Stull Bill Evaluation

Transcription

1 Montebello Unified School District Montebello Teachers Association Stull Bill Evaluation Spring 2004 (323) (323) montebelloteachers.org

2 Table of Contents Introduction...3 Who Gets Stulled?...3 Notice of Reassignment to Alt. Year Evaluation (Jan. 31)...5 Notice of Reassignment to Alt. Year Evaluation (May 15)...5 Notice of Reassignment to Alt. Year Evaluation (employee)...6 There Are Two Sets of Forms...6 Timetable for Evaluation Steps...7 Permanent Classroom Teacher The Intersection of Stull and PAR...9 Planning Sheet Page 1a...10 Planning Sheet Supplemental Form...12 Planning Sheet Summary Sheet 1A...14 Summary Sheet Page Summary Sheet 3a...16 Non-Permanent Classroom Teacher and Support Staff Planning Sheet Page 1b...18 Planning Sheet Supplemental Form...20 Planning Sheet Summary Sheet 1b...22 Summary Sheet Summary Sheet 3b...24 Frequently Asked Questions About the Stull Bill...25

3 Introduction The Evaluation System for Certificated Personnel is commonly known as the Stull Bill. The terms and conditions of the Stull Bill within the Montebello Unified School District (MUSD) is contained in the Agreement (Contract) in effect between the Montebello Unified School District (MUSD) and the Montebello Teachers Association (MTA). The MUSD-MTA Stull Bill conforms to Education Code Section and This evaluation system stresses two concepts: Self evaluation is at the heart of growth Good communication is the most efficient means of solving problems Who Gets Stulled? Temporary Contract and Probationary 1 (0) Bargaining Unit members are Stulled every years. Permanent certificated Bargaining Unit members are Stulled every other year. Permanent NCLB Highly Qualified Teachers with 10 consecutive years experience at the time of the completion of the last Stull evaluation and referred to PAR in the past two years are Stulled every 5 year with the following amendments: a. A site administrator or designee may notice a Bargaining Unit member of possible intent to evaluate the Bargaining Unit member the subsequent year. b. Notice of intent to evaluate must be provided to the Bargaining Unit member by January 31 of any year beginning the year following the prior evaluation. c. The Bargaining Unit member must be notified by May 15 in writing on a form provided by the District of the administrator s intent to evaluate the Bargaining Unit member the following year. d. Any Bargaining Unit member may return to the two-year cycle by notifying the site administrator or designee in writing no later than May 15 of the year prior to the evaluation year. All permanent Head Start teachers will be evaluated annually over a two-year period. Permanent Head Start teachers may select one of the following three options: a. five two-year goals with an intermediate step to check on progress; or b. two one-year goals and three two-year goals; or c. two or three one-year goals for the first year and two or three one-year goals for the subsequent year, totaling five goals. Page 3

4 Page 4 For example: Michelle Member is hired in as a Probationary 1 and becomes a Probationary 2 in Michelle becomes Permanent in When is she Stulled? Stulled Stulled Not Stulled Stulled Not Stulled Or, Terry Teacher is hired as an intern in Terry reaches Probationary 2 in and is Permanent in Stulled Stulled Stulled Not Stulled Stulled Not Stulled Or, Ethan Employee is hired in Chris reaches probationary 2 in In 2004 Chris is certified NCLB Highly Qualified and has never been referred to PAR Stulled Stulled Not Stulled Stulled Not Stulled Stulled Not Stulled Stulled Not Stulled Stulled Not Stulled Not Stulled (subject to amendment) Not Stulled (subject to amendment) Not Stulled (subject to amendment) Stulled Or, Helen Head Start is hired as a Head Start teacher in Helen becomes permanent July Stulled Stulled Stulled (begin two-year cycle) Stulled (complete two-year cycle) Stulled (begin two-year cycle) Stulled (complete two-year cycle)

5 This form must be completed by the administrator by January 31 if you may be returned to alternate year evaluation. This form must be completed by May 15 by the administrator to return you to alternate year evaluation. Page 5

