Common use of Gainful Employment Clause in Contracts

Gainful Employment. The intent of this article is to give more opportunities to unit members to obtain gainful employment positions. For positions with the school for which unit members earn additional income, the principal shall devise a process by which such positions are assigned equitably, inform the faculty of the process, and advertise the position. Unit members shall be limited to having 1 (one) of these assignments at a time. If all volunteers have been exhausted, a unit member may have more than 1 (one) of these assignments. 1. For positions where the unit member would be paid their hourly rate of pay (e.g. auxiliary period, high school exit exam prep, credit recovery, etc.) the principal, whenever possible, will have interviews for the position. The appropriate department chair shall be part of the interview process. 2. For hourly paid positions the principal shall rotate the assignment of these positions among the people who have applied on a yearly basis whenever possible. The principal shall retain the right to select the person (s) to teach the class. 3. Unit members who are chosen to work in the library at lunch time or extended hours shall be required, if necessary, to attend an in- service training that will last a maximum of 1 (one) hour. The Teacher Librarian will be paid their hourly rate for providing this training. This Contract shall become effective upon ratification by the Unified Association of Conejo Teachers and the Board of Education of the Conejo Valley Unified School District to be effective as of July 1, 2022 and shall continue in effect to and including June 30, 2025, or until a successor agreement becomes effective, whichever is later. Signed and entered into this 24th day of January, 2022 APPENDIX A EVALUATION SYSTEM PRINCIPLES The District and the Association believe the following principles are essential to any effective and fair teacher development and evaluation system: 1. The goal of any evaluation system is to strengthen the knowledge, skills and practices of teachers to improve student learning. 2. Any evaluation system must be collectively bargained at the local level to ensure the buy-in and trust of all affected parties and to ensure local conditions are considered. This includes policies, assessment standards, timelines, procedures, peer involvement, implementation, monitoring, and review. 3. Any evaluation system must be developed and implemented with teacher participation to ensure a supportive climate for improving practice and growth and to promote collaboration among educators. 4. Any evaluation system must be differentiated to support the development of educators through all career stages – from beginning to mid-career to veteran. 5. Any evaluation system must address the varying assignments of certificated educators, including those who teach core and non-core subject areas, and are classroom and non-classroom educators (i.e., resource teachers, counselors, nurses, and psychologists). 6. Any evaluation system must include evidence of teaching and student learning from multiple sources. 7. A comprehensive teacher evaluation system must recognize the different purposes of the evaluation and be comprised of both formative and summative methods. 8. Any evaluation system must provide relevant and constructive feedback and support that informs teaching practices. Feedback must be coordinated with high quality professional development that is continuous; is linked to curriculum standards; professional interactions with colleagues and the community; and allows for adequate time and resources for coaching, modeling, observation, and mentoring. 9. Any evaluation system should include opportunities for peer involvement for advisory and support purposes. 10. Any evaluation system must consider the complexities of teaching and student learning that are outside of the teacher’s control and beyond the classroom walls. 11. Any evaluation system should be based on a set of standards of professional practice that acknowledge the multiple activities and responsibilities of educators that contribute to the improvement of learning and the success of the school. 12. All administrators must have extensive training and regular calibration in all evaluation procedures and instruments. 13. All evaluation components and procedures must be clearly defined, explained, and transparent to all educators. 14. All evaluation tools must be researched-based and regularly monitored for validity and reliability. 15. Data used for evaluation and improvement purposes must be kept confidential to protect the integrity and utility of information used to improve professional practices. 16. Any evaluation system must be monitored and evaluated to ensure that it is working as intended and it remains consistent with its purpose. 17. Any effective evaluation system that supports professional learning requires an ongoing commitment of financial resources, training, and time.

