Common use of Support for Basic and Unsatisfactory Employees Clause in Contracts

Support for Basic and Unsatisfactory Employees. A. By March 1st, if it appears a teacher may be scored below Proficient, the evaluator will meet with the teacher and inform him/her of that possibility and share all scores of evaluations to date. The evaluator will also provide the teacher with feedback to help him/her score Proficient or above in areas of concern. If this deadline is not met and documented, the teacher may not be scored below proficient. B. If a teacher is scored below Proficient on the Summative Evaluation, the Association will be notified. The teacher will be given an opportunity to meet with the evaluator before the end of the school year to receive feedback and support opportunities in the identified areas of need which the teacher may work on prior to October 15th of the next school year. Association representation is available upon request. C. In such cases that a teacher with a continuing contract (non-provisional) receives a Summative Evaluation score below Proficient in the previous school year, the teacher must be formally observed before October 15th of the new school year. If the first formal observation results in ongoing and specific performance concerns, a Structured Support Plan will be developed with input/feedback from the teacher and will be completed prior to the Summative Evaluation. D. The Structured Support Plan can include but not be limited to: 1. Attending or participating in online specific professional development paid for by the District. 2. Providing specific professional development from any of the District Teachers on Special Assignment (TOSAs). 3. Providing release time to observe a colleague appropriate to the area of concern. 4. Providing a mutually agreed-upon mentor or coach, experienced with the level and assignment, may be assigned to provide support appropriate to the need. The mentor will be compensated for up to twenty (20) hours at curriculum rate by submitting an extra hours form. 5. Providing written feedback regarding the observed deficiencies with recommendations or directives for improvement that include examples and/or strategies where appropriate. 6. Assigning the teacher to one location if possible. 7. At grades 7-12, limiting the number of preparations to no more than three classes with different titles unless the employee is the only teacher teaching in a content area or a limited number of teachers in a single content area restrict the District’s ability to limit preparations. 8. At grades P-6, reducing class size as long as it does not cause other classes at the same level in that building to go over class size.