Common use of PAR Process Clause in Contracts

PAR Process. 1. APS and ATF will present jointly to principals at a designated time at the beginning of each school year. The presentation will include, but not be limited to: a. An overview of the PAR Program. b. Data about the program c. The process for placing teachers on a District Improvement or an Intensive Evaluation Plan including the Principal’s responsibilities in the PAR process prior to placing an employee on an Improvement Plan as follows: 1.) Principal notes the concern(s) in the teacher’s performance to discern if there is a pattern. Concerns regarding the teacher’s performance may come about as a result of classroom observations or other evidence of teaching problems. 2.) Principal confirms the pattern with evidence from observations. 3.) Principal converses with teacher to notify him/her of the concern(s). a.) The principal addresses the specific concern(s) with the teacher verbally and/or in writing if already addressed verbally. b.) The principal advises the teacher that communication about the concern(s) will continue and a follow-up is scheduled in a specified time frame. c.) The principal provides assistance to the teacher. d.) If there is insufficient improvement, the principal and the teacher will meet to review the documentation (meetings, memos, concerns, observations, etc.). Then, a meeting with the teacher, principal, a representative from the Albuquerque Teachers Federation, and a Human Resources Representative is scheduled. e.) The concerns, evidence, expectations, support, improvement plan and a target date for improvement will be reviewed at this meeting. f.) Once the teacher is placed on an improvement or intensive evaluation plan, a Consulting Teacher will be assigned if there is space available in the PAR Program. 2. Implementation of Employee Improvement or Intensive Evaluation plan a. Support provided by the Consulting Teacher through the PAR Program is not optional for employees on District Improvement or Intensive Evaluation Plans. b. The principal will continue to make regular classroom observations and provide summary memorandums (feedback) as to what has been observed. The memos may include suggestions and reminders if the teacher is or isn’t making expected progress. Walk-through visits are not evaluative and thus are not part of the regular classroom observations noted above. c. Prior to meeting with the teacher, the Improvement or Intensive Evaluation Plan will be drafted. Specific concerns will be identified in the plan. d. PAR support will be provided to a teacher at the beginning of an Improvement Plan unless the program does not have the capacity to provide assistance. The PAR Coordinator will work with APS HR and ATF to confirm that the PAR program is the appropriate support for each situation. At the first meeting between the principal, HR, the ATF representative and the teacher, the Improvement Plan will be discussed, revised if necessary, and signed. 1.) Once signed, the Improvement Plan will be sent to the PAR Coordinator. 2.) The Consulting Teacher is assigned and the responsibility for coordinating and providing support is shifted from the principal to the Consulting Teacher. 3.) The teacher will be advised of the support available through the PAR process and informed of the role of the Consulting Teacher. The Consulting Teacher shall facilitate communication between the principal and the teacher regarding details relating to the elements of the Improvement Plan. a.) The teacher is responsible for meeting with his/her assigned Consulting Teacher. b.) If Competency 9 (The teacher works productively with colleagues, parents, and c.) Once a teacher is placed on an Improvement Plan to address Competency 9, a meeting will be scheduled with the teacher, principal and an ATF representative to discuss options other than PAR for providing support regarding Competency 9. 4.) Target dates for the Improvement and/or Intensive Evaluation plan shall be established. 5.) At each target date for an Improvement or Intensive Evaluation plan: a.) The Consulting Teacher and Principal will meet with the JGP Panel to review the case. The principal will present to the JGP panel a synopsis of his/her evaluation, observations and debriefings based on the improvement plan. A JGP Panel form will be provided to the principal. A determination, based on the JGP panel’s recommendations, will be made. The Panel can choose one of the following: (1.) Recommend that intervention be discontinued and employment continues: the teacher met the expectations of the Improvement Plan and is no longer on Improvement or Intensive Evaluation. (2.) Recommend that intervention be continued or intensified for a specified amount of time. (3.) Recommend that the employee be discharged/terminated. b.) A meeting will be held with the teacher, principal, HR and an ATF staff representative to notify the teacher that s/he did or did not meet the expectations of the improvement plan by the target date if the amount of support increases. 6.) It is the principal’s responsibility to communicate the decision to the teacher in a summary letter as soon as five (5) but no later than ten (10) working days. 7.) The statutory process for termination/discharge will be followed.

