Common use of Career Lattice Program Clause in Contracts

Career Lattice Program. 1. MCEA and MCPS are committed to ensuring that there are high-quality educators throughout every level of MCPS. This initial design will focus on school-based teachers and teacher specialists. A second phase will consider lead teacher status for other unit members. These commitments emphasize the importance of having structures and processes in place to attract, recruit, hire, mentor, develop, evaluate, recognize, and retain high-performing teacher professionals. MCEA and MCPS believe that excellence in teaching is critical to student learning. 2. There are three developmental stages in a teaching career, which include induction, skillful teaching, and leadership in teaching (referred to as the lead teacher). To be successful in MCPS a teacher must reach the skillful teaching stage. Some professionals will choose to become teacher leaders and enter into the leadership in teaching stage. Teachers in this stage serve through leadership in their schools and classrooms and seek even greater responsibility. At this stage, the teacher takes on new challenges to support, coach, mentor, and lead colleagues in instructional and school improvement which result in increased student learning. The Career Lattice is a framework that includes definitions of leadership responsibilities; processes for application, identification, and evaluation of teacher leaders; and a compensation structure that is aligned to the leadership responsibilities. 3. Educators with lead teacher status are eligible for a variety of teacher leadership roles, such as resource teachers, consulting teachers, instructional specialists, and staff development teachers. At this time, the lead teacher opportunities consist of specific leadership positions and project leadership. 4. Classroom teachers who achieve lead teacher status can apply for teacher leadership positions designated in the Career Lattice Handbook or carry out school-based improvement projects. They may be eligible for additional responsibilities and additional compensation. 5. The Career Lattice is collaboratively designed by the Career Lattice Design Team to provide a structure for career planning that expands professional opportunities for teacher leaders while allowing them to continue to have direct responsibility for student learning. 6. The Career Lattice program shall operate in accord with the procedures enumerated in the Career Lattice Handbook, which is reviewed and revised annually collaboratively by the Career Lattice Joint Panel and the Teacher PGS Implementation Team. 7. The Career Lattice Joint Panel will provide leadership for the implementation of the Career Lattice. This panel is comprised of equal numbers of teachers and administrators who are recommended by MCEA and MCAAP/MCBOA and appointed by the superintendent. MCPS will be represented by the associate superintendent for the Office of Human Resources and Development (or his/her designee). 8. The Career Lattice Joint Panel is responsible for the following: a. Lead teacher application process b. Lead teacher identification process c. Lead teacher recertification process d. Data collection about the cadre of lead teachers (demographic, educational, etc.,) as well as data needed to track results for continuous improvement e. Career Lattice revisions and improvement recommendations f. Working with the Department of Shared Accountability to provide input for the evaluation of the Career Lattice Program 9. The Career Lattice Joint Panel will report to the Teacher PGS Implementation Team which will review and revise procedures as necessary. The Teacher PGS Implementation Team will provide quarterly reports to the MCEA/MCPS LMCC. Unresolved issues will be submitted to the LMCC to Joint Associations/Deputies Committee. 10. The parties agree to jointly evaluate the Career Lattice program. The evaluation process will be developed by the Career Lattice design team. The evaluation will include the quantitative and qualitative indicators such as student achievement data, teacher satisfaction and other measures that will be identified by the design team. The evaluation will consist of a yearly analysis of the effectiveness of the program. a. In the event that one of the parties determines that the Career Lattice fails to live up to the purposes and collaborative principles for which it was established, the Teacher PGS Implementation Team will meet with the superintendent and the president of MCEA to review options and attempt to address concerns. If consensus cannot be reached, either party can discontinue its involvement in the program with 90 days’ notice.

