Common use of Professional Growth Plans and Professional Improvement Plans Clause in Contracts

Professional Growth Plans and Professional Improvement Plans. Based upon the results of the annual evaluations, each school counselor must develop either a professional growth plan or professional improvement plan as follows: a. Counselors whose final summative rating is “Accomplished” shall develop a professional growth plan and may choose their credentialed evaluator for the next evaluation cycle from those available in their specific building, provided the evaluators in the specific building have a balanced evaluation schedule (if not, the counselor will select based upon seniority). If the Superintendent determines to assign a second evaluator for a given school year, pursuant to 3.b. above, the Superintendent will select the additional evaluator. The counselor, however, may provide input as to who the second evaluator may be. b. Counselors whose final summative rating is “Skilled” or Developing” shall develop a professional growth plan collaboratively with his/her credentialed evaluator and will have input on his/her evaluator(s) for the next evaluation cycle. c. Counselors whose final summative rating is “Ineffective” shall develop a professional improvement plan with their credentialed evaluator(s). The Superintendent will assign the evaluator(s) for the subsequent evaluation cycle and approve the professional improvement plan. Additionally, a counselor who receives a rating of “Ineffective” on his/her metric of student outcomes or observation performance portion of the cumulative evaluation may choose by May 1 to develop a professional improvement plan. A counselor who elects to develop a professional improvement plan will have input on his/her evaluator(s) for the next evaluation cycle. d. The credentialed evaluator may recommend a school counselor be placed on an improvement plan following the receipt of a rating of “Ineffective” on the classroom performance component of the evaluation. e. Counselors on resident educator licenses who have a mentor teacher assigned may request the mentor participate in the development of an Improvement Plan; however, the mentor teacher shall not have a formal evaluative role. f. The evaluator(s), together with the teacher, will formulate the improvement plan. The improvement plan will outline the following: i. Specific performance expectations, resources and the assistance to be provided. ii. Reasonable timelines for its completion, but it must be completed by April 15 of the following year. iii. Professional indicators documented as ineffective through the formal evaluation process. g. Mentors/Coaches to be Assigned to Counselors on an Improvement Plan: i. Counselors on an Improvement Plan may request that a Mentor/Coach be assigned to work with them to improve their performance. ii. The Mentor/Coach will be trained to mentor a counselor and will not be the mentee counselor’s credentialed evaluator. iii. The Mentor/Coach will be provided release time once a quarter to observe the mentee counselor. The Mentor/Coach will also be compensated at the Teacher Stipend Rate for up to ten (10) hours of work outside the work day with the mentee counselor. iv. The Building Principal will select the Mentor/Coach from a list of qualified teachers who have expressed a willingness to serve as a Mentor/Coach. (1) The Mentor/Coach must have continuing contract status and have served as a counselor in the District for at least five (5) consecutive years. (2) The Mentor/Coach must hold a valid school counselor certificate/license. (3) The Mentor/Coach must have demonstrated the ability to work cooperatively and effectively with professional staff members and have extensive knowledge of a variety of relevant school counseling techniques. (4) The Mentor/Coach shall not have a role in the formal evaluation of the mentee counselor. v. A counselor’s activities as a Mentor/Coach shall not be taken into consideration as part of the Mentor/Coach counselor’s evaluation. vi. The Mentor/Coach will not be requested or directed to make any recommendations regarding the continued employment of the mentee counselor.

