Common use of PAR Process Clause in Contracts

PAR Process. 1. APS and ATF will present jointly to principals at a designated time at the beginning of each school year. The presentation will include, but not be limited to: a. An overview of the PAR Program. b. Data about the program. c. The process for placing teachers on a District Improvement or an Intensive Evaluation Plan including the Evaluator’s responsibilities in the PAR process prior to placing an employee on an Improvement Plan are as follows: 1.) Evaluator identifies a pattern of concern(s) in the teacher’s performance. Concerns regarding the teacher’s performance may come about as a result of formal observations, walkthroughs, drop –ins, or other evidence of teaching problems. 2.) Evaluator confirms the pattern with evidence from a formal observation. 3.) Evaluator converses with teacher to notify them of the concern(s). a.) The evaluator addresses the specific concern(s) with the teacher verbally or in writing if already addressed verbally. b.) The evaluator advises the teacher that communication about the concern(s) will continue and a follow-up discussion is scheduled in a specified time frame. c.) The evaluator provides targeted assistance to the teacher and documents the assistance provided. d.) If there is insufficient improvement, the evaluator, and the teacher will meet to review the documentation (meetings, memos, concerns, observations, etc.). If appropriate, the evaluator will inform the teacher that a District Improvement Plan will be written. Then, a meeting with the teacher, evaluator, a representative from the Albuquerque Teachers Federation, and a Department of Human Resources Representative is scheduled. e.) The concerns, evidence, expectations, support, improvement plan, and a target date for improvement will be reviewed at this meeting. f.) Once the teacher is placed on an improvement or intensive evaluation plan, a Consulting Teacher will be assigned if there is space available in the PAR Program.

PAR Process. 1. a. APS and ATF will present jointly to principals at a designated time at the beginning of each school year. The presentation will include, but not be limited to: a. 1.) An overview of the PAR Program. b. 2.) Data about the program. c. 3.) The process for placing teachers on a District Improvement or an Intensive Evaluation Plan including the Evaluator’s responsibilities in the PAR process prior to placing an employee on an Improvement Plan are as follows: 1.a.) Evaluator identifies a pattern of concern(s) in the teacher’s performance. Concerns regarding the teacher’s performance may come about as a result of formal observations, walkthroughs, drop –ins, or other evidence of teaching problems. 2.b.) Evaluator confirms the pattern with evidence from a formal observation. 3.c.) Evaluator converses with teacher to notify them of the concern(s). a.(1.) The evaluator addresses the specific concern(s) with the teacher verbally or in writing if already addressed verbally. b.(2.) The evaluator advises the teacher that communication about the concern(s) will continue and a follow-up discussion is scheduled in a specified time frame. c.(3.) The evaluator provides targeted assistance to the teacher and documents the assistance provided. d.(4.) If there is insufficient improvement, the evaluator, and the teacher will meet to review the documentation (meetings, memos, concerns, observations, etc.). If appropriate, the evaluator will inform the teacher that a District Improvement Plan will be written. Then, a meeting with the teacher, evaluator, a representative from the Albuquerque Teachers Federation, and a Department of Human Resources Representative is scheduled. e.(5.) The concerns, evidence, expectations, support, improvement plan, and a target date for improvement will be reviewed at this meeting. f.(6.) Once the teacher is placed on an improvement or intensive evaluation plan, a Consulting Teacher will be assigned if there is space available in the PAR Program. b. Implementation of Employee Improvement or Intensive Evaluation Plan 1.) Support provided by the Consulting Teacher through the PAR Program is not optional for employees on District Improvement or Intensive Evaluation Plans. 2.) The evaluator will continue to make regular classroom observations and provide summary memoranda (feedback) as to what has been observed. The memos will include reminders of expectations if the teacher is or isn’t making expected progress, as well as areas of improvement. Walk-through visits are not evaluative and thus are in addition to the regular classroom observations noted above. 3.) Prior to meeting with the teacher, the Improvement or Intensive Evaluation Plan will be drafted. Specific concerns and expectations will be identified in the plan. 4.) PAR support will be provided to a teacher at the beginning of an Improvement Plan unless the program does not have the capacity to provide assistance. The PAR Coordinator will work with the evaluator, APS Department of Human Resources, and ATF to confirm that the PAR program is the appropriate support for each situation. 5.) At the first meeting between the principal, APS Department of Human Resources, the ATF representative, and the teacher, the Improvement Plan will be discussed, revised if necessary, and signed. a.) Once signed, the Improvement Plan will be sent to the PAR Coordinator. b.) The PAR Coordinator will assign a Consulting Teacher and the responsibility for coordinating and providing support will shift from the school site to the Consulting Teacher. c.) The teacher will be advised of the support provided through the PAR process and informed of the role of the Consulting Teacher. The Consulting Teacher will explain elements of the plan for the teacher and provide appropriate interventions. (1.) The teacher is responsible for meeting with their assigned Consulting Teacher. (