6 If you are on the 5-year cycle and want to go back to the alternate year cycle, you must complete this form by May 15. Who Can Be Referred to PAR? The Stull Bill is the trigger for the Peer Assistance and Review (PAR) Program. Only Permanent Classroom Teachers can be referred to the PAR Program. There Are Two Sets of Forms The first set of forms is for permanent classroom teachers. The second set is for support and non-permanent classroom teachers (probationary one, probationary two, and temporary contract teachers.) According to the Contract, a classroom teacher refers to a Bargaining Unit member whose position is described under the job description of Classroom Teacher and/ or who is assigned by the site administrator or his/her designee to an instructional setting for sixty percent of the standard teaching day (includes RSP and Speech and Language Specialists.) Support Personnel refers to any Bargaining Unit member who is not a Classroom Teacher as defined above. I Am Still A Little Confused Clarification on the Stull and PAR are available through the MTA Office, the MUSD Human Resources and Instructional Divisions. MTA and MUSD representatives are available for Stull and PAR trainings at school sites. Page 6

7 TIMETABLE FOR EVALUATION STEPS Planning By the sixth work day after the beginning of school - Immediate supervisor will deliver the Evaluation package to the Bargaining Unit members being evaluated. By the twenty-fifth work day after the beginning of school - Immediate supervisor shall notify Bargaining Unit members who are to be evaluated that year and provide them with planning sheets. Option: List of three (3) or more proposed goals submitted by immediate supervisor at this time. Bargaining Unit member makes plans and becomes acquainted with the Evaluation System. By the thirty-fifth work day after the beginning of school Bargaining Unit member shall complete and submit planning sheets Phase I By the forty-fifth work day after the beginning of school Immediate supervisor shall review the Bargaining Unit member's Summary Sheet, page 1. If the immediate supervisor and the Bargaining Unit member do not come to agreement on the proposed plan, then the Problem Resolution Phase begins. By the sixty-fifth work day after the beginning of school The problem is resolved and the plan accepted. Phase II By the forty-fifth work day before the end of the school year Summary Sheets, page 2 and page 3 shall be completed by the immediate supervisor, before the end of the school year. If the Bargaining Unit member and the immediate supervisor agree that the requirements of the plan are met, the Evaluation is complete. If the Bargaining Unit member and the immediate supervisor do not agree that the requirements of the plan are met, the Problem Resolution Phase begins. Problem Resolution Phase By the twenty-fifth work day before the end of the school year Summary Sheet, page 4, shall be completed. Evaluation is complete if Problem Resolution Phase is concluded in favor of the Bargaining Unit member. If the Problem Resolution Phase is concluded in favor of the immediate supervisor the Bargaining Unit member may respond. Phase III By the twenty-third work day before the end of the school year The immediate supervisor submits statements to be attached to Summary Sheet, page 5 By the twentieth work day before the end of the school year The immediate supervisor shall initiate Summary Sheet, page 5 in conference with the Bargaining Unit member. By the fifteenth work day before the end of the school year The Bargaining Unit member shall return Summary Sheet, page 5 to the immediate supervisor. Phase IV By the ninetieth work day of the following school year The immediate supervisor shall complete Summary Sheet, page 6. By the one hundredth work day of the following school year- The Bargaining Unit member shall return Summary Sheet, page Page 7 6.

8 Permanent Classroom Teachers

9 The Intersection of Stull and PAR The administrator will be looking for the PAR triggers embedded in the teacher created goals. The triggers include: Progress of pupil toward board established standards of expected pupil achievement in each area of study; if applicable, the State adopted academic content standards as measured by; the State adopted criterion referenced assessment; The instructional techniques and strategies used by the employee; The employees adherence to curricular objectives; and, The establishment and maintenance of a suitable learning environment, within the scope of the employee s responsibilities. Page 9

10 Received by 25th day Submitted by 35th day These are the PAR Triggers... The teacher writes 5 objectives. Two of which are based on the administrators broad goals (3 or more.) Planning Sheet Page 1a The site administrator will have the option of suggesting three or more broad goals for the school site from which two would be used. A broad goal is one that is not measurable and is applicable to everyone at the site. If the broad goals seem to be objectives rather than goals, share the concern with the site administrator. All objectives must be in terms of the learner. Write achievable objectives. For example, Principal Taylor offers the following 3 broad goals: (1) improve reading comprehension, (2) oral fluency development, and (3) students develop a sense of resiliency. Teacher Terry develops the following 2 objectives utilizing the broad goals (1) 83% of the students who enrolled in the class the first week of school will advance one level in the District adopted focus word meaning list; and (2) 83% of the students who enrolled in the class the first week of school will participate in conflict resolution training and will identify 5 personal attributes. Terry Teacher also writes three additional objectives. Page 10