PAR Process. 1. a. APS and ATF will present jointly to principals at a designated time at the beginning of each school year. The presentation will include, but not be limited to: a. 1.) An overview of the PAR Program. b. 2.) Data about the program. c. 3.) The process for placing teachers on a District Improvement or an Intensive Evaluation Plan including the PrincipalEvaluator’s responsibilities in the PAR process prior to placing an employee on an Improvement Plan are as follows: 1.a.) Principal notes the Evaluator identifies a pattern of concern(s) in the teacher’s performance to discern if there is a patternperformance. Concerns regarding the teacher’s performance may come about as a result of classroom observations formal observations, walkthroughs, drop –ins, or other evidence of teaching problems. 2.b.) Principal Evaluator confirms the pattern with evidence from observationsa formal observation. 3.c.) Principal Evaluator converses with teacher to notify him/her them of the concern(s). a.(1.) The principal evaluator addresses the specific concern(s) with the teacher verbally and/or or in writing if already addressed verbally. b.(2.) The principal evaluator advises the teacher that communication about the concern(s) will continue and a follow-up discussion is scheduled in a specified time frame. c.(3.) The principal evaluator provides targeted assistance to the teacherteacher and documents the assistance provided. d.(4.) If there is insufficient improvement, the principal evaluator, and the teacher will meet to review the documentation (meetings, memos, concerns, observations, etc.). If appropriate, the evaluator will inform the teacher that a District Improvement Plan will be written. Then, a meeting with the teacher, principalevaluator, a representative from the Albuquerque Teachers Federation, and a Department of Human Resources Representative is scheduled. e.(5.) The concerns, evidence, expectations, support, improvement plan plan, and a target date for improvement will be reviewed at this meeting. f.(6.) Once the teacher is placed on an improvement or intensive evaluation plan, a Consulting Teacher will be assigned if there is space available in the PAR Program. 2. b. Implementation of Employee Improvement or Intensive Evaluation planPlan a. 1.) Support provided by the Consulting Teacher through the PAR Program is not optional for employees on District Improvement or Intensive Evaluation Plans. b. 2.) The principal evaluator will continue to make regular classroom observations and provide summary memorandums memoranda (feedback) as to what has been observed. The memos may will include suggestions and reminders of expectations if the teacher is or isn’t making expected progress, as well as areas of improvement. Walk-through visits are not evaluative and thus are not part of in addition to the regular classroom observations noted above. c. 3.) Prior to meeting with the teacher, the Improvement or Intensive Evaluation Plan will be drafted. Specific concerns and expectations will be identified in the plan. d. 4.) PAR support will be provided to a teacher at the beginning of an Improvement Plan unless the program does not have the capacity to provide assistance. The PAR Coordinator will work with the evaluator, APS HR Department of Human Resources, and ATF to confirm that the PAR program is the appropriate support for each situation. . 5.) At the first meeting between the principal, HRAPS Department of Human Resources, the ATF representative representative, and the teacher, the Improvement Plan will be discussed, revised if necessary, and signed. 1.a.) Once signed, the Improvement Plan will be sent to the PAR Coordinator. 2.b.) The PAR Coordinator will assign a Consulting Teacher is assigned and the responsibility for coordinating and providing support is shifted will shift from the principal school site to the Consulting Teacher. 3.c.) The teacher will be advised of the support available provided through the PAR process and informed of the role of the Consulting Teacher. The Consulting Teacher shall facilitate communication between the principal and the teacher regarding details relating to the will explain elements of the Improvement Planplan for the teacher and provide appropriate interventions. a.(1.) The teacher is responsible for meeting with his/her their assigned Consulting Teacher. b.) If Competency 9 . (The teacher works productively with colleagues, parents, and c.) Once a teacher is placed on an Improvement Plan to address Competency 9, a meeting will be scheduled with the teacher, principal and an ATF representative to discuss options other than PAR for providing support regarding Competency 9. 4.) Target dates for the Improvement and/or Intensive Evaluation plan shall be established. 5.) At each target date for an Improvement or Intensive Evaluation plan: a.) The Consulting Teacher and Principal will meet with the JGP Panel to review the case. The principal will present to the JGP panel a synopsis of his/her evaluation, observations and debriefings based on the improvement plan. A JGP Panel form will be provided to the principal. A determination, based on the JGP panel’s recommendations, will be made. The Panel can choose one of the following: (1.) Recommend that intervention be discontinued and employment continues: the teacher met the expectations of the Improvement Plan and is no longer on Improvement or Intensive Evaluation. (2.) Recommend that intervention be continued or intensified for a specified amount of time. (3.) Recommend that the employee be discharged/terminated. b.) A meeting will be held with the teacher, principal, HR and an ATF staff representative to notify the teacher that s/he did or did not meet the expectations of the improvement plan by the target date if the amount of support increases. 6.) It is the principal’s responsibility to communicate the decision to the teacher in a summary letter as soon as five (5) but no later than ten (10) working days. 7.) The statutory process for termination/discharge will be followed.

