Professional Growth Plans and Improvement Plans. a. Professional Growth Plans and Improvement Plans shall be developed after a needs assessment has been completed as follows: i. Teachers rated Accomplished will develop a self-directed plan for continuing professional growth and may choose the credentialed evaluator for their next evaluation cycle as set forth in this agreement. ii. Teachers rated Skilled or Developing will develop a professional growth plan collaboratively with the credentialed evaluator that will be in effect for the evaluation cycle. iii. Teachers with a final summative rating of ineffective will develop an improvement plan with their evaluator. The administration will approve the improvement plan. iv. School counselors with a final summative rating of accomplished will independently develop a professional growth plan. School counselors with a final summative rating of skilled or developing shall develop a professional growth plan collaboratively with their credentialed evaluator. School counselors with a developing rating will have their professional growth plan approved by their evaluator. School counselors with a final summative rating of ineffective will develop an improvement plan with their evaluator. v. Speech and language pathologists with a final summative rating of accomplished will independently develop a professional growth plan. Speech and language pathologists with a final summative rating of skilled or developing shall develop a professional growth plan collaboratively with their credentialed evaluator. Speech and language pathologists with a developing rating will have their professional growth plan approved by their evaluator. Speech and language pathologists with a final summative rating of ineffective will develop an improvement plan with their evaluator. vi. In the event that a teacher, school counselor, or speech and language pathologist and evaluator are unable to agree on the evaluator’s expectations for the improvement plan, the teacher, school counselor, or speech and language pathologist may request a teacher/counselor/SLP mentor/coach or another mutually-agreed teacher of the District to facilitate further discussion between the teacher/counselor/SLP and the evaluator toward development of the improvement plan. b. Professional Growth and Improvement Plans for a school year shall be developed not later than May 15 of the prior school year, unless a teacher’s assignment is changed. Teachers, counselors, or speech and language pathologists new to the District will submit their professional growth plan no later than thirty (30) days after start date. c. Professional Growth and Improvement plans shall describe the specific performance expectations, resources, and assistance to be provided. d. The Board shall provide for professional development, including mentoring/coaching, and for the allocation of financial resources to accelerate and continue teacher, counselor, or speech and language pathologist growth and improvement; and to provide support to poorly performing teachers as set forth in this Agreement. e. Professional Growth Plans and Improvement Plans shall be aligned to the teacher’s evaluation and, if applicable, include one (1) component of the District of Building level improvement plan. f. No Improvement Plan or Professional Growth Plan will have more than two (2) achievable goals per Evaluation Cycle. g. A teacher in their first year of employment with the district shall not be placed on an improvement plan.
Appears in 3 contracts
Samples: Master Agreement, Master Agreement, Master Agreement
Professional Growth Plans and Improvement Plans. a. Professional Growth Plans and Improvement Plans shall be developed after a needs assessment has been completed as follows:
i. Teachers rated Accomplished will develop a self-directed plan for continuing professional growth and may choose the credentialed evaluator for their next evaluation cycle as set forth in this agreement.
ii. Teachers rated Skilled or Developing will develop a professional growth plan collaboratively with the credentialed evaluator that will be in effect for the evaluation cycle.
iii. Teachers with a final summative rating of ineffective will develop an improvement plan with their evaluator. The administration will approve the improvement plan.
iv. School counselors with a final summative rating of accomplished will independently Accomplished must develop a professional growth plan. School counselors with a final summative rating of skilled or developing shall Skilled must develop a professional growth plan collaboratively with their credentialed evaluator. School counselors with a developing rating will have their professional growth plan approved by their evaluator. School counselors with a final summative rating of ineffective will Developing must develop a professional growth plans with their evaluator. The Superintendent/designee approves the professional growth plan. School counselors with a final summative rating of Ineffective must develop an improvement plan with their evaluator.
v. Speech and language pathologists with . The Superintendent/designee approves the improvement plan. Counselors that receive a rating of “Ineffective” on any standard or on the final summative rating of accomplished will independently develop a professional growth plan. Speech and language pathologists with a final summative rating of skilled or developing shall develop a professional growth plan collaboratively with their credentialed evaluator. Speech and language pathologists with a developing rating will have their professional growth plan approved by their evaluator. Speech and language pathologists with a final summative rating of ineffective will develop an improvement plan with their evaluatorPlan.
vi1. If a recommendation for an improvement plan occurs and is documented between February 10th and April 10th of the school year, the plan shall be continued into the next school year.
2. The evaluator, together with the counselor, will formulate the improvement plan.
a. Specific performance expectations, resources and assistance to be provided.
b. The district will provide for the allocation of financial resources to support professional development for staff on an improvement plan.
c. Timelines for its completion.
d. Professional indicators documented as unsatisfactory through the formal evaluation process.
e. Reasonably sufficient time and duration, as to allow the teacher to improve performance to a satisfactory level.
3. Not later than May 10th of the school year, the evaluator of record will complete a final evaluation report, and meet with and provide a copy of it to the counselor. If the final report indicates the counselor meets the criteria for the professional indicators for satisfactory performance as outlined in the improvement plan, the evaluator of record will recommend that the counselor be returned to a non-improvement plan status.
4. In implementing such evaluation system and procedures, the District shall conduct all evaluations so as to observe the legal and constitutional rights of licensed personnel, and no evaluation information shall be collected by electronic devices without the consent of the licensed personnel.
