Corrective Action Guidelines. The Board and Association agree that when serious problems involving job performance or conduct occur, teachers shall be treated with respect, in accordance with the principles of due process. The Board will adhere to the following guidelines in addressing the majority of teacher performance or professional conduct problems, but may modify them under unusual circumstances, most notably in dealing with incidents involving allegations of serious professional misconduct. The Board and Association recognize that reasonable standards for job performance and conduct must be maintained in any work setting, and that, generally, such standards are recognized and maintained by individual teachers without any need for specific action by the Principal. When a teacher does not maintain established job standards, the Principal is responsible for taking appropriate steps to correct the problem. The Board and Association also agree that there are varying degrees of unsatisfactory job performance and conduct, which may require different corrective or disciplinary measures. In most instances, formal action will be taken only after the Principal has met with the teacher to discuss the problem and made a good faith effort to resolve it informally. Should the Principal believe a teacher performance or conduct problem requires the initiation of a formal, structured corrective action process, the Superintendent normally will be consulted regarding the best way to handle the problem. The usual sequence of structured corrective actions is as follows:
Appears in 4 contracts
Samples: Consolidated Teacher Master Agreement, Master Agreement, Master Agreement
