Common use of Artifacts of Professional Practice Clause in Contracts

Artifacts of Professional Practice. Educator developed work products and student work samples that demonstrate the Educator’s knowledge and skills with respect to specific performance standards. Caseload Educator: Educators who teach or counsel individual or small groups of students through consultation with the regular classroom teacher, for example, school nurses, guidance counselors, speech and language pathologists, and some reading specialists and special education teachers. Classroom Teacher: Educators who teach preK-12 whole classes and teachers of special subjects as such as art, music, library, and physical education. May also include special education teachers and reading specialists who teach whole classes. Categories of Evidence: Multiple measures of student learning, growth, and achievement; judgments based on observations and artifacts of professional practice; and additional evidence relevant to one or more Standards of Effective Teaching Practice. District-determined Measures: Measures of student learning, growth, and achievement related to the Massachusetts Curriculum Frameworks or other relevant frameworks that are comparable across grade or subject level district-wide. These measures may include, but shall not be limited to: portfolios; approved commercial assessments and district-developed pre- and post-unit and course assessments; and capstone projects. These measures shall be locally-bargained by the parties. Educator(s): Inclusive term that applies to all classroom teachers and caseload educators, unless otherwise noted. Educator Plan: The growth or improvement actions identified as part of each Educator’s evaluation. The type of plan is determined by the Educator’s career stage, overall performance rating, and the rating of impact on student learning, growth, and achievement. There shall be four types of Educator Plans: Developing Educator Plan shall mean a plan developed by the Educator and the Evaluator for one school year or less for an Educator without Professional Teacher Status (PTS). The Educator shall be evaluated at least annually. Self-Directed Growth Plan shall mean a plan developed by the Educator for one or two school years for Educators with PTS who are rated proficient or exemplary. Directed Growth Plan shall mean a plan developed by the Educator and the Evaluator of one school year or less for Educators with PTS who are rated needs improvement. There shall be a summative evaluation at the end of the period determined by the plan, and, if the Educator does not receive a proficient rating, he or she shall be rated unsatisfactory and shall be placed on an improvement plan. Improvement Plan shall mean a plan developed by the Educator and the Evaluator for a realistic time period sufficient to achieve the goals outlined in the Improvement Plan, but not less than 30 school days within the same school year and no more than one school year, for Educators with PTS who are rated unsatisfactory with goals specific to improving the Educator’s unsatisfactory performance. In those cases where an Educator is rated unsatisfactory near the close of a school year, the Educator may voluntarily include activities during the summer preceding the next school year as part of the plan.

Artifacts of Professional Practice. Educator developed work products and student work samples that demonstrate the Educator’s knowledge and skills with respect to specific performance standards. This may include photography, videotaping or audio taping, but only by mutual agreement. Caseload Educator: Educators who teach or counsel individual or small groups of students through consultation with the regular classroom teacher, for example, school nurses, guidance counselors, speech and language pathologists, and some reading specialists and special education teachers, Middle-High School Librarian, diagnostician, school psychologist and school adjustment counselor. Classroom Teacherteacher: Educators who teach preK-12 whole classes classes, and teachers of special subjects as such as art, music, libraryElementary Librarian, technology and physical education. May also include special education teachers and reading specialists who teach whole classes. Categories of Evidence: Multiple measures of student learning, growth, and achievement; , judgments based on observations and artifacts of professional practice; , and additional evidence relevant to one or more Standards of Effective Teaching Practice. District-determined Measures: Measures of student learning, growth, growth and achievement related to the Massachusetts Curriculum Frameworks Frameworks, or other relevant frameworks frameworks, that are comparable across grade or subject level district-wide. These measures may include, but shall not be limited to: portfolios; , approved commercial assessments and district-developed pre- and post-post- unit and course assessments; , and capstone projects. These Administrators, teachers by department and grade level teams will collaboratively generate measures of student growth. The 2013-2014 year will be a pilot year and after that time, these measures shall be locally-locally bargained by the partiesparties and following the DESE guidelines. Educator(s): Inclusive term that applies to all classroom teachers and caseload educators, unless otherwise noted. Educator Plan: The growth or improvement actions identified as part of each Educator’s evaluation. The type of plan is determined by the Educator’s career stage, overall performance rating, and the rating of impact on student learning, growth, growth and achievement. There shall be four types of Educator Plans: Developing Educator Plan shall mean a plan developed by the Educator and the Evaluator for one school year or less for an Educator without Professional Teacher Status (PTS). The Educator shall be evaluated at least annually. Self-Directed Growth Plan shall mean a plan developed by the Educator for one or two school years for Educators with PTS who are rated proficient or exemplary. Directed Growth Plan shall mean a plan developed by the Educator and the Evaluator of one school year or less for Educators with PTS who are rated needs improvement. There shall be a summative evaluation at the end of the period determined by the plan, and, if the Educator does not receive a proficient rating, he or she shall be rated unsatisfactory and shall be placed on an improvement plan. Improvement Plan shall mean a plan developed by the Educator and the Evaluator for a realistic time period sufficient to achieve the goals outlined in the Improvement Plan, but not less than 30 school days within the same school year and no more than one school year, for Educators with PTS who are rated unsatisfactory with goals specific to improving the Educator’s unsatisfactory performance. In those cases where an Educator is rated unsatisfactory near the close of a school year, the Educator may voluntarily include activities during the summer preceding the next school year as part of the plan.one