Professional Growth Plans and Professional Improvement Plans. Based upon the results of the annual evaluations, each school counselor must develop either a professional growth plan or professional improvement plan plan. Absent extenuating circumstances as follows:recognized by the Superintendent (e.g., a counselor is on an extended leave of absence), counselors’ Professional Growth Plans must be completed annually by October 1. Professional Growth Plans must have two (2) S.M.A.R.T. goals aligned to the District / Building Strategic Plan. a. Counselors whose final summative rating is “Accomplished” shall develop a self-directed professional growth plan that focuses on the most recent evaluation and observations and may choose their credentialed evaluator for the next evaluation cycle from those available in their specific building, provided the evaluators in the specific building have a balanced evaluation schedule (if not, the counselor will select based upon seniority). If the Superintendent determines to assign a second evaluator for a given school year, pursuant to 3.b. above, the Superintendent will select the additional evaluator. The counselor, however, may provide input as to who the second evaluator may be. b. Counselors whose final summative rating is “Skilled” or Developing” shall be jointly- develop a professional growth plan collaboratively with his/her their credentialed evaluator that focuses on the most recent evaluation and will observations and may have input on his/her evaluator(s) the selection of their credentialed evaluator for the next evaluation cycle. c. Counselors whose final summative rating is “IneffectiveDeveloping” shall develop a professional growth plan that is guided by the assigned credentialed evaluator. The Superintendent will assign the credentialed evaluator for the next evaluation cycle. d. Counselors whose final summative rating is “Ineffective” will be placed on a professional improvement plan with developed by their credentialed evaluator(s). The Superintendent will assign the evaluator(s) for the subsequent next evaluation cycle and approve the professional improvement plan. Additionally, a counselor who receives a rating of “Ineffective” on his/her metric of student outcomes or observation performance portion of the cumulative evaluation may choose by May 1 to develop a professional improvement plan. A counselor who elects to develop a professional improvement plan will have input on his/her evaluator(s) for the next evaluation cycle. d. e. The credentialed evaluator may recommend a school counselor be placed on an improvement plan following the receipt of a rating of “Ineffective” on the classroom performance component of the evaluation. e. f. Counselors on resident educator licenses who have a mentor teacher counselor assigned may request the mentor participate in the development of an Improvement Plan; however, the mentor teacher shall not have a formal evaluative role. f. The evaluator(s), together with the teacher, will formulate the improvement plan. g. The improvement plan will outline the following: i. (1) Specific performance expectations, resources and the assistance to be provided. ii. (2) Reasonable timelines for its completion, but it must be completed by April 15 of the following year. iii. (3) Professional indicators documented as ineffective through the formal evaluation process. Ordinarily, the improvement plan will consist of no more than two (2) achievable goals. g. h. Mentors/Coaches to be Assigned to Counselors on an Improvement Plan: i. (1) Counselors on an Improvement Plan may request that a Mentor/Coach be assigned to work with them to improve their performance. ii. (2) The Mentor/Coach will be trained to mentor a counselor and will not be the mentee counselor’s credentialed evaluator. iii. (3) The Mentor/Coach will be provided release time once a quarter to observe the mentee counselor. The Mentor/Coach will also be compensated at the Teacher Stipend Rate for up to ten (10) hours of work outside the work day with the mentee counselor. iv. (4) The Building Principal will select the Mentor/Coach from a list of qualified teachers counselors who have expressed a willingness to serve as a Mentor/Coach. (1) i. The Mentor/Coach must have continuing contract status and have served as a counselor in the District for at least five (5) consecutive years. (2) ii. The Mentor/Coach must hold a valid school counselor certificate/license. (3) iii. The Mentor/Coach must have demonstrated the ability to work cooperatively and effectively with professional staff members and have extensive knowledge of a variety of relevant school counseling techniques. (4) iv. The Mentor/Coach shall not have a role in the formal evaluation of the mentee counselor. v. (5) A counselor’s activities as a Mentor/Coach shall not be taken into consideration as part of the Mentor/Coach counselor’s evaluation. vi. (6) The Mentor/Coach will not be requested or directed to make any recommendations regarding the continued employment of the mentee counselor. (7) The Mentor/Coach will provide a monthly log to the Building Principal identifying the amount of time the Mentor/Coach spent with his/her mentee counselor and the topics addressed. (8) At any time, either the Mentor/Coach or mentee counselor may exercise the option to have a new mentor assigned.

