It is the intent of the Legislature to establish a classroom teacher peer assistance and review system (PAR) as a critical feedback mechanism that allows exemplary classroom teachers to assist veteran classroom teachers in need of development in subject matter knowledge, or teaching strategies, or both.

It is further the intent of the Legislature that a school district that operates a program pursuant to Article 4.5 (commencing with Section 44500) of Chapter 3 of Part 25 of the Education Code coordinate its employment policies and procedures for that program with its activities for professional staff development, the Beginning Classroom Teacher Support and Assessment Program, and the biennial evaluations of certificated employees required pursuant to Section 44664 (StuIl Bill Evaluations).

1. Participating Teacher (PT)


A PT is a Referred Participating Classroom teacher (RPT) or a Voluntary Participating Teacher (VPT).


2. Voluntary Participating Teacher (VPT)


A VPT is a classroom teacher with permanent status participating in the PAR program through the process of self-referral.


3. Beginning Teacher (BT)


A BT is a first or second year classroom teacher or other classroom teacher who is eligible to participate in the BTSA program. (This includes teachers participating in alternative credential programs.) The BT program is designed to meet the unique needs of the Pre-Intern, Intern, BTSA, and other BTs.


4. Joint Panel (JP)


A JP is a group composed of District and Association members who shall be responsible for selection, training, and assignment of CTs.


5. Consulting Teacher (CT)


A CT is a classroom teacher who is selected by the JP to provide service to RPTs and VPTs.


6. Mentor Teacher


A mentor is a CT who provides comprehensive services within the PAR Professional Development Program (PAR PDP). Mentors will be assigned full time to the PAR PDP.

7. Veteran Teacher


A veteran teacher is a classroom teacher who is eligible to be an RPT or a VPT.


8. PAR PDP Inservice Providers


Those Bargaining Unit members recommended by the JP to provide specific staff development services within the PAR PDP.


9. California Standards for the Teaching Profession (CSTP)


The California Standards for the Teaching Profession (CSTP) describe the behaviors, understandings, and expectations for California Teachers. (See Appendix
S)

The JP shall establish its own meeting schedule. All members including the alternates are expected to attend all scheduled meetings. PAR funds shall be used if substitutes are required in order to release panel members and alternates.

During odd number years, the District shall chair the JP and in the even number years, the Association shall chair the JP.

The JP shall be responsible for the following:

1. Establishing and distributing annually its own rules and procedures and the process for making recommendations to the Board.
2. Soliciting input from administrators and Bargaining Unit members in order to determine annual program priorities for the PAR PDP.
3. Coordinating the CT program:

a. Selecting CTs.
b. Reviewing peer review reports prepared by CTs.
c. Making recommendations to the Board regarding participants in the program, including forwarding to the Board the names of individuals who, after sustained assistance, are not able to demonstrate satisfactory improvement.
d. Providing for appropriate training for CTs. Topics may include the PAR program, peer coaching, due process, adult learning theory, and duty of fair representation.
e. Assigning CTs to PTs.
f. Establishing a procedure for application as a CT.
g. Approving forms for the writing of the:

• 1) final summary report and recommendation from the CT.
  2) response from the RPT
  3) final report and recommendation to the Board from the JP.
  4. Considering CT, RPT, or VPT requests for changes in assignment.
  5. Coordinating the Mentor Teacher Program:

  a. Determine the number of mentors based on needs and funds.
  b. Recommend mentor teacher candidate(s) to the District.
  c. Review annually the program effectiveness.
  

A Consulting Teacher is a classroom teacher who provides assistance to a Participating
Teacher pursuant to the PAR program.

1. A consulting teacher must meet the following requirements


a. be a fully credentialed classroom teacher.
b. have permanent status.
c. have taught in a classroom setting for the past three (3) consecutive years and have had a minimum of five (5) years of classroom teaching in MUSD.
d. demonstrate exemplary teaching ability, as indicated by, but not limited to, effective communication skills, knowledge of subject matter, and mastery of a range of teaching strategies necessary to meet the needs of pupils in various contexts.
e. provide a portfolio illustrating recent professional development, pertinent skills and practices.
f. submit four (4) references:


1) a site administrator or immediate supervisor;


2) an Association representative;


3) a classroom teacher;


4) a parent or a student.


g. be observed in his/her classroom by members of the JP.


