managing a safe, positive learning environment.
2a: Creating an Environment of Respect and Rapport
Unsatisfactory
Basic
Proficient
Patterns of classroom
interactions, both between
the teacher and students
and among students, are
mostly negative,
inappropriate, or insensitive
to students’ ages, cultural
backgrounds, and
developmental levels.
Interactions are
characterized by sarcasm,
put-downs, or conflict.
Patterns of classroom
interactions, both between
the teacher and students
and among students, are
generally appropriate but
may reflect occasional
inconsistencies, favoritism,
and disregard for students’
ages, cultures, and
developmental levels.
Students rarely
demonstrate disrespect for
one another.
Teacher attempts to
respond to disrespectful
behavior, with uneven
results. The net result of
the interactions is neutral,
conveying neither warmth
nor conflict.
Teacher does not deal with
disrespectful behavior.
Distinguished
Teacher-student
interactions are friendly and demonstrate general caring Classroom interactions
among the teacher and
and respect. Such
interactions are appropriate individual students are
to the ages of the students. highly respectful, reflecting
genuine warmth and caring
Students exhibit respect for and sensitivity to students
the teacher. Inter- actions
as individuals.
among students are
Students exhibit respect for
generally polite and
the teacher and contribute
respectful.
to high levels of civil
Teacher responds
interaction between all
successfully to
members of the class. The
disrespectful behavior
net result of interactions is
among students. The net
that of connections with
result of the interactions is
students as individuals.
polite and respectful, but
impersonal.
2c: Managing Classroom Procedures
Unsatisfactory
Basic
Much instructional time is
lost through inefficient
classroom routines and
procedures.
There is little or no
evidence that the teacher is
managing instructional
groups, transitions, and/or
the handling of materials
and supplies effectively.
There is little evidence that
students know or follow
established routines.
Proficient
Distinguished
Some instructional time is
lost through only partially
effective classroom
routines and procedures.
The teacher’s management
of instructional groups,
transitions, and/or the
handling of materials and
supplies are inconsistent,
the result being some
disruption of learning.
With regular guidance and
prompting, students follow
established routines.
There is little loss of
instructional time because
of effective classroom
routines and procedures.
The teacher’s management
of instructional groups and
the handling of materials
and supplies are
consistently successful.
With minimal guidance and
prompting, students follow
established classroom
routines.
Instructional time is
maximized because of
efficient classroom routines
and procedures.
Students contribute to the
management of
instructional groups,
transitions, and the
handling of materials and
supplies.
Routines are well
understood and may be
initiated by students.
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Criterion 5: Fostering and managing a safe, positive learning environment.
2d: Managing Student Behavior
Unsatisfactory
Basic
Proficient
There appear to be no
established standards of
conduct and little or no
teacher monitoring of
student behavior.
Standards of conduct
appear to have been
established, but their
implementation is
inconsistent.
Response to students’
misbehavior is repressive
or disrespectful of student
dignity.
Student behavior is
generally appropriate.
The teacher monitors
student behavior against
established standards of
conduct.
Teacher tries, with uneven
results, to monitor student
behavior and respond to
student misbehavior.
Students challenge the
standards of conduct.
Student behavior is entirely
appropriate.
Teacher response to
student misbehavior is
consistent, proportionate,
respectful to students, and
e ective.
There is inconsistent
implementation of the
standards of conduct.
Distinguished
Students take an active
role in monitoring their own
behavior and that of other
students against standards
of conduct.
Teachers’ monitoring of
student behavior is subtle
and preventive.
Teacher’s response to
student misbehavior is
sensitive to individual
student needs and
respects students’ dignity.
2e: Organizing Physical Space
Unsatisfactory
Basic
The physical environment
is unsafe, or many students
don’t have access to
learning resources.
There is poor coordination
between the lesson
activities and the
arrangement of furniture
and resources, including
computer technology.
Proficient
The classroom is safe, and
essential learning is
accessible to most
students.
The teacher’s use of
physical resources,
including computer
technology, is moderately
effective.