Professional Growth Plans and Professional Improvement Plans. Based upon the results of the annual evaluationsteacher evaluation, each school counselor teacher must develop either a professional growth plan or professional improvement plan as follows: a. Counselors Teachers whose final summative rating is “Accomplished” shall develop a professional growth plan and may choose their credentialed evaluator for the next evaluation cycle from those available in their specific building, provided the evaluators in the specific building have a balanced evaluation schedule (if not, the counselor teachers will select based upon seniority). If the Superintendent determines to assign a second evaluator for a given school year, pursuant to 3.b. above, the Superintendent will select the additional evaluator. The counselorteacher, however, may provide input as to who the second evaluator may be. b. Counselors Teachers whose final summative rating is “Skilled” or “Developing” shall develop a professional growth plan collaboratively with his/her credentialed evaluator and will have input on his/her evaluator(s) for the next evaluation cycle. c. Counselors Teachers whose final summative rating is “Ineffective” shall develop a professional improvement plan with their credentialed evaluator(s). The Superintendent will assign the evaluator(s) for the subsequent evaluation cycle and approve the professional improvement plan. Additionally, a counselor teacher who receives a rating of “Ineffective” on his/her metric of student outcomes growth measure or classroom performance observation performance portion of the cumulative evaluation may choose by May 1 to develop with his/her credentialed evaluator(s) a professional improvement plan. A counselor teacher who elects to develop a professional improvement plan will have input on his/her evaluator(s) for the next evaluation cycle. d. The credentialed evaluator may recommend a school counselor be placed on an improvement plan following the receipt of a rating of “Ineffective” on the classroom performance component of the evaluation. e. Counselors Teachers on resident educator licenses who have a mentor teacher assigned may request the mentor participate in the development of an Improvement Plan; however, the mentor teacher shall not have a formal evaluative role. f. e. The evaluator(s), together with the teacher, will formulate the improvement plan. The improvement plan will outline the following: i. Specific performance expectations, resources and the assistance to be provided. ii. Reasonable timelines for its completion, but it must be completed by April 15 of the following year. iii. Professional indicators documented as ineffective through the formal evaluation process. g. f. Mentors/Coaches to be Assigned to Counselors Teachers on an Improvement Plan: i. Counselors Teachers on an Improvement Plan may request that a Mentor/Coach be assigned to work with them to improve their performance. ii. The Mentor/Coach will be trained to mentor a counselor teacher and will not be the mentee counselorteacher’s credentialed evaluator. iii. The Mentor/Coach will be provided release time once a quarter to observe the mentee counselorteacher. The Mentor/Coach will also be compensated at the Teacher Stipend Rate for up to ten (10) hours of work outside the work day with the mentee counselorteacher. iv. The Building Principal will select the Mentor/Coach from a list of qualified teachers who have expressed a willingness to serve as a Mentor/Coach. (1) The Mentor/Coach must have continuing contract status and have served as a counselor teacher in the District for at least five (5) consecutive years. (2) The Mentor/Coach must hold a valid school counselor teaching certificate/license and normally will be assigned to a teacher with the same area of certification/license. (3) The Mentor/Coach must have demonstrated the ability to work cooperatively and effectively with professional staff members and have extensive knowledge of a variety of relevant school counseling classroom management and instructional techniques. (4) The Mentor/Coach shall not have a role in the formal evaluation of the mentee counselorteacher. v. A counselorteacher’s activities as a Mentor/Coach shall not be taken into consideration as part of the Mentor/Coach counselorteacher’s evaluation. vi. The Mentor/Coach will not be requested or directed to make any recommendations regarding the continued employment of the mentee counselorteacher.

Professional Growth Plans and Professional Improvement Plans. Based upon the results of the annual evaluationsteacher evaluation, each school counselor teacher must develop either a professional growth plan (“PGP”) or professional improvement plan Improvement Plan as set forth in the Ohio Department of Education’s framework and guidance. A. PGP and Improvement Plans shall be developed as follows: a. Counselors whose final 1. Teachers rated Accomplished will develop a self-directed PGP and provide it to their evaluator by October 1. 2. Teachers rated Skilled will develop a PGP collaboratively with the credentialed evaluator and provide it to their evaluator by October 1. 3. Teachers with a summative rating is “Accomplished” shall of Developing will develop a professional growth plan and may choose their an Improvement Plan with the credentialed evaluator for the next evaluation cycle from those available in and provide it to their specific building, evaluator by October 1. 