Artifacts of Professional Practice. Educator developed work products and student work samples that demonstrate the Educator’s knowledge and skills with respect to specific performance standards. Caseload Educator: Educators who teach or counsel individual or small groups of students through consultation with the regular classroom teacher, for example, school nurses, guidance counselors, speech and language pathologists, and some reading specialists and special education teachers. Classroom Teacherteacher: Educators who teach preK-12 whole classes classes, and teachers of special subjects as such as art, music, library, and physical education. May also include special education teachers and reading specialists who teach whole classes. Categories of Evidence: Multiple measures of student learning, growth, and achievement; , judgments based on observations and artifacts of professional practice; , and additional evidence relevant to one or more Standards of Effective Teaching Practice. District-determined Measures: Measures of student learning, growth, growth and achievement related to the Massachusetts Curriculum Frameworks or other relevant frameworks that are comparable across grade or subject level district-wide. These measures may include, but shall not be limited to: portfolios; approved commercial assessments and district-developed pre- and post-unit and course assessments; and capstone projects. These measures shall be locally-bargained by the parties. Educator(s): Inclusive term that applies to all classroom teachers and caseload educatorsEducators, unless otherwise noted. Educator Plan: The growth or improvement actions identified as part of each Educator’s evaluation. The type of plan is determined by the Educator’s career stage, overall performance rating, and the rating of impact on student learning, growth, growth and achievement. There shall be four types of Educator Plans: Developing Educator Plan shall mean a plan developed by the Educator and the Evaluator for one school year or less for an Educator without Professional Teacher Status (PTS)) and an Educator working under a different area of licensure. The Educator shall be evaluated at least annually. Self-Directed Growth Plan shall mean a plan developed by the Educator for one or two school years for Educators with PTS who are rated proficient or exemplary. Directed Growth Plan shall mean a plan developed by the Educator and the Evaluator of one school year or less for Educators with PTS who are rated needs improvement. Directed Growth Plans will be developed by the Educator and the Evaluator and will be of one school year or less. There shall be a summative evaluation at the end of the period determined by the plan, and, plan and if the Educator does not receive a proficient rating, rating he or she shall be rated unsatisfactory and the Educator may continue on a Directed Growth plan at the discretion of the Evaluator or shall be placed on an improvement planImprovement Plan. Improvement Plan shall mean a plan for Educators with PTS who are rated unsatisfactory. The plan shall consist of goals specific to improving the Educator’s unsatisfactory performance. Improvement Plans will be developed by the Educator and the Evaluator and will be made for a realistic time period sufficient to achieve the goals outlined in of the Improvement Plan, Plan but not less than 30 forty five (45) school days within the same school year and no more than one school year, for Educators with PTS who are rated unsatisfactory with goals specific to improving the Educator’s unsatisfactory performance. In those cases where an Educator is rated unsatisfactory near the close of a school year, the Educator may voluntarily include activities during the summer preceding the next school year as part of the plan.Educator

