Common use of Professional Educator Development Clause in Contracts

Professional Educator Development. 1. This component provides instructional personnel opportunities to work individually or participate as a member of a team and focus on the improvement of instructional practices and school improvement. Appendix I contains more information on this component. 2. This component is available to employees assigned to either a professional services contract or a continuing contract. Employees contract. Employees may elect to participate in the activities described below. a. Work individually or together to devise a plan that includes: - objectives directed at the development of team members, - development or improvement of advanced pedagogical skills, - strategies for addressing each objective, - a timeline, and - a description of final product(s). b. Coordinate their activities. c. Meet individually or as a team with the principal or designee at least three times. d. Create a final product consistent with objectives. m5. Performance Development Plans 1. When a rating of Needs Improvement or Unsatisfactory is used, a Performance Development Plan is developed by the principal in collaboration with the employee. A copy of this plan is contained in Appendix I. a. For any educator who has received less than effective ratings, administration is encouraged to have an informal discussion with the educator to share recommended strategies for improvement in an effort to promote growth. b. If/when an assessor gives a “Not Using,” the administrator shall provide feedback to the educator through brief comments and/or summary remarks that are verbal or written and promote growth. If/when an assessor gives a “Beginning” datamark, the administrator may provide feedback to the educator through brief comments and/or summary remarks that are verbal or written and promote growth. c. If there is no improvement and the educator accumulates additional less than effective ratings, the administrator will meet with the educator to discuss areas of concern, provide site-based and/or district-based support for 6 to 9 weeks, and explain possible consequences if the employee fails to improve. d. Once an educator has a less than effective Instructional Practice score (based on observations conducted by a credentialed administrator), and a specific number of ratings (as determined by the evaluation sub-committee) a Performance Development Plan (PDP) may be written. If a PDP is written, it will be done with a credentialed administrator in collaboration with the educator. 2e. Use and implementation of this plan requires: a. identification of deficiencies, b. definition of strategies for improvement, c. definition of an assistance timeline, d. definition of expected outcomes, e. definition of possible consequences for failure to remediate, f. multiple formal observations and conferences, g. completion of assistance activities, and

Professional Educator Development. 1. This component provides instructional personnel opportunities to work individually or participate as a member of a team and focus on the improvement of instructional practices and school improvement. Appendix I contains more information on this component. 2. This component is available to employees assigned to either a professional services contract or a continuing contract. Employees contract. Employees may elect to participate in the activities described below. a. Work individually or together to devise a plan that includes: - objectives directed at school improvement consistent with the school’s strategic plan, - objectives directed at the development of team members, - development or improvement of advanced pedagogical skills, - strategies for addressing each objective, - a timeline, and - a description of final product(s). b. Coordinate their activities. c. Meet individually or as a team with the principal or designee at least three times. d. Create a final product consistent with objectives. m5. Performance Development Plans 1. When a rating of Needs Improvement or Unsatisfactory is used, a Performance Development Plan is developed by the principal in collaboration with the employee. A copy of this plan is contained in Appendix I. a. For any educator who has received less than effective ratings, administration is encouraged to have an informal discussion with the educator to share recommended strategies for improvement in an effort to promote growth. b. If/when an assessor gives a “Not Using,” the administrator shall provide feedback to the educator through brief comments and/or summary remarks that are verbal or written and promote growth. If/when an assessor gives a “Beginning” datamark, the administrator may provide feedback to the educator through brief comments and/or summary remarks that are verbal or written and promote growth. c. If there is no improvement and the educator accumulates additional less than effective ratings, the administrator will meet with the educator to discuss areas of concern, provide site-based and/or district-based support for 6 to 9 weeks, and explain possible consequences if the employee fails to improve. d. Once an educator has a less than effective Instructional Practice score (based on observations conducted by a credentialed administrator), and a specific number of ratings (as determined by the evaluation sub-committee) a Performance Development Plan (PDP) may be written. If a PDP is written, it will be done with a credentialed administrator in collaboration with the educator. 2e. Use and implementation of this plan requires: a. identification of deficiencies, b. definition of strategies for improvement, c. definition of an assistance timeline, d. definition of expected outcomes, e. definition of possible consequences for failure to remediate, f. multiple formal observations and conferences, g. completion of assistance activities, and