Assistance Procedure. (A) Definite positive assistance shall be immediately provided to teachers upon recognition of “professional difficulties." For the purpose of this Article the term “professional difficulty” shall apply to any observed deficiencies relating to job performance as determined through the system- wide evaluation program (ARTICLE 11). (B) Beginning immediately with the conference after an observed deficiency, specific appropriate direction shall be offered by the principal/supervisor in writing to guide the individual teacher toward the solution of the particular observed professional problem. Actions shall be appropriate to the deficiency and shall include at least three (3) of the following: (1) Demonstrate in an actual classroom situation. (2) Direction of the teacher toward a model for emulation, allowing opportunities for observation. (3) Initiation of conferences with evaluator, teacher, and team leader to plan positive moves toward improvement of professional and/or classroom performance. (4) Guidance for the teacher toward professional growth workshops, or course work at District expense. (5) Observation, continued and sustained, by the evaluator to note the day-to-day lessons and their interrelationships. (6) Assigned reading of professional literature designed to suggest possible solutions to the identified problems. (C) Time lines for the improvement in performance must be negotiated between the principal/supervisor and the individual teacher. Should the time lines not be successfully met by the teacher, vis-à-vis improvement in the individual teacher’s performance, further action may be taken by the administration and the School District (ARTICLE 28).
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Sources: Negotiation Agreement, Negotiation Agreement