Teacher makes some
attempt to modify the
physical arrangement to
suit learning activities, with
partial success.
The classroom is safe, and
learning is accessible to all
students; teacher ensures
that the physical
arrangement is appropriate
to the learning activities.
Teacher makes effective
use of physical resources,
including computer
technology.
Distinguished
The classroom is safe, and
learning is accessible to all
students, including those
with special needs.
Teacher makes effective
use of physical resources,
including computer
technology. The teacher
ensures that the physical
arrangement is appropriate
to the learning activities.
Students contribute to the
use or adaptation of the
physical environment to
advance learning.
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Criterion 6: Using multiple student data elements to modify instruction and improve
student learning.
1f: Designing Student Assessments
Unsatisfactory
Basic
Assessment procedures
are not congruent with
instructional outcomes; the
proposed approach
contains no criteria or
standards.
Some of the instructional
outcomes are assessed
through the proposed
approach, but others are
not.
Assessment criteria and
standards have been
developed, but they are not
clear.
Teacher has no plan to
incorporate formative
assessment in the lesson
or unit, nor any plan to
use assessment results in
designing future
instruction.
Proficient
Distinguished
Teacher’s plan for student
assessment is aligned with
the instructional outcomes;
assessment methodologies
may have been adapted for
groups of students.
Teacher’s plan for student
assessment is fully aligned
with the instructional
outcomes and has clear
criteria and standards that
show evidence of student
contribution to their
development.
Approach to the use of
formative assessment is
rudimentary, including only
some of the instructional
outcomes.
Assessment criteria and
standards are clear.
Teacher has a welldeveloped strategy for
using formative
assessment and has
designed particular
approaches to be used.
Teacher intends to use
assessment results to plan
for future instruction for the
class as a whole.
Teacher intends to use
assessment results to plan
for future instruction for
groups of students.
Assessment methodologies
have been adapted for
individual students, as
needed.
The approach to using
formative assessment is
well designed and includes
student as well as teacher
use of the assessment
information. Teacher
intends to use assessment
results to plan future
instruction for individual
students.
3d: Using Assessment in Instruction
Unsatisfactory
Basic
Proficient
There is little or no
assessment or monitoring
of student learning;
feedback is absent or of
poor quality.
Students do not appear to
be aware of the
assessment criteria and do
not engage in selfassessment.
Assessment is used
sporadically by teacher
and/or students to support
instruction through some
monitoring of progress in
learning.
Feedback to students is
general, students appear to
be only partially aware of
the assessment criteria
used to evaluate their work,
and few assess their own
work.
Questions, prompts, and
assessments are rarely
used to diagnose evidence
of learning.
Assessment is used
regularly by teacher and/or
students during the lesson
through monitoring of
learning progress and
results in accurate, specific
feedback that advances
learning.
Students appear to be
aware of the assessment
criteria; some of them
engage in self-assessment.
Questions, prompts,
assessments are used to
diagnose evidence of
learning.
Distinguished
Assessment is fully
integrated into instruction
through extensive use of
formative assessment.
Students appear to be
aware of, and there is some
evidence that they have
contributed to, the
assessment criteria.
Students self-assess and
monitor their progress.
A variety of feedback, from
both their teacher and their
peers, is accurate, specific,
and advances learning.
Questions, prompts,
assessments are used
regularly to diagnose
evidence of learning by
individual students.
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Criterion 6: Using multiple student data elements to modify instruction and improve
student learning.
4b: Maintaining Accurate Records
Unsatisfactory
Basic
Proficient
Teacher’s system for
maintaining information on
student completion of
assignments and student
progress in learning is
nonexistent or in disarray.
Teacher’s records for noninstructional activities are
in disarray, resulting in
errors and confusion.
Distinguished
Teacher’s system for
maintaining information on
student completion of
assignments and student
progress in learning is
rudimentary and only
partially effective.
Teacher’s records for noninstructional activities are
adequate but require
frequent monitoring to
avoid errors.