4. As provided the evaluators in the specific building have a balanced evaluation schedule (if notunder paragraph D. below, the counselor will select based upon seniority). If teacher has the Superintendent determines right to assign a second evaluator for a given school yearrequest TCEA assistance through this process, pursuant to 3.b. above, the Superintendent will select the additional evaluator. The counselor, however, may provide input as to who the second evaluator may be. b. Counselors whose final summative rating is “Skilled” or Developing” shall develop a professional growth plan collaboratively including during meetings with his/her credentialed evaluator assigned Evaluator. B. PGPs and Improvement Plans will have input on his/her evaluator(sinclude not more than two (2) for the next achievable goals per evaluation cycle. c. Counselors whose final summative rating is “Ineffective” shall develop a professional improvement plan with their credentialed evaluator(s)1. The Superintendent will assign the evaluator(s) for the subsequent evaluation cycle and approve the professional improvement planPGP must align to any District and/or Building Improvement Plan(s). 2. Additionally, a counselor who receives a rating of “Ineffective” on his/her metric of student outcomes or observation performance portion of the cumulative evaluation may choose by May 1 At least one goal must connect to develop a professional improvement plan. A counselor who elects to develop a professional improvement academics and/or instruction. C. The Professional Improvement plan will have input on his/her evaluator(s) for follow the next evaluation cycleadopted OTES 2.0 form. d. D. The credentialed evaluator may recommend recommendation for a school counselor be placed teacher’s placement on an improvement plan following Improvement Plan will be made by the receipt Evaluator of a rating record for any of “Ineffective” on the classroom performance component of the evaluation. e. Counselors on resident educator licenses who have a mentor teacher assigned may request the mentor participate in the development of an Improvement Plan; however, the mentor teacher shall not have a formal evaluative role. f. The evaluator(s), together with the teacher, will formulate the improvement plan. The improvement plan will outline the following: i. 1. The receipt of an “Ineffective” rating on the Final Holistic Rating of Teacher Effectiveness. 2. At any time based on deficiencies in any individual component of the evaluation system. 3. The Improvement Plan will be created by the Evaluator using the ODE approved form with input from the teacher. 4. Once objectives and tasks specified within the Improvement Plan have been achieved, the Improvement Plan will terminate. 5. An Improvement Plan will include: a. Specific performance expectations, resources and the assistance measurable instructional practices to be providedobserved; b. Clear timelines for the completion of the plan. ii6. Reasonable timelines for its completion, but it must be completed by April 15 Not later than May 10 of the following school year. iii, the Evaluator of record will complete a final summative evaluation report, meet with and provide a copy of it to the teacher. Professional If the final summative evaluation report indicates the teacher meets the criteria for the professional indicators documented for satisfactory performance as ineffective through outlined in the formal evaluation process. g. Mentors/Coaches to be Assigned to Counselors on an Improvement Plan: i. Counselors on an Improvement Plan may request , the Evaluator of record will recommend that the teacher be returned to a Mentor/Coach be assigned to work with them to improve their performancenon-improvement plan status. ii. The Mentor/Coach will be trained to mentor a counselor and will not be the mentee counselor’s credentialed evaluator. iii. The Mentor/Coach will be provided release time once a quarter to observe the mentee counselor. The Mentor/Coach will also be compensated at the Teacher Stipend Rate for up to ten (10) hours of work outside the work day with the mentee counselor. iv. The Building Principal will select the Mentor/Coach from a list of qualified teachers who have expressed a willingness to serve as a Mentor/Coach. (1) The Mentor/Coach must have continuing contract status and have served as a counselor in the District for at least five (5) consecutive years. (2) The Mentor/Coach must hold a valid school counselor certificate/license. (3) The Mentor/Coach must have demonstrated the ability to work cooperatively and effectively with professional staff members and have extensive knowledge of a variety of relevant school counseling techniques. (4) The Mentor/Coach shall not have a role in the formal evaluation of the mentee counselor. v. A counselor’s activities as a Mentor/Coach shall not be taken into consideration as part of the Mentor/Coach counselor’s evaluation. vi. The Mentor/Coach will not be requested or directed to make any recommendations regarding the continued employment of the mentee counselor.