5. In the event that a teacher, school counselor, or speech the counselor and language pathologist and the evaluator are unable to cannot agree on the evaluator’s expectations for the improvement plan, the teacher, school counselor, or speech and language pathologist counselor may request a teacher/counselor/SLP mentor/coach or another mutually-agreed teacher an employee of the District to facilitate further discussion between the teacher/counselor/SLP counselor and the evaluator toward development of the improvement planevaluator.
b. Professional Growth and Improvement Plans for a school year shall be developed not later than May 15 of the prior school year, unless a teacher’s assignment is changed. Teachers, counselors, or speech and language pathologists new to the District will submit their professional growth plan no later than thirty (30) days after start date.
c. Professional Growth and Improvement plans shall describe the specific performance expectations, resources, and assistance to be provided.
d. The Board shall provide for professional development, including mentoring/coaching, and for the allocation of financial resources to accelerate and continue teacher, counselor, or speech and language pathologist growth and improvement; and to provide support to poorly performing teachers as set forth in this Agreement.
e. Professional Growth Plans and Improvement Plans shall be aligned to the teacher’s evaluation and, if applicable, include one (1) component of the District of Building level improvement plan.
f. No Improvement Plan or Professional Growth Plan will have more than two (2) achievable goals per Evaluation Cycle.
g. A teacher in their first year of employment with the district shall not be placed on an improvement plan.
Appears in 2 contracts
Samples: Master Agreement, Master Agreement
Professional Growth Plans and Improvement Plans. a. Professional Growth Plans and Improvement Plans shall be developed after a needs assessment has been completed as follows:
i. Teachers rated Accomplished will develop a self-directed plan for continuing professional growth and may choose the credentialed evaluator for their next evaluation cycle as set forth in this agreement.
ii. Teachers rated Skilled or Developing will develop a professional growth plan collaboratively with the credentialed evaluator that will be in effect for the evaluation cycle.
iii. Teachers with a final summative rating of ineffective will develop an improvement plan with their evaluator. The administration will approve the improvement plan.
iv. School counselors with a final summative rating of accomplished will independently Accomplished must develop a professional growth plan. School counselors with a final summative rating of skilled or developing shall Skilled must develop a professional growth plan collaboratively with their credentialed evaluator. School counselors with a developing rating will have their professional growth plan approved by their evaluator. School counselors with a final summative rating of ineffective will Developing must develop a professional growth plans with their evaluator. The Superintendent/designee approves the professional growth plan. School counselors with a final summative rating of Ineffective must develop an improvement plan with their evaluator.
v. Speech and language pathologists with . The Superintendent/designee approves the improvement plan. Counselors that receive a rating of “Ineffective” on any standard or on the final summative rating of accomplished will independently develop a professional growth plan. Speech and language pathologists with a final summative rating of skilled or developing shall develop a professional growth plan collaboratively with their credentialed evaluator. Speech and language pathologists with a developing rating will have their professional growth plan approved by their evaluator. Speech and language pathologists with a final summative rating of ineffective will develop an improvement plan with their evaluatorPlan.
vi1. If a recommendation for an improvement plan occurs and is documented between February 10th and April 10th of the school year, the plan shall be continued into the next school year.
2. The evaluator, together with the counselor, will formulate the improvement plan. The improvement plan, as outlined in this document, details:
a. Specific performance expectations, resources and assistance to be provided.
b. The district will provide for the allocation of financial resources to support professional development for staff on an improvement plan.
c. Timelines for its completion.
d. Professional indicators documented as unsatisfactory through the formal evaluation process.
e. Reasonably sufficient time and duration, as to allow the teacher to improve performance to a satisfactory level.
3. Not later than May 10th of the school year, the evaluator of record will complete a final evaluation report, and meet with and provide a copy of it to the counselor. If the final report indicates the counselor meets the criteria for the professional indicators for satisfactory performance as outlined in the improvement plan, the evaluator of record will recommend that the counselor be returned to a non-improvement plan status.
4. In implementing such evaluation system and procedures, the District shall conduct all evaluations so as to observe the legal and constitutional rights of licensed personnel, and no evaluation information shall be collected by electronic devices without the consent of the licensed personnel.
5. In the event that a teacher, school counselor, or speech the counselor and language pathologist and the evaluator are unable to cannot agree on the evaluator’s expectations for the improvement plan, the teacher, school counselor, or speech and language pathologist counselor may request a teacher/counselor/SLP mentor/coach or another mutually-agreed teacher an employee of the District to facilitate further discussion between the teacher/counselor/SLP counselor and the evaluator toward development of the improvement planevaluator.
b. Professional Growth and Improvement Plans for a school year shall be developed not later than May 15 of the prior school year, unless a teacher’s assignment is changed. Teachers, counselors, or speech and language pathologists new to the District will submit their professional growth plan no later than thirty (30) days after start date.
c. Professional Growth and Improvement plans shall describe the specific performance expectations, resources, and assistance to be provided.
d. The Board shall provide for professional development, including mentoring/coaching, and for the allocation of financial resources to accelerate and continue teacher, counselor, or speech and language pathologist growth and improvement; and to provide support to poorly performing teachers as set forth in this Agreement.
e. Professional Growth Plans and Improvement Plans shall be aligned to the teacher’s evaluation and, if applicable, include one (1) component of the District of Building level improvement plan.
f. No Improvement Plan or Professional Growth Plan will have more than two (2) achievable goals per Evaluation Cycle.
g. A teacher in their first year of employment with the district shall not be placed on an improvement plan.
Appears in 1 contract
Samples: Master Agreement