2. All applications and references shall be treated with confidentiality.


3. CTs shall be selected by a majority vote of the JP.


4. The JP will nominate CTs during the first week in May and these nominations will be sent to the Board for approval at their May meeting. The Joint Panel may alter the timelines to meet special need requirements of the program.


5. From the CTs will be chosen


a. The Beginning Teacher Support Specialist (BTSS)
b. The mentors for PAR PDP
c. Any other special CTs that need to be named


6. The duration of a designated CT shall not exceed a period of three (3) consecutive years with an annual review by the JP for the purpose of continuing service. However, in the initial year, the JP may designate one-third of the total number of CTs to serve up to five (5) consecutive years.


7. The CT and his/her supervisor shall mutually agree upon a custom calendar and Board Day.


8. Upon completion of any full time release CT assignment, the CT shall return to his/her site unless the classroom teacher and the District’s designee mutually agree upon another school site.

1. The application process begins immediately after winter break with the availability of applications.


2. February 15 is the last day to file intent to apply.


3. On or before February 15 a two-hour presentation on the program will be made and District Salary Credit will be offered.


4. February 28 is the deadline for applications. Applications include the formal application and letters of recommendation.


5. The panel chooses the people to be interviewed.


6. Interviews will be completed by March 15.


7. For the interview applicants will prepare and present a portfolio.


8. Observations will take place in April.

1. The CT shall meet with the RPT to discuss the PAR Program, to establish mutually agreed upon performance goals, develop the assistance plan and develop a process for determining successful completion of the PAR program. Performance goals shall be in writing and aligned with pupil learning.


2. Prior to the setting of performance goals between the RPT and the CT, the RPT, CT, and principal shall meet to discuss concerns.


3. The CT shall conduct a minimum of three (3) periodic observations per semester of the RPT during classroom instruction, and shall have both pre-observation and post-observation conferences.


4. The CT shall monitor the progress of the RPT and shall provide a minimum of three (3) written reports per semester to the RPT for discussion and review.


5. The District and the Association shall expect and strongly encourage a strong cooperative relationship between the CT and the principal with respect to the process of PAR.


6. Functions performed pursuant to this section regarding CTs by Bargaining Unit members shall not constitute either management or supervisory functions. The CT shall continue to maintain all rights of Bargaining Unit members.


7. The CT shall provide no less than 18 hours of assistance to each RPT per semester.


8. The CT shall continue to provide assistance to the RPT until he/she concludes that the teaching performance of the RPT is satisfactory, or that further assistance will not be productive.


9. A copy of the CT’s final summary report and recommendation shall be submitted to and discussed with the RPT to receive his/her signature before it is submitted to the JP. The signature of the RPT does not necessarily constitute agreement, but rather that he/she has received a copy of the report. The CT shall submit the final summary report and recommendation to the JP.


10. The results of the RPT’s participation shall be made available for placement in his/her personnel file, and may be used for evaluation of the RPT.


11 Pursuant to Government Code, Section 810, et. seq., the District shall provide CTs protection from liability and access to appropriate defenses. The Association retains the right to select its own attorney to represent itself in such actions, and shall bear the cost of such attorney legal costs.

The Joint Panel shall determine the number of Consulting Teachers needed to implement the Peer Assistance and Review Program.

1. An RPT is a classroom teacher with permanent status who is required to participate in the PAR program based on receiving an unsatisfactory in specific areas of the Stull Bill Summary Sheet 3 as listed below:

a. Progress of pupils toward Board established standards of expected pupil achievement at each grade level in each area of study and, if applicable, the state adopted academic content standards as measured by state adopted criterion referenced assessments;
b. The instructional techniques and strategies used by the employee;
c. The employee’s adherence to curricular objectives;
d. The establishment and maintenance of a suitable learning environment, within the scope of the employee’s responsibilities.

2. An RPT may make requests to the JP concerning the assignment of his/her CT.


3. The RPT has the right to be represented throughout these procedures by the Association representative of his/her choice.


4. The RPT shall have the right to submit a written response to the final summary report and recommendation within twenty (20) days from receipt of this report, and have the response attached to the final summary report. The RPT shall also have the right to request a meeting with the JP and to be represented at this meeting by the Association representative of his/her choice.

A teacher becomes an RPT when the Stull evaluator indicates on summary Page 3A of
the Evaluation System for Certificated Employees items 1, 2, 3, or 4 are not met.