Professional Growth Plans and Professional Improvement Plans. Based upon the results of the annual evaluationsteacher evaluation, each school counselor teacher must develop either a professional growth plan or professional improvement plan plan. Absent extenuating circumstances as follows:recognized by the Superintendent (e.g., a teacher is on an extended leave of absence), teachers’ Professional Growth Plans must be completed annually by October 1. Professional Growth Plans must have two (2) S.M.A.R.T. goals aligned with the District / Building Strategic Plan. a. Counselors Teachers whose final summative rating is “Accomplished” shall develop a self-directed professional growth plan that focuses on the most recent evaluation and observations and may choose their credentialed evaluator for the next evaluation cycle from those available in their specific building, provided the evaluators in the specific building have a balanced evaluation schedule (if not, the counselor teachers will select based upon seniority). If the Superintendent determines to assign a second evaluator for a given school year, pursuant to 3.b. above, the Superintendent will select the additional evaluator. The counselorteacher, however, may provide input as to who the second evaluator may be. b. Counselors Teachers whose final summative rating is “Skilled” or shall jointly- develop a professional growth plan with their credentialed evaluator that focuses on the most recent evaluation and observations and may have input on the selection of their credentialed evaluator for the next evaluation cycle. c. Teachers whose final summative rating is “Developing” shall develop a professional growth plan collaboratively with his/her that is guided by the assigned credentialed evaluator. The Superintendent will assign the credentialed evaluator and will have input on his/her evaluator(s) for the next evaluation cycle. c. Counselors d. Teachers whose final summative rating is “Ineffective” shall develop will be placed on a professional improvement plan with developed by their credentialed evaluator(s). The Superintendent will assign the evaluator(s) for the subsequent next evaluation cycle and approve the professional improvement plan. Additionally, a counselor who receives a rating of “Ineffective” on his/her metric of student outcomes or observation performance portion of the cumulative evaluation may choose by May 1 to develop a professional improvement plan. A counselor who elects to develop a professional improvement plan will have input on his/her evaluator(s) for the next evaluation cycle. d. The credentialed evaluator may recommend a school counselor be placed on an improvement plan following the receipt of a rating of “Ineffective” on the classroom performance component of the evaluation. e. Counselors Teachers on resident educator licenses who have a mentor teacher assigned may request the mentor participate in the development of an Improvement Plan; however, the mentor teacher shall not have a formal evaluative role. f. The evaluator(s), together with the teacher, will formulate the improvement plan. The improvement plan will outline the following: i. (1) Specific performance expectations, resources and the assistance to be provided. ii. (2) Reasonable timelines for its completion, but it must be completed by April 15 of the following year. iii. (3) Professional indicators documented as ineffective through the formal evaluation process. Ordinarily, the improvement plan will consist of no more than two (2) achievable goals. g. Mentors/Coaches to be Assigned to Counselors Teachers on an Improvement Plan: i. Counselors (1) Teachers on an Improvement Plan may request that a Mentor/Coach be assigned to work with them to improve their performance. ii. (2) The Mentor/Coach will be trained to mentor a counselor teacher and will not be the mentee counselorteacher’s credentialed evaluator. iii. (3) The Mentor/Coach will be provided release time once a quarter to observe the mentee counselorteacher. The Mentor/Coach will also be compensated at the Teacher Stipend Rate for up to ten (10) hours of work outside the work day with the mentee counselorteacher. iv. (4) The Building Principal will select the Mentor/Coach from a list of qualified teachers who have expressed a willingness to serve as a Mentor/Coach. (1) i. The Mentor/Coach must have continuing contract status and have served as a counselor teacher in the District for at least five (5) consecutive years. (2) ii. The Mentor/Coach must hold a valid school counselor teaching certificate/license and normally will be assigned to a teacher with the same area of certification/license. (3) iii. The Mentor/Coach must have demonstrated the ability to work cooperatively and effectively with professional staff members and have extensive knowledge of a variety of relevant school counseling classroom management and instructional techniques. (4) iv. The Mentor/Coach shall not have a role in the formal evaluation of the mentee counselorteacher. v. (5) A counselorteacher’s activities as a Mentor/Coach shall not be taken into consideration as part of the Mentor/Coach counselorteacher’s evaluation. vi. (6) The Mentor/Coach will not be requested or directed to make any recommendations regarding the continued employment of the mentee counselorteacher. (7) The Mentor/Coach will provide a monthly log to the Building Principal identifying the amount of time the Mentor/Coach spent with his/her mentee teacher and the topics addressed. (8) At any time, either the Mentor/Coach or mentee teacher may exercise the option to have a new mentor assigned.