Career Lattice Program. 1. MCEA and MCPS are committed to ensuring that there are high-quality educators throughout every level of MCPS. This initial design will focus on school-based teachers and teacher specialistsunit members. A second phase will consider lead teacher status for other unit members. These commitments emphasize the importance of having structures and processes in place to attract, recruit, hire, mentor, develop, evaluate, recognize, and retain high-high- performing teacher professionals. MCEA and MCPS believe that excellence in teaching is critical to student learning. 2. There are three developmental stages in a teaching career, which include induction, skillful teaching, and leadership in teaching (referred to as the lead teacher). To be successful in MCPS a teacher must reach the skillful teaching stage. Some professionals will choose to become teacher leaders and enter into the leadership in teaching stage. Teachers in this stage serve through leadership in their schools and classrooms and seek even greater responsibility. At this stage, the teacher takes on new challenges to support, coach, mentor, and lead colleagues in instructional and school improvement which result in increased student learning. The Career Lattice is a framework that includes definitions of leadership responsibilities; processes for application, identification, and evaluation of teacher leaders; and a compensation structure that is aligned to the leadership responsibilities. 3. Educators with lead teacher status are eligible for a variety of teacher leadership roles, such as resource teachers, consulting teachers, instructional specialists, collaboratively determined by the Career Lattice Joint Panel and staff development teachersthe Superintendent or his/her designee. At this time, the lead Lead teacher opportunities consist of specific leadership positions and project leadership. 4. Classroom teachers who achieve lead teacher status can apply for teacher leadership positions designated in the Career Lattice Handbook or carry out school-based improvement projects. They may be eligible Lead teachers in designated leadership positions will receive a salary supplement. Lead Teachers who are approved for additional responsibilities and additional compensation.project work will receive a salary supplement. (Article 19B7) 5. The Career Lattice is collaboratively designed by the Career Lattice Design Team to provide a structure for career planning that expands professional opportunities for teacher leaders while allowing them to continue to have direct responsibility for student learning. 6. The Career Lattice program shall operate in accord with the procedures enumerated in the Career Lattice Handbook, which is reviewed and revised annually collaboratively will be created by the Career Lattice Joint Panel and will be reviewed and revised annually by the Teacher PGS Implementation Team. 7. The Career Lattice Program shall be run by a Career Lattice Joint Panel. The Panel will provide leadership for shall consist of at least 12 members appointed by the implementation of the Career Lattice. This panel is comprised of Superintendent; an equal numbers of number being teachers and administrators who are recommended by MCEA and MCAAP/MCBOA and appointed school-based administrators recommended by the superintendent. MCPS will be represented by the MCAAP The associate superintendent for the Office of Human Resources and Development (or his/her designee)) shall also serve as a panel member. 8. The Career Lattice Joint Panel is responsible for the following: a. Lead teacher application process b. Lead teacher identification process c. Lead teacher recertification process d. Data collection about the cadre of lead teachers (demographic, educational, etc.,) as well as data needed to track results for continuous improvement e. Career Lattice revisions and improvement recommendations f. Working with the Department of Shared Accountability to provide input for the evaluation of the Career Lattice Program 9. The Career Lattice Joint Panel will report to the Teacher PGS Implementation Team which will review and revise procedures as necessary. The Teacher PGS Implementation Team will provide quarterly reports to the MCEA/MCPS LMCC. Unresolved issues will be submitted to the LMCC and to the Joint Associations/Deputies Deputies/Chief Operating Officer (ADC) Committee. 10. The parties agree to design and oversee jointly evaluate evaluation of the Career Lattice program. The evaluation process will be developed by the Career Lattice design team. The evaluation will include the quantitative and qualitative indicators such as student achievement data, teacher satisfaction and other measures that will be identified by the design team. The evaluation will consist of a yearly analysis of the effectiveness of the programProgram. a. In the event that one of the parties determines that the Career Lattice fails to live up to the purposes and collaborative principles for which it was established, the Teacher PGS Implementation Team will meet with the superintendent and the president of MCEA to review options and attempt to address concerns. If consensus cannot be reached, either party can discontinue its involvement in the program with 90 days’ notice.

