Milford School District Teacher Improvement Plan

June 2002 Revised September 2003, April 2008

A consequence of the new paradigm of learning and teaching is the idea of a community of learners. – Danielson and McGreal

Table of Contents

Page 1.

Purpose of the Teacher Improvement Plan

1

2.

Frameworks for Teaching

3

3.

Beginning Teacher Track

9

4.

Experienced Teacher Track

15

5.

Non Teacher Professional Staff Track

18

6.

Teacher in Need of Assistance Track

20

7.

Appendix

24

MILFORD SCHOOL DISTRICT Mission Statement The mission of the Milford School District is to provide quality education that challenges all students to succeed.

Vision Statement Schools, Community, family and students are engaged in a dynamic educational system that produces successful students.

Belief Statements • • • • • • •

Education is a shared responsibility of the individual, family, school and community. High expectations challenge people to higher levels of performance. All people are expected to act with reason, respect and responsibility. It is essential to appreciate diversity and to value the contributions of others. Education should be appropriate to the cognitive, social and emotional needs of students. Teachers and others who support the education of children are valuable assets. District resources should be used as efficiently and effectively as possible.

Purpose of Teacher Improvement Plan Teachers, administrators and the community recognize the importance as well as the necessity for a constructive evaluation plan for the improvement of teaching and learning. This evaluation plan is designed to support teacher growth and development through an emphasis on formative evaluation techniques resulting in higher levels of satisfaction and more thoughtful and reflective practice.

Page 1

MILFORD SCHOOL DISTRICT Teacher Improvement Plan Non-Teacher Professional Staff

All Teachers

SELF-ASSESSMENT

Annual Goal Setting Tied into Professional Development Cycle

Formative Assessment Informal Observations Clinical Observation (optional)

Beginning Teacher Mentoring Monthly Meetings Teacher Orientation

Experienced Teacher Non-Teacher Professional

Teacher in Need of Assistance Improvement Plan

Return to Experienced Track

Goal Review and Adaptation Meeting

Termination

Summative Evaluation and/or

Summative Report

Process Repeats

Page 2

Frameworks for Teaching Domain 1: Planning and Preparation 1a. 1b. 1c. 1d. 1e. 1f.

Demonstrates knowledge of content and teaching methods Demonstrates knowledge of students Selects instructional goals Demonstrates knowledge of resources Designs coherent instruction Assesses student learning

Domain 3: Instruction 3a. 3b. 3c. 3d. 3e.

Domain 2: The Classroom Environment 2a. 2b. 2c. 2d. 2e.

Creates an environment of respect and rapport Establishes a culture for learning Manages classroom procedures Manages student behavior Organizes physical space

Communicates clearly and accurately Uses effective questioning and discussion techniques Engages students in learning Provides feedback to students Demonstrates flexibility and responsiveness

Domain 4: Professional and Leadership Responsibilities 4a. 4b. 4c. 4d. 4e. 4f.

Reflects on teaching Maintains accurate records Communicates with families Contributes leadership to the school and district Grows and develops professionally Shows professionalism

Source: Danielson, C. (1996). Enhancing professional practice: A framework for teaching. Alexandria, VA: Association for Supervision and Curriculum Development.

Frameworks for Teaching – Page 3

Domain Levels of Performance Unsatisfactory

Basic

Proficient

Domain 1 Planning and Preparation

Teacher’s plans reflect little understanding of the content, the students, and available resources. Instructional outcomes are either lacking or inappropriate; assessment methodologies are inadequate.

Teacher’s plans reflect moderate understanding of the content, the students, and available resources. Some instructional outcomes are suitable to the students as a group, and the approaches to assessment are partially aligned to the goals.

Teacher’s plans reflect solid understanding of the content, the students, and available resources. Instructional outcomes represent important learning suitable to most students. Most elements of the instructional design, including the assessments, are aligned to the goals.

Domain 2 The Classroom Environment

Classroom environment is characterized by chaos and conflict, with low expectations for learning, no clear standards of student conduct, poor use of physical space, and negative interactions between individuals.

Classroom environment functions somewhat effectively, with modest expectations for student learning and conduct, and classroom routines and use of space that partially support student learning. Students and the teacher rarely treat one another with disrespect.