PAR Process. c.) The Mentor expectations for the Consulting Teachers are the same as those for other Mentors except attendance at Mentor meetings is not required. d.) Consulting Teachers may assist in the interviewing and selection of Mentors and Consulting Teachers. e.) Consulting Teachers will serve no more than three (3) years unless a fourth (4th) year is mutually agreed to by APS, ATF, and the Consulting Teacher. f.) Termination from the position may be at the request of either the Consulting Teacher or based on performance as determined by the supervisor. 1. APS and ATF will present jointly to principals at a designated time at the beginning of each school year. The presentation will include, but not be limited to: a. An overview of the PAR Program. b. Data about the program. c. The process for placing teachers on a District Improvement or an Intensive Evaluation Plan including the PrincipalEvaluator’s responsibilities in the PAR process prior to placing an employee on an Improvement Plan are as follows: 1.) Principal notes the Evaluator identifies a pattern of concern(s) in the teacher’s performance to discern if there is a patternperformance. Concerns regarding the teacher’s performance may come about as a result of classroom observations formal observations, walkthroughs, drop –ins, or other evidence of teaching problems. 2.) Principal Evaluator confirms the pattern with evidence from observationsa formal observation. 3.) Principal Evaluator converses with teacher to notify him/her them of the concern(s). a.) The principal evaluator addresses the specific concern(s) with the teacher verbally and/or or in writing if already addressed verbally. b.) The principal evaluator advises the teacher that communication about the concern(s) will continue and a follow-up discussion is scheduled in a specified time frame. c.) The principal evaluator provides targeted assistance to the teacherteacher and documents the assistance provided. d.) If there is insufficient improvement, the principal evaluator, and the teacher will meet to review the documentation (meetings, memos, concerns, observations, etc.). If appropriate, the evaluator will inform the teacher that a District Improvement Plan will be written. Then, a meeting with the teacher, principalevaluator, a representative from the Albuquerque Teachers Federation, and a Department of Human Resources Representative is scheduled. e.) The concerns, evidence, expectations, support, improvement plan plan, and a target date for improvement will be reviewed at this meeting. f.) Once the teacher is placed on an improvement or intensive evaluation plan, a Consulting Teacher will be assigned if there is space available in the PAR Program. 2. Implementation of Employee Improvement or Intensive Evaluation plan a. Support provided by the Consulting Teacher through the PAR Program is not optional for employees on District Improvement or Intensive Evaluation Plans. b. The principal will continue to make regular classroom observations and provide summary memorandums (feedback) as to what has been observed. The memos may include suggestions and reminders if the teacher is or isn’t making expected progress. Walk-through visits are not evaluative and thus are not part of the regular classroom observations noted above. c. Prior to meeting with the teacher, the Improvement or Intensive Evaluation Plan will be drafted. Specific concerns will be identified in the plan. d. PAR support will be provided to a teacher at the beginning of an Improvement Plan unless the program does not have the capacity to provide assistance. The PAR Coordinator will work with APS HR and ATF to confirm that the PAR program is the appropriate support for each situation. At the first meeting between the principal, HR, the ATF representative and the teacher, the Improvement Plan will be discussed, revised if necessary, and signed. 1.) Once signed, the Improvement Plan will be sent to the PAR Coordinator. 2.) The Consulting Teacher is assigned and the responsibility for coordinating and providing support is shifted from the principal to the Consulting Teacher. 3.) The teacher will be advised of the support available through the PAR process and informed of the role of the Consulting Teacher. The Consulting Teacher shall facilitate communication between the principal and the teacher regarding details relating to the elements of the Improvement Plan. a.) The teacher is responsible for meeting with his/her assigned Consulting Teacher. b.) If Competency 9 (The teacher works productively with colleagues, parents, and c.) Once a teacher is placed on an Improvement Plan to address Competency 9, a meeting will be scheduled with the teacher, principal and an ATF representative to discuss options other than PAR for providing support regarding Competency 9. 4.) Target dates for the Improvement and/or Intensive Evaluation plan shall be established. 5.) At each target date for an Improvement or Intensive Evaluation plan: a.) The Consulting Teacher and Principal will meet with the JGP Panel to review the case. The principal will present to the JGP panel a synopsis of his/her evaluation, observations and debriefings based on the improvement plan. A JGP Panel form will be provided to the principal. A determination, based on the JGP panel’s recommendations, will be made. The Panel can choose one of the following: (1.) Recommend that intervention be discontinued and employment continues: the teacher met the expectations of the Improvement Plan and is no longer on Improvement or Intensive Evaluation. (2.) Recommend that intervention be continued or intensified for a specified amount of time. (3.) Recommend that the employee be discharged/terminated. b.) A meeting will be held with the teacher, principal, HR and an ATF staff representative to notify the teacher that s/he did or did not meet the expectations of the improvement plan by the target date if the amount of support increases. 6.) It is the principal’s responsibility to communicate the decision to the teacher in a summary letter as soon as five (5) but no later than ten (10) working days. 7.) The statutory process for termination/discharge will be followed.