11 Is there anything that would hamper your ability to meet your objectives? You pick what s best for you! Select your comfort level and strength... Planning Sheet 2 Feel comfortable identifying all supplies, facilities, and conditions you need to succeed. Remember, often, what seem to be minor issues may add up to a deterrent to achieving a goal. The teacher is responsible for identifying what help is needed. REQUIRED CONDITIONS FOR LEARNING - Each Bargaining Unit member should identify those conditions necessary for student progress that are related to the objectives on Planning Sheet, page 1. At any time during the year the Supplemental Form for Certificated Employee Evaluation may be used to document requests for assistance or additional constraints and/or conditions affecting student progress or the learning environment. A copy of each supplemental form shall be filed with the immediate supervisor. TECHNIQUES FOR BARGAINING UNIT MEMBER'S ASSESSMENT OF STUDENT PROGRESS - The Bargaining Unit member is responsible for the assessment of student progress. Assessment(s) may be periodic or at the end of the evaluation period. Page 11

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13 Planning Sheet 3 PLAN FOR ASSESSMENT OF BARGAINING UNIT MEMBER'S PERFORMANCE The Bargaining Unit member may select method(s) s/he deems suitable in preparing the plan for the assessment of performance. If observations are chosen, there shall be a maximum of five (5). If test results are chosen, the type should be specified. Prior to the assessment the Bargaining Unit member will provide the immediate supervisor with data that will show what progress is being measured and how it is being measured. List the adjunct duties s/he has selected from a list provided by the immediate supervisor. The list needs to include a variety of options. Adjunct duties are non-instructional duties performed outside the instructional day. Adjunct duties are required only during Stull Evaluation years. Examples of adjunct duties may include but are not limited to Committee Work Dance/Athletic Event Leadership Camp Building Rep for the Montebello Teachers Association PTA Activities Special Site Events Bulletin Boards Page 13

14 Due the 45th day 1-4 are the PAR triggers... Summary Sheet 1a The administrator may accept or reject the Summary Sheet 1a based on agreement with the objectives. The administrator may also return the sheets 1-3 if they are incomplete. The administrator will be looking for the PAR triggers embedded in the teacher created goals. The triggers include: 1. Progress of pupil toward board established standards of expected pupil achievement in each area of study; if applicable, the State adopted academic content standards as measured by; the State adopted criterion referenced assessment; 2. The instructional techniques and strategies used by the employee; 3. The employees adherence to curricular objectives; and, 4. The establishment and maintenance of a suitable learning environment, within the scope of the employee s responsibilities. The objectives may have been met and the administrator may still refer the teacher to PAR based on one or more of 1-4 above. Referral to PAR is not subject to the Problem Resolution Phase. More information on PAR is available in the Contract and the PAR Rules and Procedures (available through the Instructional Division.) Page 14

15 This may be the end...due 45 days prior to the end of the year. Comments are appropriate only when the employee has not met the requirements. Summary Sheet Page 2 The administrator and the Bargaining Unit member have an opportunity to comment if the administrator believes that the objectives have not been met. The Problem Resolution Phase may be initiated if the administrator and teacher do not come to mutual agreement. Contact Human Resources and the Association prior to initiating the Problem Resolution Phase. Page 15

16 Summary Sheet 3a The administrator and the Bargaining Unit member have an opportunity to comment if the administrator believes that the objectives have not been met. The Problem Resolution Phase may be initiated if the administrator and teacher do not come to mutual agreement. Contact Human Resources and the Association prior to initiating the Problem Resolution Phase. Page 16

17 Non-Permanent Classroom Teacher and Support Staff

18 Planning Sheet Page 1b The site administrator will have the option of suggesting three or more broad goals for the school site from which two would be used. A broad goal is one that is not measurable and is applicable to everyone at the site. If the broad goals seem to be objectives rather than goals, share the concern with the site administrator. All objectives must be in terms of the learner. Write achievable objectives. Page 18 For example, Principal Taylor offers the following 3 broad goals: (1) improve reading comprehension, (2) oral fluency development, and (3) students develop a sense of resiliency. Teacher Terry develops the following 2 objectives utilizing the broad goals (1) 83% of the students who enrolled in the class the first week of school will advance one level in the District adopted focus word meaning list; and (2) 83% of the students who enrolled in the class the first week of school will participate in conflict resolution training and will identify 5 personal attributes. Terry Teacher also writes three additional objectives.