Gainful Employment. The intent of this article is to give more opportunities to unit members to obtain gainful employment positions. For positions with the school for which unit members earn additional income, the principal shall devise a process by which such positions are assigned equitably, inform the faculty of the process, and advertise the position. Unit members shall be limited to having 1 (one) of these assignments at a time. If all volunteers have been exhausted, a unit member may have more than 1 (one) of these assignments. 1. For positions where the unit member would be paid their hourly rate of pay (e.g. auxiliary period, high school exit exam prep, credit recovery, etc.) the principal, whenever possible, will have interviews for the position. The appropriate department chair shall be part of the interview process. 2. For hourly paid positions the principal shall rotate the assignment of these positions among the people who have applied on a yearly basis whenever possible. The principal shall retain the right to select the person (s) to teach the class. 3. Unit members who are chosen to work in the library at lunch time or extended hours shall be required, if necessary, to attend an in- service training that will last a maximum of 1 (one) hour. The Teacher Librarian will be paid their hourly rate for providing this training. This Contract shall become effective upon ratification by the Unified Association of Conejo Teachers and the Board of Education of the Conejo Valley Unified School District to be effective as of July 1, 2022 2016 and shall continue in effect to and including June 30, 20252019, or until a successor agreement becomes effective, whichever is later. Signed and entered into this 24th _ th day of January, 2022 2016. FOR THE DISTRICT FOR THE ASSOCIATION Conejo Teachers Superintendent of Schools Chairperson, Negotiating Team Lead Negotiator Member, Negotiating Team Member, Negotiating Team Member, Negotiating Team Member, Negotiating Team Member, Negotiating Team Member, Negotiating Team Member, Negotiating Team Member, Negotiating Team Member, Negotiating Team APPENDIX A EVALUATION SYSTEM PRINCIPLES The District and the Association believe the following principles are essential to any effective and fair teacher development and evaluation system: 1. The goal of any evaluation system is to strengthen the knowledge, skills and practices of teachers to improve student learning. 2. Any evaluation system must be collectively bargained at the local level to ensure the buy-in and trust of all affected parties and to ensure local conditions are considered. This includes policies, assessment standards, timelines, procedures, peer involvement, implementation, monitoring, and review. 3. Any evaluation system must be developed and implemented with teacher participation to ensure a supportive climate for improving practice and growth and to promote collaboration among educators. 4. Any evaluation system must be differentiated to support the development of educators through all career stages – from beginning to mid-career to veteran. 5. Any evaluation system must address the varying assignments of certificated educators, including those who teach core and non-core subject areas, and are classroom and non-classroom educators (i.e., resource teachers, counselors, nurses, and psychologists). 6. Any evaluation system must include evidence of teaching and student learning from multiple sources. 7. A comprehensive teacher evaluation system must recognize the different purposes of the evaluation and be comprised of both formative and summative methods. 8. Any evaluation system must provide relevant and constructive feedback and support that informs teaching practices. Feedback must be coordinated with high quality professional development that is continuous; is linked to curriculum standards; professional interactions with colleagues and the community; and allows for adequate time and resources for coaching, modeling, observation, and mentoring. 9. Any evaluation system should include opportunities for peer involvement for advisory and support purposes. 10. Any evaluation system must consider the complexities of teaching and student learning that are outside of the teacher’s control and beyond the classroom walls. 11. Any evaluation system should be based on a set of standards of professional practice that acknowledge the multiple activities and responsibilities of educators that contribute to the improvement of learning and the success of the school. 12. All administrators must have extensive training and regular calibration in all evaluation procedures and instruments. 13. All evaluation components and procedures must be clearly defined, explained, and transparent to all educators. 14. All evaluation tools must be researched-based and regularly monitored for validity and reliability. 15. Data used for evaluation and improvement purposes must be kept confidential to protect the integrity and utility of information used to improve professional practices. 16. Any evaluation system must be monitored and evaluated to ensure that it is working as intended and it remains consistent with its purpose. 17. Any effective evaluation system that supports professional learning requires an ongoing commitment of financial resources, training, and time.