Professional Growth Plans and Professional Improvement Plans. Based upon the results of the annual evaluations, each school counselor Teachers must develop either a professional Professional Growth Plan or Improvement Plan. Professional Growth Plans should be developed by the teacher and submitted to their evaluator twen- ty-four (24) hours prior to the first Pre-Conference. Improvement Plans shall be devel- oped in cooperation with the teacher and evaluator during the first Pre-Conference. A. Professional Growth Plans (Appendix G) 1. Teachers whose performance rating indicated above expected levels of student growth plan or professional improvement plan as follows: a. Counselors whose final summative rating is “Accomplished” shall will develop a professional growth plan and may choose their credentialed evaluator for the next evaluation cycle from those available in their specific building, provided the evaluators in the specific building have a balanced evaluation schedule (if not, the counselor will select based upon seniority). If the Superintendent determines to assign a second evaluator for a given school year, pursuant to 3.b. above, the Superintendent will select the additional evaluator. The counselor, however, may provide input as to who the second evaluator may beplan. b. Counselors 2. Teachers whose final summative performance rating is “Skilled” or Developing” shall indicates expected levels of student growth will develop a professional growth plan collaboratively with his/her credentialed evaluator and evaluator B. Professional Improvement Plan for Below Expect Student Growth (Appendix H) 1. Teachers whose performance rating indicates below expected levels of student growth will have input on his/her evaluator(s) for the next evaluation cycle. c. Counselors whose final summative rating is “Ineffective” shall develop a professional improvement plan with their credentialed evaluator(s)evaluator. The Superintendent administration will assign the evaluator(s) evaluator for the subsequent evaluation cycle and approve the professional improvement improve- ment plan. Additionally, a counselor who receives a rating of “Ineffective” on his/her metric of student outcomes or observation performance portion of utilizing the cumulative evaluation may choose by May 1 to develop a professional improvement plancomponents set forth in the Teacher Evaluation Form. 2. A counselor who elects to develop a professional improvement plan will have input on his/her evaluator(s) is a clearly articulated assistance pro- gram for the next evaluation cycle. d. The credentialed evaluator may recommend a school counselor be placed on an improvement plan following the receipt of a rating of “Ineffective” on the classroom performance component teacher whose student growth measure dimension of the evaluation. e. Counselors on resident educator licenses who have a mentor teacher assigned may request evalu- ation is below the mentor participate in the development expected level of an Improvement Plan; however, the mentor teacher student growth and shall not have a formal evaluative role. f. The evaluator(s), together with the teacher, will formulate the improvement plan. The improvement plan will outline the followinginclude: i. a. Specific performance expectations, resources and the assistance to be provided.; ii. Reasonable timelines b. Timelines for its completion; and c. Monetary, but it must time, material, and human resources C. Professional Improvement Plan (Appendix H) 1. A performance improvement plan may be completed by April 15 developed for a teacher who displays a deficiency in his/her performance on the teacher performance side of OTES. The teacher shall be granted up to six (6) weeks depending on the nature of the following yeardeficiency to correct the performance deficiency. The administration will assign the evaluator for the subsequent evaluation cy- cle and approve the professional improvement plan, utilizing the compo- nents set forth in the Teacher Evaluation Form. iii2. Professional indicators documented as ineffective through A professional improvement plan is a clearly articulated assistance pro- gram for a teacher whose classroom performance displays a deficiency. Dimensions of the formal evaluation process.improvement plan shall include: g. Mentors/Coaches a. Specific performance expectations, resources and assistance to be Assigned to Counselors on an Improvement Plan:provided; i. Counselors on an Improvement Plan may request that a Mentor/Coach be assigned to work with them to improve their performanceb. Timelines for its completion; and c. Monetary, time, material, and human resources. ii. The Mentor/Coach will be trained to mentor a counselor and will not be the mentee counselor’s credentialed evaluator. iii. The Mentor/Coach will be provided release time once a quarter to observe the mentee counselor. The Mentor/Coach will also be compensated at the Teacher Stipend Rate for up to ten (10) hours of work outside the work day with the mentee counselor. iv. The Building Principal will select the Mentor/Coach from a list of qualified teachers who have expressed a willingness to serve as a Mentor/Coach. (1) The Mentor/Coach must have continuing contract status and have served as a counselor in the District for at least five (5) consecutive years. (2) The Mentor/Coach must hold a valid school counselor certificate/license. (3) The Mentor/Coach must have demonstrated the ability to work cooperatively and effectively with professional staff members and have extensive knowledge of a variety of relevant school counseling techniques. (4) The Mentor/Coach shall not have a role in the formal evaluation of the mentee counselor. v. A counselor’s activities as a Mentor/Coach shall not be taken into consideration as part of the Mentor/Coach counselor’s evaluation. vi. The Mentor/Coach will not be requested or directed to make any recommendations regarding the continued employment of the mentee counselor.

