Common use of Process Steps Clause in Contracts

Process Steps. a. Upon identification of a need for remediation, a letter will be sent to the teacher indicating the need to initiate the supportive supervision process. A support team will be formed by the administrator and teacher. The makeup of the support team will be as outlined on the informal and formal form. Teachers rated ineffective or developing will be notified by September 1st of the need to initiate the supportive supervision process. b. Within two (2) weeks, the teacher and the assigned administrator, and support team will meet to mutually determine the specific skills in need of remediation and the order in which they will be addressed. At this time, criteria that will be used for assessment will be determined. Teachers rated ineffective or developing will have a supportive improvement plan implemented no later than 10 days from the opening of classes of the subsequent school year of the received rating. c. An implementation plan will also be developed at that time and will include: i. specific skills to be exhibited during observations. (No more than three skills at a time) ii. specific strategies to address development of each skill (this might include the assignment of a mentor or departmental team for support, readings, observations of peers, etc.). iii. a timeline established by the support team. d. Post conferences should occur immediately following each observation to ad- vise, actively listen and provide support and assistance, or problem-solve rele- vant to the skill being addressed and the data gathered during the observation. The support team will convene for any post-conferences. e. At the end of the informal process a recommendation will be made to continue at the same level of the process, move to the formal process, or remove from the supportive supervision process. f. If the decision is to move to the formal process of supportive supervision, the teacher will be advised by written notification that any documentation generated in the procedure may be used to support the beginning of dismissal proceedings or to deny tenure. g. An implementation plan for the formal level of supportive supervision will be developed and will include: i. Specific skills to be exhibited during observations. (No more than three skills at a time) ii. Specific strategies to address development of each skill. iii. Scheduled observations and conferences by support team members. h. At the end of the formal process, a summative evaluation, in narrative form, will be written by the support team and shared with the teacher. The evalu- ation will address the improvement or lack of improvement in the classroom. A recommendation at this time will be made to continue at the same level of the process, remove from the supportive supervision process, or begin dis- missal proceedings.