The items are:

1. Progress of pupils 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 assessments.


2. The instructional techniques and strategies used by the employee.


3. The employee’s adherence to curricular objectives.


4. The establishment and maintenance of suitable learning environments, within the scope of the employee’s responsibilities.

1. A VPT is a classroom teacher with permanent status who volunteers to participate in the PAR program. The purpose of participation in the PAR program for the VPT is for peer assistance only and the CT shall not participate in a performance review of the VPT. The VPT may terminate his/her participation in the PAR program at any time.

2. All communications between a CT and a VPT shall be confidential. These communications shall not be shared with others, including the site administrator, the evaluator or the JP, without the written consent of the VPT

GOAL

The goal of the PAR POP is to raise the level of student performance through professional development. The PAR POP shall be aligned and coordinated with district goals and the California Standards for the Teaching Profession (CSTP)

SURVEYS

The JP shall survey several constituency groups within the District to help in the prioritizing of the goals for the PAR POP.

SURVEY TIME TABLE

1. The JP will be trained on the CSTP continuum.


2. A sub committee of the JP shall visit constituency groups within the District to
discuss PAR POP and gather information which will help the JP in prioritizing the goals of PAR POP


3. By mid October all visits will be completed and the JP will meet to discuss the results.

A mentor provides comprehensive services within the PAR Professional Development
Program (PAR POP).

1. A mentor must be a CT.


2. The duration of a designated mentor shall be two years with an annual review by the JP for the purpose of continuing service.


3. One mentor will be designated grades K-6 and one will be designated grade 7-12.


4. Upon completion of his/her service as a mentor, a classroom teacher shall return to his/her school site unless the classroom teacher and the District designee mutually agree upon another school site.


5. The mentor and his/her supervisor shall mutually agree upon a custom calendar and Board Day.


6. In 2000-2001, mentor service will begin second semester with one mentor being chosen for duration of one and a half and one for two and a half years.

DUTIES AND RESPONSIBILITIES

The role of the mentors will be to implement the PAR PDP as set forth by the JP.

1. This could include but is not limited to:

a. developing and delivering PDP services.
b. aligning and coordinate PAR PDP with district goals.
c. determining and recommending to the Joint Panel the needs, number and training of Inservice Providers.
d. training of Inservice Providers.
e. facilitating the logistics of the program.
f. providing individual support.

2. Serve as CTs in the RPT and VPT programs.

Inservice providers may be selected by the JP to provide specific trainings and consulting services to meet program needs and goals established by the PAR PDP Program.

Based on the needs identified by the mentors, the JP may recommend Bargaining Unit members to be inservice providers.

PAR FUNDING

1. The JP shall evaluate the impact of the PAR program annually, including a fiscal report.
2. The JP shall evaluate annually the PAR program priorities and their fiscal impact.
3. The funding allocations are as follows:

a) Five percent (5%) to PAR for the RPT and VPT
b) Five percent (5%) to indirect administrative costs;
c) Forty percent (40%) to the PAR PDP; and
d) Fifty percent (50%) to the Beginning Teacher (BT) program.

4. Specified annual funding allocations may be revised by a super majority of the JP.

RELEASE TIME

1. Consulting teachers shall be provided sufficient release time to complete the duties listed above.

2. In addition, Consulting teachers shall be provided sufficient release time for: travel to and from sites, completing documentation, meeting with the Joint Panel, for regular meetings with the other consulting teachers, preparation time for class visits, to make arrangements for support for the participating teacher and any other situation deemed necessary.

3. Consulting teachers shall be provided sufficient release time for their own training and staff development.

COMPENSATION

1. In addition to the regular salary, a Consulting Teacher shall receive per diem hourly pay for all work beyond the regular workday and/or work year.

2. Consulting teachers shall be reimbursed for all travel expenses.

3. Consulting teachers shall have a budget as designated by the Joint Panel.

PROTECTIONS FROM LIABILITY

1. NEA’s liability insurance will cover Consulting Teachers.

2. Functions performed pursuant to this program by bargaining unit employees shall not constitute either management or supervisory functions.

3. The Consulting Teacher shall be entitled to all rights of bargaining unit members.

4. Pursuant to Government Code, Section 810, et. seq., the District shall provide CTs protection from liability and access to appropriate defenses. The Association retains the right to select its own attorney to represent itself in such actions, and shall bear the cost of such attorney legal costs.