Professional Growth Plans and Professional Improvement Plans. Based upon 1. Professional growth and improvement plans shall be developed as follows based on the results of Ohio Evaluation System: Teachers are responsible for creating their Professional Growth and Improvement Plans as required through the annual evaluations, each school counselor must develop either a professional growth plan or professional improvement plan as follows: a. Counselors Ohio Evaluation System • A teacher whose final summative holistic rating is "accomplished" on his/her most recent evaluation will develop a self-directed Professional Growth Plan annually • A teacher whose final holistic rating is “Accomplishedskilled” shall develop a professional growth plan and may choose their credentialed evaluator for the next evaluation cycle from those available in their specific building, provided the evaluators in the specific building have a balanced evaluation schedule (if not, the counselor will select based upon seniority). If the Superintendent determines to assign a second evaluator for a given school year, pursuant to 3.b. above, the Superintendent will select the additional evaluator. The counselor, however, may provide input as to who the second evaluator may be. b. Counselors whose final summative rating is “Skilled” or Developing” shall develop a professional growth plan collaboratively with his/her credentialed evaluator and evaluator. • A teacher whose final holistic rating is "developing" will have input on develop a professional growth plan guided by his/her evaluator(s) for assigned credentialed evaluator, utilizing the next evaluation cycle. c. Counselors components determined by the District. • A teacher whose final summative holistic rating is “Ineffective” shall develop "ineffective" will be placed on a professional improvement plan with by their credentialed evaluator(s). The Superintendent will assign assigned evaluator, utilizing the evaluator(s) for the subsequent evaluation cycle and approve the professional improvement plan. Additionally, a counselor components determined by OHES • A teacher who receives a rating of “Ineffective” on his/her metric of student outcomes or observation performance portion of the cumulative evaluation may choose by May 1 to develop a professional improvement plan. A counselor who elects to develop a professional improvement plan will have input on his/her evaluator(s) for the next evaluation cycle. d. The credentialed evaluator may recommend a school counselor be is placed on an improvement plan following will develop the receipt of plan collaboratively with his/her credentialed evaluator. • A teacher who is new to the profession or new to the District will develop a rating of “Ineffective” on the classroom performance component of the evaluation. e. Counselors on resident educator licenses who have professional growth plan collaboratively with his/her credentialed evaluator. • The District administration has discretion to place a mentor teacher assigned may request the mentor participate in the development of an Improvement Plan; however, the mentor teacher shall not have a formal evaluative role. f. The evaluator(s), together with the teacher, will formulate the improvement plan. The improvement plan will outline the following: i. Specific performance expectations, resources and the assistance to be provided. ii. Reasonable timelines for its completion, but it must be completed by April 15 of the following year. iii. Professional indicators documented as ineffective through the formal evaluation process. g. Mentors/Coaches to be Assigned to Counselors on an Improvement Plan: i. Counselors on an Improvement Plan may request that a Mentor/Coach when deficiencies are noted in the evaluation system by the teacher. • Professional growth and improvement plans shall be assigned aligned to work with them to improve their performance. ii. The Mentor/Coach will be trained to mentor a counselor and will not be the mentee counselorteacher’s credentialed evaluator. iii. The Mentor/Coach will be provided release time once a quarter to observe the mentee counselor. The Mentor/Coach will also be compensated at the Teacher Stipend Rate for up to ten (10) hours of work outside the work day with the mentee counselor. iv. The Building Principal will select the Mentor/Coach from a list of qualified teachers who have expressed a willingness to serve as a Mentor/Coach. evaluation and, if applicable, include one (1) The Mentor/Coach must component of the District’s or Building level improvement plan required under the “Elementary and Secondary Education Act on 1965”, as amended. • No Improvement Plan or Professional Growth Plan will have continuing contract status and have served as a counselor in the District for at least five (5) consecutive years. more than two (2) The Mentor/Coach must hold a valid school counselor certificate/licenseachievable goals per Evaluation Cycle. (32. The Board shall meet the requirements of Ohio Rev. Code § 3319.112(A)(8)(9) to provide professional development and sufficient financial resources to support the professional learning required by this agreement. All professional development will align with the Ohio Professional Development Standards. • A teacher who is new to the profession or new to the District will develop a professional growth plan collaboratively with his/her credentialed evaluator. • The Mentor/Coach must have demonstrated the ability District administration has discretion to work cooperatively and effectively with professional staff members and have extensive knowledge of place a variety of relevant school counseling techniques. (4) The Mentor/Coach shall not have a role teacher on an improvement plan when deficiencies are noted in the formal evaluation of system by the mentee counselorteacher. v. A counselor’s activities as a Mentor/Coach shall not be taken into consideration as part of the Mentor/Coach counselor’s evaluation. vi. The Mentor/Coach will not be requested or directed to make any recommendations regarding the continued employment of the mentee counselor.

