Common use of Optional Phase Five - Mentoring Phase Clause in Contracts

Optional Phase Five - Mentoring Phase. A summative conference will be held at the end of each year to complete the Professional Growth Summary Page, the Goal Setting Summary Page, or the Mentoring Reflection Page. These pages will be placed in the employee’s personnel file. Staff will rotate through the phases of the Professional Growth Cycle in order. To balance staff among the phases, placement may be adjusted by the principal. Every employee must complete the Full Rubric at least once within every four years. Certified employees at any stage of the Professional Growth Rubric may be formally evaluated by the principal/director, including a pre-conference, scripted observation, and post-conference focused on the Lesson Design Model as requested. In the event that the employee is a teacher on special assignment (i.e., instructional coach, technology integrationist, etc.) that employee will be evaluated using the Goal Setting Phase each year. Certified employees who have previous educational experience will be observed at least once in the first semester with a full period/lesson observation. They will complete the Full Rubric and full period/lesson observation in year one. In year two and beyond, these employees will collaborate with their principal/director to determine placement on the Professional Growth Cycle. Certified employees new to the profession will be evaluated at least once in the first semester of both years one and two with a full period/lesson observation. Certified employees who are new to the profession will use the entire rubric for year one, strands I-IV in year two, and strands IV-VII in year three. Each of these years will be considered a Full Rubric year, with seven to nine walk-through visits. Once they have completed their third year in the district and are in good standing, these employees may move to Goal Setting. If a continuing contract certified employee demonstrates lack of skill or performance in one or more areas identified within the Professional Growth Rubric, he or she will be placed on a Professional Improvement Plan by his/her principal or director. The employee will remain on Professional Improvement Plan until the problem is remediated or non-renewal is recommended. Once remediation occurs, the employee will return to the Full Rubric of the Professional Growth Cycle. All documents, forms, and procedures within the Professional Growth Cycle will be reviewed annually upon request. Any recommended changes are subject to approval from WEA membership and the School Board. The Professional Growth Committee will consist of the following: two members of the School Board, the Superintendent or designee, two administrators selected by the District, and four employees selected by the Watertown Education Association. Variations to this structure may be mutually agreed upon by the Superintendent and the WEA President.

Optional Phase Five - Mentoring Phase. A summative conference Employees will be held at the end of each year to complete the Professional Growth Summary Page, the Goal Setting Summary Page, or the Mentoring Reflection Page. These pages will be placed in the employee’s personnel file. Staff will rotate through the phases of enter the Professional Growth Cycle in order. To balance staff among the phases, placement may be adjusted by the principal. Every employee must complete the Full Rubric at least once within every four years. Certified employees at any stage different points of the Professional Growth Rubric year in order to distribute the staff as equally as possible within the four year cycle. Each year of the cycle will encompass nine months. Employees may agree to be formally evaluated by moved to a different year as necessary in order to balance employees across the principal/director, including a pre-conference, scripted observation, and post-conference focused on the Lesson Design Model as requested. In the event that the employee is a teacher on special assignment (i.e., instructional coach, technology integrationist, etc.) that employee will be evaluated using the Goal Setting Phase each yearcycle. Certified employees who have previous educational experience will complete Year One of the full Professional Growth Rubric. Through collaboration with their building principal, employees’ placement will be observed at least once determined for the second and third years in the first semester with a full period/lesson observation. They will complete the Full Rubric and full period/lesson observation in year one. In year two and beyond, these employees will collaborate with their principal/director to determine placement on the Professional Growth Cycle. Certified employees new to the profession will be evaluated at least once in the first semester of both years one and two with a full period/lesson observationdistrict. Certified employees who are new to the profession will use the entire rubric for year onethe first year, strands Icomponents A-IV in year twoD of the rubric for their second year, and strands IVcomponents D-VII in year three. Each G of these years will be considered a Full Rubric the rubric for their third year, with seven to nine walk-through visits. Once they have completed their third year in the district and are in good standing, these employees may they will move to Goal Settinggoal setting. If a continuing contract any certified employee demonstrates lack of skill or performance is no longer in one or more areas identified within good standing with the Professional Growth Rubricdistrict, he or she will be placed on a Professional Improvement Plan by his/her principal or director(PIP) will be put in place. The employee will remain stay on Professional Improvement Plan the PIP until the problem is remediated or non-renewal is recommendedremediated. Once remediation occurs, the employee will return to the Full Rubric full rubric stage of the Professional Growth Cycle. If the problem is not remediated, termination will occur. All documents, forms, and procedures within the Professional Growth Cycle will be reviewed annually upon request. Any recommended changes are subject to approval from WEA membership and the School Board. The Professional Growth Committee will consist of the following: two members of the School Board, the Superintendent or designee, two administrators selected by the District, and four employees selected by the Watertown Education Association. Variations to this structure may be mutually agreed upon by the Superintendent and the WEA President.