Career Lattice Program. 1. MCEA and MCPS are committed to ensuring that there are high-quality educators throughout every level of MCPS. This initial design will focus on school-based teachers and teacher specialistsunit members. A second phase will consider lead teacher status for other unit members. These commitments emphasize the importance of having structures and processes in place to attract, recruit, hire, mentor, develop, evaluate, recognize, and retain high-performing teacher professionals. MCEA and MCPS believe that excellence in teaching is critical to student learning. 2. There are three developmental stages in a teaching career, which include induction, skillful teaching, and leadership in teaching (referred to as the lead teacher). To be successful in MCPS a teacher must reach the skillful teaching stage. Some professionals will choose to become teacher leaders and enter into the leadership in teaching stage. Teachers in this stage serve through leadership in their schools and classrooms and seek even greater responsibility. At this stage, the teacher takes on new challenges to support, coach, mentor, and lead colleagues in instructional and school improvement which result in increased student learning. The Career Lattice is a framework that includes definitions of leadership responsibilities; processes for application, identification, and evaluation of teacher leaders; and a compensation structure that is aligned to the leadership responsibilities. 3. Educators with lead teacher status are eligible for a variety of teacher leadership roles, such as resource teachers, consulting teachers, instructional specialists, collaboratively determined by the Career Lattice Joint Panel and staff development teachersthe Superintendent or his/her designee. At this time, the lead Lead teacher opportunities consist of specific leadership positions and project leadership. 4. Classroom teachers who achieve lead teacher status can apply for teacher leadership positions designated in the Career Lattice Handbook or carry out school-based improvement projects. They may be eligible Lead teachers in designated leadership positions will receive a salary supplement. Lead Teachers who are approved for additional responsibilities and additional compensationproject work will receive a salary supplement. (Article 19B7). 5. The Career Lattice is collaboratively designed by the Career Lattice Design Team to provide a structure for career planning that expands professional opportunities for teacher leaders while allowing them to continue to have direct responsibility for student learning. 6. The Career Lattice program shall operate in accord with the procedures enumerated in the Career Lattice Handbook, which is reviewed and revised annually collaboratively will be created by the Career Lattice Joint Panel and will be reviewed and revised annually by the Teacher PGS Implementation Team. 7. The Career Lattice Program shall be run by a Career Lattice Joint Panel. The Panel will provide leadership for shall consist of at least 12 members appointed by the implementation of the Career Lattice. This panel is comprised of Superintendent; an equal numbers of number being teachers and administrators who are recommended by MCEA and MCAAP/MCBOA and appointed school-based administrators recommended by the superintendent. MCPS will be represented by the XXXXX The associate superintendent for the Office of Human Resources and Development (or his/her designee)) shall also serve as a panel member. 8. The Career Lattice Joint Panel is responsible for the following: a. Lead teacher application process process b. Lead teacher identification process c. Lead teacher recertification process d. Data collection about the cadre of lead teachers (demographic, educational, etc.,) as well as data needed to track results for continuous improvement e. Career Lattice revisions and improvement recommendations f. Working with the Department of Shared Accountability to provide input for the evaluation of the Career Lattice Program 9. The Career Lattice Joint Panel will report to the Teacher PGS Implementation Team which will review and revise procedures as necessary. The Teacher PGS Implementation Team will provide quarterly reports to the MCEA/MCPS LMCC. Unresolved issues will be submitted to the LMCC to Joint Associations/Deputies Committee. 10. The parties agree to jointly evaluate the Career Lattice program. The evaluation process will be developed by the Career Lattice design team. The evaluation will include the quantitative and qualitative indicators such as student achievement data, teacher satisfaction and other measures that will be identified by the design team. The evaluation will consist of a yearly analysis of the effectiveness of the program. a. In the event that one of the parties determines that the Career Lattice fails to live up to the purposes and collaborative principles for which it was established, the Teacher PGS Implementation Team will meet with the superintendent and the president of MCEA to review options and attempt to address concerns. If consensus cannot be reached, either party can discontinue its involvement in the program with 90 days’ notice.