Gainful Employment. The intent of this article is to give more opportunities to unit members to obtain gainful employment positions. For positions with the school for which unit members earn additional income, the principal shall devise a process by which such positions are assigned equitably, inform the faculty of the process, and advertise the position. Unit members shall be limited to having 1 (one) of these assignments at a time. If all volunteers have been exhausted, a unit member may have more than 1 (one) of these assignments. 1. For positions where the unit member would be paid their hourly rate of pay (e.g. auxiliary period, high school exit exam prep, credit recovery, etc.) the principal, whenever possible, will have interviews for the position. The appropriate department chair shall be part of the interview process. 2. For hourly paid positions the principal shall rotate the assignment of these positions among the people who have applied on a yearly basis whenever possible. The principal shall retain the right to select the person (s) to teach the class. 3. Unit members who are chosen to work in the library at lunch time or extended hours shall be required, if necessary, to attend an in- service training that will last a maximum of 1 (one) hour. The Teacher Librarian will be paid their hourly rate for providing this training. This Contract shall become effective upon ratification by the Unified Association of Conejo Teachers and the Board of Education of the Conejo Valley Unified School District to be effective as of July 1, 2022 2016 and shall continue in effect to and including June 30, 20252019, or until a successor agreement becomes effective, whichever is later. Signed and entered into this 24th day of January, 2022 2019 APPENDIX A EVALUATION SYSTEM PRINCIPLES The District and the Association believe the following principles are essential to any effective and fair teacher development and evaluation system: 1. The goal of any evaluation system is to strengthen the knowledge, skills and practices of teachers to improve student learning. 2. Any evaluation system must be collectively bargained at the local level to ensure the buy-in and trust of all affected parties and to ensure local conditions are considered. This includes policies, assessment standards, timelines, procedures, peer involvement, implementation, monitoring, and review. 3. Any evaluation system must be developed and implemented with teacher participation to ensure a supportive climate for improving practice and growth and to promote collaboration among educators. 4. Any evaluation system must be differentiated to support the development of educators through all career stages – from beginning to mid-career to veteran. 5. Any evaluation system must address the varying assignments of certificated educators, including those who teach core and non-core subject areas, and are classroom and non-classroom educators (i.e., resource teachers, counselors, nurses, and psychologists). 6. Any evaluation system must include evidence of teaching and student learning from multiple sources. 7. A comprehensive teacher evaluation system must recognize the different purposes of the evaluation and be comprised of both formative and summative methods. 8. Any evaluation system must provide relevant and constructive feedback and support that informs teaching practices. Feedback must be coordinated with high quality professional development that is continuous; is linked to curriculum standards; professional interactions with colleagues and the community; and allows for adequate time and resources for coaching, modeling, observation, and mentoring. 9. Any evaluation system should include opportunities for peer involvement for advisory and support purposes. 10. Any evaluation system must consider the complexities of teaching and student learning that are outside of the teacher’s control and beyond the classroom walls. 11. Any evaluation system should be based on a set of standards of professional practice that acknowledge the multiple activities and responsibilities of educators that contribute to the improvement of learning and the success of the school. 12. All administrators must have extensive training and regular calibration in all evaluation procedures and instruments. 13. All evaluation components and procedures must be clearly defined, explained, and transparent to all educators. 14. All evaluation tools must be researched-based and regularly monitored for validity and reliability. 15. Data used for evaluation and improvement purposes must be kept confidential to protect the integrity and utility of information used to improve professional practices. 16. Any evaluation system must be monitored and evaluated to ensure that it is working as intended and it remains consistent with its purpose. 17. Any effective evaluation system that supports professional learning requires an ongoing commitment of financial resources, training, and time.