Teacher’s system for
maintaining information on
student completion of
assignments, student
progress in learning, and
non-instructional records is
fully effective.
Teacher’s system for
maintaining information on
student completion of
assignments, student
progress in learning, and
non-instructional records is
fully effective.
Students contribute
information and participate
in maintaining the records.
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Student Growth Criterion 6: Using multiple student data elements to modify instruction and
improve student learning.
Student Growth 6.1: Establish Student Growth Goal(s)
Unsatisfactory
Does not establish student
growth goal(s) or
establishes inappropriate
goal(s) for whole
classroom. Goal(s) do not
identify multiple, high
quality sources of data to
monitor, adjust, and
evaluate achievement of
goal(s).
Basic
Proficient
Establishes appropriate
student growth goal(s) for
whole classroom. Goal(s)
do not identify multiple,
high quality sources of
data to monitor, adjust, and
evaluate achievement of
goal(s).
Distinguished
Establishes appropriate
student growth goal(s) for
whole classroom. Goal(s)
identify multiple, high
quality sources of data to
monitor, adjust, and
evaluate achievement of
goal(s).
Establishes appropriate
student growth goal(s) for
students in collaboration
with students and parents.
These whole classroom
goals align to school
goal(s). Goal(s) identify
multiple, high quality
sources of data to monitor,
adjust, and evaluate
achievement of goal(s).
Student Growth 6.2: Achievement of Student Growth Goal(s)
Unsatisfactory
Basic
Proficient
Growth or achievement
data from at least two
points in time shows no
evidence of growth for
most students.
Distinguished
Multiple sources of growth
or achievement data from
at least two points in time
show some evidence of
growth for some students.
Multiple sources of growth
or achievement data from
at least two points in time
show clear evidence of
growth for most students.
Multiple sources of growth
or achievement data from
at least two points in time
show evidence of high
growth for all or nearly all
students.
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Criterion 7: Communicating and collaborating with parents and the school community.
4c: Communicating with Families
Unsatisfactory
Basic
Proficient
Teacher communication
with families— about the
instructional program,
about individual students—
is sporadic or culturally
inappropriate.
Teacher makes no attempt
to engage families in the
instructional program.
Teacher makes sporadic
attempts to communicate
with families about the
instructional program and
about the progress of
individual students but
does not attempt to
engage families in the
instructional program.
Communications are oneway and not always
appropriate to the cultural
norms of those families.
Teacher communicates
frequently with families
about the instructional
program and conveys
information about individual
student progress.
Teacher makes some
attempts to engage
families in the instructional
program.
Information to families is
conveyed in a culturally
appropriate manner.
Distinguished
Teacher’s communication
with families is frequent
and sensitive to cultural
traditions, with students
contributing to the
communication.
Response to family
concerns is handled with
professional and cultural
sensitivity.
Teacher’s efforts to engage
families in the instructional
program are frequent and
successful.
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Criterion 8: Exhibiting collaborative and collegial practices focused on improving
instructional practice and student learning.
4d: Participating in a Professional Community
Unsatisfactory
Basic
Teacher’s relationships with
colleagues are negative or
self-serving.
Teacher avoids
participation in a
professional culture of
inquiry, resisting
opportunities to become
involved.
Proficient
Teacher maintains cordial
relationships with
colleagues to fulfill duties
that the school or district
requires.
Teacher becomes involved
in the school’s culture of
professional inquiry when
invited to do so.
Teacher’s relationships with
colleagues are
characterized by mutual
support and cooperation;
teacher actively
participates in a culture of
professional inquiry.
Teacher’s relationships with
colleagues are
characterized by mutual
support and cooperation,
with the teacher taking
initiative in assuming
leadership among the
faculty.
Teacher takes a leadership
role in promoting a culture
of professional inquiry.
Teacher volunteers to
participate in school events
and in school and district
projects, making a
substantial contribution.
Teacher participates in
school events and school
and district projects when
specifically asked to do so.
Teacher avoids becoming
involved in school events
or school and district
projects.