Career Lattice Program. 1. MCEA and MCPS are committed to ensuring that there are high-quality educators throughout every level of MCPS. This initial design will focus on school-based teachers and teacher specialistsunit members. A second phase will consider lead teacher status for other unit members. These commitments emphasize the importance of having structures and processes in place to attract, recruit, hire, mentor, develop, evaluate, recognize, and retain high-high- performing teacher professionals. MCEA and MCPS believe that excellence in teaching is critical to student learning. 2. There are three developmental stages in a teaching career, which include induction, skillful teaching, and leadership in teaching (referred to as the lead teacher). To be successful in MCPS a teacher must reach the skillful teaching stage. Some professionals will choose to become teacher leaders and enter into the leadership in teaching stage. Teachers in this stage serve through leadership in their schools and classrooms and seek even greater responsibility. At this stage, the teacher takes on new challenges to support, coach, mentor, and lead colleagues in instructional and school improvement which result in increased student learning. The Career Lattice is a framework that includes definitions of leadership responsibilities; processes for application, identification, and evaluation of teacher leaders; and a compensation structure that is aligned to the leadership responsibilities. 3. Educators with lead teacher status are eligible for a variety of teacher leadership roles, such as resource teachers, consulting teachers, instructional specialists, collaboratively determined by the Career Lattice Joint Panel and staff development teachersthe Superintendent or his/her designee. At this time, the lead Lead teacher opportunities consist of specific leadership positions and project leadership. 4. Classroom teachers who achieve lead teacher status can apply for teacher leadership positions designated in the Career Lattice Handbook or carry out school-based improvement projects. They may be eligible Lead teachers in designated leadership positions will receive a salary supplement. Lead Teachers who are approved for additional responsibilities and additional compensationproject work will receive a salary supplement. (Article 19B7). 5. The Career Lattice is collaboratively designed by the Career Lattice Design Team to provide a structure for career planning that expands professional opportunities for teacher leaders while allowing them to continue to have direct responsibility for student learning. 6. The Career Lattice program shall operate in accord with the procedures enumerated in the Career Lattice Handbook, which is reviewed and revised annually collaboratively will be created by the Career Lattice Joint Panel and will be reviewed and revised annually by the Teacher PGS Implementation Team. 7. The Career Lattice Program shall be run by a Career Lattice Joint Panel. The Panel will provide leadership for shall consist of at least 12 members appointed by the implementation of the Career Lattice. This panel is comprised of Superintendent; an equal numbers of number being teachers and administrators who are recommended by MCEA and MCAAP/MCBOA and appointed school-based administrators recommended by the superintendent. MCPS will be represented by the MCAAP The associate superintendent for the Office of Human Resources and Development (or his/her designee)) shall also serve as a panel member. 8. The Career Lattice Joint Panel is responsible for the following: a. Lead teacher application process b. Lead teacher identification process c. Lead teacher recertification process d. Data collection about the cadre of lead teachers (demographic, educational, etc.,) as well as data needed to track results for continuous improvement e. Career Lattice revisions and improvement recommendations f. Working with the Department of Shared Accountability to provide input for the evaluation of the Career Lattice Program 9. The Career Lattice Joint Panel will report to the Teacher PGS Implementation Team which will review and revise procedures as necessary. The Teacher PGS Implementation Team will provide quarterly reports to the MCEA/MCPS LMCC. Unresolved issues will be submitted to the LMCC and to the Joint Associations/Deputies Deputies/Chief Operating Officer (ADC) Committee. 10. The parties agree to design and oversee jointly evaluate evaluation of the Career Lattice program. The evaluation process will be developed by the Career Lattice design team. The evaluation will include the quantitative and qualitative indicators such as student achievement data, teacher satisfaction and other measures that will be identified by the design team. The evaluation will consist of a yearly analysis of the effectiveness of the programProgram. a. In the event that one of the parties determines that the Career Lattice fails to live up to the purposes and collaborative principles for which it was established, the Teacher PGS Implementation Team will meet with the superintendent and the president of MCEA to review options and attempt to address concerns. If consensus cannot be reached, either party can discontinue its involvement in the program with 90 days’ notice.