Gainful Employment. The intent of this article is to give more opportunities to unit members to obtain gainful employment positions. For positions with the school for which unit members earn additional income, the principal shall devise a process by which such positions are assigned equitably, inform the faculty of the process, and advertise the position. Unit members shall be limited to having 1 (one) of these assignments at a time. If all volunteers have been exhausted, a unit member may have more than 1 (one) of these assignments. 1. For positions where the unit member would be paid their hourly rate of pay (e.g. auxiliary period, high school exit exam prep, credit recovery, etc.) the principal, whenever possible, will have interviews for the position. The appropriate department chair shall be part of the interview process. 2. For hourly paid positions the principal shall rotate the assignment of these positions among the people who have applied on a yearly basis whenever possible. The principal shall retain the right to select the person (s) to teach the class. 3. Unit members who are chosen to work in the library at lunch time or extended hours shall be required, if necessary, to attend an in- service training that will last a maximum of 1 (one) hour. The Teacher Librarian will be paid their hourly rate for providing this training. This Contract shall become effective upon ratification by the Unified Association of Conejo Teachers and the Board of Education of the Conejo Valley Unified School District to be effective as of July 1, 2022 2016 and shall continue in effect to and including June 30, 20252019, or until a successor agreement becomes effective, whichever is later. Signed and entered into this 24th day of January, 2022 2019. FOR THE DISTRICT FOR THE ASSOCIATION _ President, Board of Education President, Unified Association of Conejo Teachers Superintendent of Schools Chairperson, Negotiating Team Lead Negotiator Member, Negotiating Team Member, Negotiating Team Member, Negotiating Team Member, Negotiating Team Member, Negotiating Team Member, Negotiating Team Member, Negotiating Team Member, Negotiating Team Member, Negotiating Team APPENDIX A EVALUATION SYSTEM PRINCIPLES The District and the Association believe the following principles are essential to any effective and fair teacher development and evaluation system: 1. The goal of any evaluation system is to strengthen the knowledge, skills and practices of teachers to improve student learning. 2. Any evaluation system must be collectively bargained at the local level to ensure the buy-in and trust of all affected parties and to ensure local conditions are considered. This includes policies, assessment standards, timelines, procedures, peer involvement, implementation, monitoring, and review. 3. Any evaluation system must be developed and implemented with teacher participation to ensure a supportive climate for improving practice and growth and to promote collaboration among educators. 4. Any evaluation system must be differentiated to support the development of educators through all career stages – from beginning to mid-career to veteran. 5. Any evaluation system must address the varying assignments of certificated educators, including those who teach core and non-core subject areas, and are classroom and non-classroom educators (i.e., resource teachers, counselors, nurses, and psychologists). 6. Any evaluation system must include evidence of teaching and student learning from multiple sources. 7. A comprehensive teacher evaluation system must recognize the different purposes of the evaluation and be comprised of both formative and summative methods. 8. Any evaluation system must provide relevant and constructive feedback and support that informs teaching practices. Feedback must be coordinated with high quality professional development that is continuous; is linked to curriculum standards; professional interactions with colleagues and the community; and allows for adequate time and resources for coaching, modeling, observation, and mentoring. 9. Any evaluation system should include opportunities for peer involvement for advisory and support purposes. 10. Any evaluation system must consider the complexities of teaching and student learning that are outside of the teacher’s control and beyond the classroom walls. 11. Any evaluation system should be based on a set of standards of professional practice that acknowledge the multiple activities and responsibilities of educators that contribute to the improvement of learning and the success of the school. 12. All administrators must have extensive training and regular calibration in all evaluation procedures and instruments. 13. All evaluation components and procedures must be clearly defined, explained, and transparent to all educators. 14. All evaluation tools must be researched-based and regularly monitored for validity and reliability. 15. Data used for evaluation and improvement purposes must be kept confidential to protect the integrity and utility of information used to improve professional practices. 16. Any evaluation system must be monitored and evaluated to ensure that it is working as intended and it remains consistent with its purpose. 17. Any effective evaluation system that supports professional learning requires an ongoing commitment of financial resources, training, and time.