Distinguished
Teacher volunteers to
participate in school events
and district projects
making a substantial
contribution, and assuming
a leadership role in at least
one aspect of school or
district life.
4e: Growing and Developing Professionally
Unsatisfactory
Basic
Proficient
Teacher engages in no
professional development
activities to enhance
knowledge or skill.
Teacher resists feedback
on teaching performance
from either supervisors or
more experienced
colleagues.
Teacher makes no effort to
share knowledge with
others or to assume
professional
responsibilities.
Teacher participates in
professional activities to a
limited extent when they
are convenient.
Teacher accepts, with
some reluctance, feedback
on teaching performance
from both supervisors and
colleagues.
Teacher finds limited ways
to contribute to the
profession.
Distinguished
Teacher seeks out
opportunities for
professional development
to enhance content
knowledge and
pedagogical skill.
Teacher welcomes
feedback from colleagues
—either when made by
supervisors or when
opportunities arise through
professional collaboration.
Teacher participates
actively in assisting other
educators.
Teacher seeks out
opportunities for
professional development
and makes a systematic
effort to conduct action
research.
Teacher seeks out
feedback on teaching from
both supervisors and
colleagues.
Teacher initiates important
activities to contribute to
the profession.
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Danielson Framework for Teaching Rubrics by Washington State Criteria
Criterion 8: Exhibiting collaborative and collegial practices focused on improving
instructional practice and student learning.
4f: Showing Professionalism
Unsatisfactory
Basic
Proficient
Teacher displays
dishonesty in interactions
with colleagues, students,
and the public.
Teacher is not alert to
students’ needs and
contributes to school
practices that result in
some students’ being ill
served by the school.
Teacher makes decisions
and recommendations
based on self-serving
interests. Teacher does not
comply with school and
district regulations.
Teacher is honest in
interactions with colleagues, students, and the
public.
Teacher attempts, though
inconsistently, to serve
students. Teacher does not
knowingly contribute to
some students’ being ill
served by the school.
Teacher’s decisions and
recommendations are
based on limited but
genuinely professional
considerations.
Teacher complies minimally
with school and district
regulations, doing just
enough to get by.
Distinguished
Teacher displays high
standards of honesty,
integrity, and confidentiality
in interactions with
colleagues, students, and
the public.
Teacher is active in serving
students, working to
ensure that all students
receive a fair opportunity to
succeed.
Teacher maintains an open
mind in team or
departmental decision
making.
Teacher complies fully with
school and district
regulations.
Teacher takes a leadership
role with colleagues and
can be counted on to hold
to the highest standards of
honesty, integrity, and
confidentiality.
Teacher is highly proactive
in serving students,
seeking out resources
when needed. Teacher
makes a concerted effort to
challenge negative
attitudes or practices to
ensure that all students,
particularly those
traditionally under-served,
are honored in the school.
Teacher takes a leadership
role in team or
departmental decision
making and helps ensure
that such decisions are
based on the highest
professional standards.
Teacher complies fully with
school and district
regulations, taking a
leadership role with colleagues.
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Danielson Framework for Teaching Rubrics by Washington State Criteria
Student Growth Criterion 8: Exhibiting collaborative and collegial practices focused on
improving instructional practice and student learning.
Student Growth 8.1: Establish Team Student Growth Goal(s)
Unsatisfactory
Does not collaborate or
reluctantly collaborates
with other grade, school, or
district team members to
establish goal(s), to
develop and implement
common, high-quality
measures, and to monitor
growth and achievement
during the year.
Basic
Proficient
Does not consistently
collaborate with other
grade, school, or district
team members to establish
goal(s), to develop and
implement common, highquality measures, and to
monitor growth and
achievement during the
year.
Distinguished
Consistently and actively
collaborates with other
Leads other grade, school,
grade, school, or district
or district team members
team members to establish to establish goal(s), to
goal(s), to develop and
develop and implement
implement common, highcommon, high-quality
quality measures, and to
measures, and to monitor
monitor growth and
growth and achievement
during the year.
achievement during the
year.
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