19 Is there anything that would hamper your ability to meet your objectives? You pick what s best for you! Select your comfort level and strength... Planning Sheet 2 Feel comfortable identifying all supplies, facilities, and conditions you need to succeed. Remember, often, what seem to be minor issues may add up to a deterrent to achieving a goal. The teacher is responsible for identifying what help is needed. REQUIRED CONDITIONS FOR LEARNING - Each Bargaining Unit member should identify those conditions necessary for student progress that are related to the objectives on Planning Sheet, page 1. At any time during the year the Supplemental Form for Certificated Employee Evaluation may be used to document requests for assistance or additional constraints and/or conditions affecting student progress or the learning environment. A copy of each supplemental form shall be filed with the immediate supervisor. TECHNIQUES FOR BARGAINING UNIT MEMBER'S ASSESSMENT OF STUDENT PROGRESS - The Bargaining Unit member is responsible for the assessment of student progress. Assessment(s) may be periodic or at the end of the evaluation period. Page 19

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21 Planning Sheet 3 PLAN FOR ASSESSMENT OF BARGAINING UNIT MEMBER'S PERFORMANCE The Bargaining Unit member may select method(s) s\he deems suitable in preparing the plan for the assessment of performance. If observations are chosen, there shall be a maximum of five (5). If test results are chosen, the type should be specified. Prior to the assessment the Bargaining Unit member will provide the immediate supervisor with data that will show what progress is being measured and how it is being measured. List the adjunct duties s/he has selected from a list provided by the immediate supervisor. The list needs to include a variety of options. Adjunct duties are non-instructional duties performed outside the instructional day. Adjunct duties are required only during Stull Evaluation years. Examples of adjunct duties may include but are not limited to Committee Work Dance/Athletic Event Leadership Camp Building Rep for the Montebello Teachers Association PTA Activities Special Site Events Bulletin Boards Page 21

22 Summary Sheet 1b The administrator may accept or reject the Summary Sheet 1a based on agreement with the objectives. The administrator may also return the sheets 1-3 if they are incomplete. Page 22

23 This may be the end...due 45 days prior to the end of the year. Comments are appropriate only when the employee has not met the requirements. Summary Sheet Page 2 The administrator and the Bargaining Unit member have an opportunity to comment if the administrator believes that the objectives have not been met. The Problem Resolution Phase may be initiated if the administrator and teacher do not come to mutual agreement. Contact Human Resources and the Association prior to initiating the Problem Resolution Phase. Page 23

24 Summary Sheet 3b The administrator and the Bargaining Unit member have an opportunity to comment if the administrator believes that the objectives have not been met. The Problem Resolution Phase may be initiated if the administrator and teacher do not come to mutual agreement. Contact Human Resources and the Association prior to initiating the Problem Resolution Phase. Page 24

25 FREQUENTLY ASKED QUESTIONS ABOUT THE STULL BILL What happens if my supervisor does not give me the evaluation package by the sixth working day? What happens if I hear nothing by the twenty-fifth (25th) day? Any modification of the timeline must be mutually agreed upon by the evaluator and the evaluatee. If mutual agreement cannot be reached, the disagreement will be referred to the Executive Director of MTA and the Assistant Superintendent of Personnel. Where can I look for further information? Consult the handbook for the Evaluation System for Certificated Personnel and/or the Contract between MUSD and MTA (p.68-87) Is this a wish list of what I would love to accomplish, or should I write goals that are more reality based? You are expected to fulfill the goals that you submit. Therefore, only submit goals that you can reasonably accomplish given the class, grade level and circumstances that you have this year. Define goal, goal indicator and objective. See page 73 of the Contract What is a broad goal? As pertains to the Stull Bill agreement, a goal, goal indicator and objective are interchangeable. A broad goal is one that is not measurable and is applicable to everyone at the site. The site administrator will have the option of suggesting three or more broad goals for the school site from which two would be used. What happens if my supervisor does not write any broad goals for my site? Your immediate supervisor is not required to present broad goals to your site. You will not be required to consider broad goals when you write your objectives if none have been presented. Who gets Stulled? When? All permanent employees are evaluated every other year. Temporary and probationary employees are evaluated every year. Is this a way to get me fired? No, this is not the purpose of the Stull Bill, but it is one criterion that a principle utilizes to evaluate teacher performances. What is the purpose of the Stull Bill? To provide a uniform system of evaluation and assessment of the performance of all certificated personnel (E.C ) and to improve instructional practices through self evaluation. Does this go into my permanent file? A copy of the evaluation document is kept at the school site (planning sheets and summary sheets). Summary sheets 2 and 3 stay in your permanent personnel file at the district. Does it travel with me if I change school districts? Stull Bill evaluations are not shared with other districts by the Personnel Office. I worked in another district and the Stull Bill evaluation was much different. Why? Each district has the option of developing its own Stull Bill evaluation criteria within the legislative parameters. Page 25