Career Lattice Program. 1. MCEA and MCPS are committed to ensuring that there are high-quality educators throughout every level of MCPS. This initial design will focus on school-based teachers and teacher specialistsunit members. A second phase will consider lead teacher status for other unit members. These commitments emphasize the importance of having structures and processes in place to attract, recruit, hire, mentor, develop, evaluate, recognize, and retain high-performing teacher professionals. MCEA and MCPS believe that excellence in teaching is critical to student learning. 2. There are three developmental stages in a teaching career, which include induction, skillful teaching, and leadership in teaching (referred to as the lead teacher). To be successful in MCPS a teacher must reach the skillful teaching stage. Some professionals will choose to become teacher leaders and enter into the leadership in teaching stage. Teachers in this stage serve through leadership in their schools and classrooms and seek even greater responsibility. At this stage, the teacher takes on new challenges to support, coach, mentor, and lead colleagues in instructional and school improvement which result in increased student learning. The Career Lattice is a framework that includes definitions of leadership responsibilities; processes for application, identification, and evaluation of teacher leaders; and a compensation structure that is aligned to the leadership responsibilities. 3. Educators with lead teacher status are eligible for a variety of teacher leadership roles, such as resource teachers, consulting teachers, instructional specialists, collaboratively determined by the Career Lattice Joint Panel and staff development teachersthe Superintendent or his/her designee. At this time, the lead Lead teacher opportunities consist of specific leadership positions and project leadership. 4. Classroom teachers who achieve lead teacher status can apply for teacher leadership positions designated in the Career Lattice Handbook or carry out school-based improvement projects. They may be eligible Lead teachers in designated leadership positions will receive a salary supplement. Lead Teachers who are approved for additional responsibilities and additional compensationproject work will receive a salary supplement. (Article 19B7). 5. The Career Lattice is collaboratively designed by the Career Lattice Design Team to provide a structure for career planning that expands professional opportunities for teacher leaders while allowing them to continue to have direct responsibility for student learning. 6. The Career Lattice program shall operate in accord with the procedures enumerated in the Career Lattice Handbook, which is reviewed and revised annually collaboratively will be created by the Career Lattice Joint Panel and will be reviewed and revised annually by the Teacher PGS Implementation Team. 7. The Career Lattice Program shall be run by a Career Lattice Joint Panel. The Panel will provide leadership for shall consist of at least 12 members appointed by the implementation of the Career Lattice. This panel is comprised of Superintendent; an equal numbers of number being teachers and administrators who are recommended by MCEA and MCAAP/MCBOA and appointed school-based administrators recommended by the superintendent. MCPS will be represented by the MCAAP The associate superintendent for the Office of Human Resources and Development (or his/her designee)) shall also serve as a panel member. 8. The Career Lattice Joint Panel is responsible for the following: a. Lead teacher application process b. Lead teacher identification process c. Lead teacher recertification process d. Data collection about the cadre of lead teachers (demographic, educational, etc.,) as well as data needed to track results for continuous improvement e. Career Lattice revisions and improvement recommendations f. Working with the Department of Shared Accountability to provide input for the evaluation of the Career Lattice Program 9. The Career Lattice Joint Panel will report to the Teacher PGS Implementation Team which will review and revise procedures as necessary. The Teacher PGS Implementation Team will provide quarterly reports to the MCEA/MCPS LMCC. Unresolved issues will be submitted to the LMCC and to the Joint Associations/Deputies Deputies/Chief Operating Officer (ADC) Committee. 10. The parties agree to design and oversee jointly evaluate evaluation of the Career Lattice program. The evaluation process will be developed by the Career Lattice design team. The evaluation will include the quantitative and qualitative indicators such as student achievement data, teacher satisfaction and other measures that will be identified by the design team. The evaluation will consist of a yearly analysis of the effectiveness of the programProgram. a. In the event that one of the parties determines that the Career Lattice fails to live up to the purposes and collaborative principles for which it was established, the Teacher PGS Implementation Team will meet with the superintendent and the president of MCEA to review options and attempt to address concerns. If consensus cannot be reached, either party can discontinue its involvement in the program with 90 days’ notice.