Artifacts of Professional Practice. Educator developed work products and student work samples that demonstrate the Educator’s knowledge and skills with respect to specific performance standards. Caseload Educator: Educators who teach or counsel individual or small groups of students through consultation with the regular classroom teacher, for example, school nurses, guidance counselors, speech and language pathologists, and some reading specialists and special education teachers. Classroom Teacherteacher: Educators who teach preK-12 whole classes classes, and teachers of special subjects as such as art, music, library, and physical education. May also include special education teachers and reading specialists who teach whole classes. Categories of Evidence: Multiple measures of student learning, growth, and achievement; , judgments based on observations and artifacts of professional practice; , and additional evidence relevant to one or more Standards of Effective Teaching Practice. District-determined Measures: Measures of student learning, growth, growth and achievement related to the Massachusetts Curriculum Frameworks or other relevant frameworks that are comparable across grade or subject level district-wide. These measures may include, but shall not be limited to: portfolios; portfolios approved commercial assessments and district-developed pre- pre and post-post unit and course assessments; , and capstone projects. These measures shall be locally-locally bargained by the parties. Educator(s): Inclusive term that applies to all classroom teachers and caseload educatorsEducators, unless otherwise noted. Educator Plan: The growth or improvement actions identified as part of each Educator’s evaluation. The type of plan is determined by the Educator’s career stage, overall performance rating, and the rating of impact on student learning, growth, growth and achievement. There shall be four types of Educator Plans: Developing Educator Plan shall mean a plan developed by the Educator and the Evaluator for one school year or less for an Educator without Professional Teacher Status (PTS)) and an Educator working under a different area of licensure. The Educator shall be evaluated at least annually. Self-Directed Growth Plan shall mean a plan developed by the Educator for one or two school years for Educators with PTS who are rated proficient or exemplary. Directed Growth Plan shall mean a plan developed by the Educator and the Evaluator of one school year or less for Educators with PTS who are rated needs improvement. Directed Growth Plans will be developed by the Educator and the Evaluator and will be of one school year or less. There shall be a summative evaluation at the end of the period determined by the plan, and, plan and if the Educator does not receive a proficient rating, rating he or she shall be rated unsatisfactory and the Educator may continue on a Directed Growth plan at the discretion of the Evaluator or shall be placed on an improvement planImprovement Plan. Improvement Plan shall mean a plan for Educators with PTS who are rated unsatisfactory. The plan shall consist of goals specific to improving the Educator’s unsatisfactory performance. Improvement Plans will be developed by the Educator and the Evaluator and will be made for a realistic time period sufficient to achieve the goals outlined in of the Improvement Plan, Plan but not less than 30 forty five (45) school days within the same school year and no more than one school year, for Educators with PTS who are rated unsatisfactory with goals specific to improving the Educator’s unsatisfactory performance. In those cases where an Educator is rated unsatisfactory near the close of a school year, the Educator may voluntarily include activities during the summer preceding the next school year as part of the plan.

Artifacts of Professional Practice. Educator developed work products and student work samples that demonstrate the Educator’s knowledge and skills with respect to specific performance standards. Caseload Educator: Educators who teach or counsel individual or small groups of students through consultation with the regular classroom teacher, for example, school nurses, guidance counselors, speech and language pathologists, and some reading specialists and special education teachers. Classroom Teacher: Educators who teach preK-12 whole classes and teachers of special subjects as such as art, music, library, and physical education. May also include special education teachers and reading specialists who teach whole classes. Categories of Evidence: Multiple measures of student learning, growth, and achievement; judgments based on observations and artifacts of professional practice; and additional evidence relevant to one or more Standards of Effective Teaching Practice. District-determined Measures: Measures of student learning, growth, and achievement related to the Massachusetts Curriculum Frameworks or other relevant frameworks that are comparable across grade or subject level district-wide. These measures may include, but shall not be limited to: portfolios; approved commercial assessments and district-district- developed pre- and post-unit and course assessments; and capstone projects. These measures shall be locally-bargained by the parties. Educator(s): Inclusive term that applies to all classroom teachers and caseload educators, unless otherwise noted. Educator Plan: The growth or improvement actions identified as part of each Educator’s evaluation. The type of plan is determined by the Educator’s career stage, overall performance rating, and the rating of impact on student learning, growth, and achievement. There shall be four types of Educator Plans: Developing Educator Plan shall mean a plan developed by the Educator and the Evaluator for one school year or less for an Educator without Professional Teacher Status (PTS). The Educator shall be evaluated at least annually. Self-Directed Growth Plan shall mean a plan developed by the Educator for one or two school years for Educators with PTS who are rated proficient or exemplary. Directed Growth Plan shall mean a plan developed by the Educator and the Evaluator of one school year or less for Educators with PTS who are rated needs improvement. There shall be a summative evaluation at the end of the period determined by the plan, and, if the Educator does not receive a proficient rating, he or she shall be rated unsatisfactory and shall be placed on an improvement plan. Improvement Plan shall mean a plan developed by the Educator and the Evaluator for a realistic time period sufficient to achieve the goals outlined in the Improvement Plan, but not less than 30 60 school days within the same school year and no more than one school year, for Educators with PTS who are rated unsatisfactory with goals specific to improving the Educator’s unsatisfactory performance. In those cases where an Educator is rated unsatisfactory near the close of a school year, the Educator may voluntarily include activities during the summer preceding proceeding the next school year as part of the plan. ESE: The Massachusetts Department of Elementary and Secondary Education.