Professional Growth Plans and Professional Improvement Plans. Based upon the results of the annual evaluationsteacher evaluation, each school counselor teacher must develop either a professional growth plan or professional improvement plan as follows: a. Counselors A. Teachers whose final summative performance rating is “Accomplished” shall indicates above expected levels of student growth will develop a professional growth plan and may choose their credentialed evaluator for the next evaluation cycle from those available in their specific buildingto the Board for that purpose, provided utilizing the evaluators components set forth in the specific building have a balanced evaluation schedule (if not, the counselor “Teacher Evaluation Form.” B. Teachers whose performance rating indicates expected levels of student growth will select based upon seniority). If the Superintendent determines to assign a second evaluator for a given school year, pursuant to 3.b. above, the Superintendent will select the additional evaluator. The counselor, however, may provide input as to who the second evaluator may be. b. Counselors whose final summative rating is “Skilled” or Developing” shall develop a professional growth plan collaboratively with his/her credentialed evaluator and will have input on his/her evaluator(s) evaluator for the next evaluation cycle., utilizing the components set forth in the “Teacher Evaluation Form” c. Counselors C. Teachers whose final summative performance rating is “Ineffective” shall indicates below expected levels of student growth will develop a professional improvement plan with their credentialed evaluator(s)evaluator. The Superintendent administration will assign the evaluator(s) evaluator for the subsequent evaluation cycle and approve the professional improvement plan. Additionally, a counselor who receives a utilizing the components set forth in “Teacher Evaluation Form.” SECTION VI: CORE SUBJECT TEACHERS ˗ TESTING FOR CONTENT KNOWLEDGE Beginning with the 2015˗2016 school year, core subject area teachers must register for and complete all written examinations of content knowledge selected by the Ohio Department of Education if the teacher has received an effectiveness rating of “Ineffective” on his/her metric of student outcomes or observation performance portion annual evaluation for two (2) of the cumulative evaluation three (3) most recent school years. If a teacher passes the examination set forth above and provides proof of that passage to the Board, the teacher will be required, at the teacher’s expense, to complete professional development that is targeted to the deficiencies identified in the teacher’s evaluations conducted under the Policy. The following may choose by May 1 be grounds for termination of a teacher pursuant to develop R.C. 3319.16: A. failing to complete all required written examinations under this section; B. a professional improvement plan. A counselor who elects failing score on a written examination(s) taken pursuant to develop a professional improvement plan will have input on his/her evaluator(s) for the next evaluation cycle.this section; d. The credentialed evaluator may recommend a school counselor be placed on an improvement plan following the receipt of C. a rating of “Ineffectiveineffective” on the classroom performance component teacher’s next evaluation after passing all written examinations pursuant to this section and after completion of the evaluation.required professional development; or e. Counselors on resident educator licenses who have D. failure of a mentor teacher assigned may request to complete the mentor participate in required professional development. Any teacher passing the development of an Improvement Plan; however, the mentor teacher shall not have a formal evaluative role. f. The evaluator(s), together with the teacher, will formulate the improvement plan. The improvement plan will outline the following: i. Specific performance expectations, resources and the assistance to be provided. ii. Reasonable timelines for its completion, but it must be completed by April 15 of the following year. iii. Professional indicators documented as ineffective through the formal evaluation process. g. Mentors/Coaches to be Assigned to Counselors on an Improvement Plan: i. Counselors on an Improvement Plan may request that a Mentor/Coach be assigned to work with them to improve their performance. ii. The Mentor/Coach will be trained to mentor a counselor and examination set forth above will not be required to take the mentee counselor’s credentialed evaluator. iii. The Mentor/Coach will be provided release time once a quarter to observe the mentee counselor. The Mentor/Coach will also be compensated at the Teacher Stipend Rate examination again for up to ten (10) hours of work outside the work day with the mentee counselor. iv. The Building Principal will select the Mentor/Coach from a list of qualified teachers who have expressed a willingness to serve as a Mentor/Coach. (1) The Mentor/Coach must have continuing contract status and have served as a counselor in the District for at least five (5) consecutive years. (2) The Mentor/Coach must hold a valid school counselor certificate/license. three (3) The Mentor/Coach must have demonstrated the ability to work cooperatively and effectively with professional staff members and have extensive knowledge of a variety of relevant school counseling techniques. (4) The Mentor/Coach shall not have a role in the formal evaluation years, regardless of the mentee counselor. v. A counselorteacher’s activities as a Mentor/Coach shall not be taken into consideration as part evaluation ratings or the performance index score ranking of the Mentor/Coach counselor’s evaluationbuilding in which the teacher teaches. No teacher shall be responsible for the cost of taking an examination set forth above. vi. The Mentor/Coach will not be requested or directed to make any recommendations regarding the continued employment of the mentee counselor.