PAR Process. 1. APS and ATF will present jointly to principals at a designated time at the beginning of each school year. The presentation will include, but not be limited to: a. An overview of the PAR Program. b. Data about the program c. The process for placing teachers on a District Improvement or an Intensive Evaluation Plan including the Principal’s responsibilities in the PAR process prior to placing an employee on an Improvement Plan as follows: 1.) Principal notes the concern(s) in the teacher’s performance to discern if there is a pattern. Concerns regarding the teacher’s performance may come about as a result of classroom observations or other evidence of teaching problems. 2.) Principal confirms the pattern with evidence from observations. 3.) Principal converses with teacher to notify him/her of the concern(s). a.) The principal addresses the specific concern(s) with the teacher verbally and/or in writing if already addressed verbally. b.) The principal advises the teacher that communication about the concern(s) will continue and a follow-up is scheduled in a specified time frame. c.) The principal provides assistance to the teacher. d.) If there is insufficient improvement, the principal and the teacher will meet to review the documentation (meetings, memos, concerns, observations, etc.). Then, a meeting with the teacher, principal, a representative from the Albuquerque Teachers Federation, and a Human Resources Representative is scheduled. e.) The concerns, evidence, expectations, support, improvement plan and a target date for improvement will be reviewed at this meeting. f.) Once the teacher is placed on an improvement or intensive evaluation plan, a Consulting Teacher will be assigned if there is space available in the PAR Program. 2. Implementation of Employee Improvement or Intensive Evaluation plan a. Support provided by the Consulting Teacher through the PAR Program is not optional for employees on District Improvement or Intensive Evaluation Plans. b. The principal will continue to make regular classroom observations and provide summary memorandums (feedback) as to what has been observed. The memos may include suggestions and reminders if the teacher is or isn’t making expected progress. Walk-Walk- through visits are not evaluative and thus are not part of the regular classroom observations noted above. c. Prior to meeting with the teacher, the Improvement or Intensive Evaluation Plan will be drafted. Specific concerns will be identified in the plan. d. PAR support will be provided to a teacher at the beginning of an Improvement Plan unless the program does not have the capacity to provide assistance. The PAR Coordinator will work with APS HR and ATF to confirm that the PAR program is the appropriate support for each situation. At the first meeting between the principal, HR, the ATF representative and the teacher, the Improvement Plan will be discussed, revised if necessary, and signed. 1.) Once signed, the Improvement Plan will be sent to the PAR Coordinator. 2.) The Consulting Teacher is assigned and the responsibility for coordinating and providing support is shifted from the principal to the Consulting Teacher. 3.) The teacher will be advised of the support available through the PAR process and informed of the role of the Consulting Teacher. The Consulting Teacher shall facilitate communication between the principal and the teacher regarding details relating to the elements of the Improvement Plan. a.) The teacher is responsible for meeting with his/her assigned Consulting Teacher. b.) If Competency 9 (The teacher works productively with colleagues, parents, and c.) Once a teacher is placed on an Improvement Plan to address Competency 9, a meeting will be scheduled with the teacher, principal and an ATF representative to discuss options other than PAR for providing support regarding Competency 9. 4.) Target dates for the Improvement and/or Intensive Evaluation plan shall be established. 5.) At each target date for an Improvement or Intensive Evaluation plan: a.) The Consulting Teacher and Principal will meet with the JGP Panel to review the case. The principal will present to the JGP panel a synopsis of his/her evaluation, observations and debriefings based on the improvement plan. A JGP Panel form will be provided to the principal. A determination, based on the JGP panel’s recommendations, will be made. The Panel can choose one of the following: (1.) Recommend that intervention be discontinued and employment continues: the teacher met the expectations of the Improvement Plan and is no longer on Improvement or Intensive Evaluation. (2.) Recommend that intervention be continued or intensified for a specified amount of time. (3.) Recommend that the employee be discharged/terminated. b.) A meeting will be held with the teacher, principal, HR and an ATF staff representative to notify the teacher that s/he did or did not meet the expectations of the improvement plan by the target date if the amount of support increases. 6.) It is the principal’s responsibility to communicate the decision to the teacher in a summary letter as soon as five (5) but no later than ten (10) working days. 7.) The statutory process for termination/discharge will be followed.