Classroom environment functions smoothly, with little or no loss of instructional time. Expectations for student learning are high, and interactions among individuals are respectful. Standards for student conduct are clear, and the physical environment supports learning.

Domain 3 Instruction

Instruction is characterized by poor communication, low-level questions, little student engagement or participation in discussion, little or no use of assessment in learning, and rigid adherence to an instructional plan despite evidence that it should be revised or modified.

All students are engaged in learning as a result of clear communication and successful use of questioning and discussion techniques. Activities and assignments are of high quality, and teacher and students make productive use of assessment. The teacher demonstrates flexibility in contributing to the success of the lesson and of each student.

Domain 4 Professional Responsibilities

The teacher demonstrates low ethical standards and levels of professionalism, with poor recordkeeping systems and skills in reflection, little or no communication with families or colleagues, and avoidance of school and district responsibilities and participation in activities for professional growth.

Only some students are engaged in learning because of only partially clear communication, uneven use of discussion strategies, and only some suitable instructional activities and materials. The teacher displays some use of assessment in instruction and is moderately flexible in adjusting the instructional plan and in response to students’ interests and their success in learning. The teacher demonstrates moderate ethical standards and levels of professionalism, with rudimentary record-keeping systems and skills in reflection, modest communication with families or colleagues, and compliance with expectations regarding participation in school and district projects and activities for professional growth.

The teacher demonstrates high ethical standards and a genuine sense of professionalism by engaging in accurate reflection on instruction, maintaining accurate records, communicating frequently with families, actively participating in school and district events, and engaging in activities for professional development.

Significant Strength Teacher’s plans, based on extensive content knowledge and understanding of students, are designed to engage students in significant learning. All aspects of the teacher’s plan – instructional outcomes, learning activities, materials, resources, and assessments – are in complete alignment and are adapted as need for individual students. Students themselves make a substantive contribution to the smooth functioning of the classroom, with highly positive personal interactions, high expectations and student pride in work, seamless routines, clear standards of conduct, and a physical environment conducive to high-level learning. All students are highly engaged in learning and make material contributions to the success of the class through their participation in the discussions, active involvement in learning activities, and use of assessment information in their learning. The teacher persists in the search for approaches to meet the needs of every student. The teacher’s ethical standards and sense of professionalism are highly developed, showing perceptive use of reflection, effective systems for record keeping and communication with families, leadership roles in both school and district projects, and extensive professional development activities. Where appropriate, students contribute to the systems for record keeping and family communication.

Frameworks for Teaching – Page 4

Frameworks for Teaching Domain 1 Component Component 1a Demonstrates knowledge of content and teaching methods

Component 1b Demonstrates knowledge of students Component 1c Selects instructional goals

Component 1d Demonstrates knowledge of resources Component 1e Designs coherent instruction

Component 1f Assesses student learning

Planning and Preparation Unsatisfactory

Basic

Proficient

Significant Strength

Teacher displays little understanding of the structure of the discipline, or of content-related teaching practices.

Teacher displays a simple understanding of content and contentrelated teaching practices. Knowledge does not extend to its concepts, prerequisite relationships, and connections with other disciplines, or to possible student misconceptions. Teacher demonstrates a partial knowledge of students’ backgrounds, skills, and interests and attempts to use this knowledge in planning for the class as a whole. Teacher’s goals focus on significant content but may be unsuitable for students in the class. They include instructional activities, some of which permit varied means of assessment.

Teacher demonstrates a solid understanding of the content, prerequisite relationships, connection to other disciplines and possible student misconceptions. Instructional practices reflect current content-related knowledge.

Teacher demonstrates an extensive knowledge of content and contentrelated practices. Teacher actively builds on concepts, knowledge of prerequisites, and misconceptions when planning instruction and seeking causes for student misunderstanding.

Teacher demonstrates an extensive knowledge of students’ backgrounds, skills, and interests and uses this knowledge to plan for groups of students. Teacher’s goals focus on significant content that is suitable for most students in the class. They reflect opportunities for integration and permit varied and authentic methods of assessment.

Teacher is unaware of school resources for teaching and/or students.

Teacher demonstrates a limited knowledge of school resources available for teaching and/or students.

Teacher is fully aware of school resources available for teaching and students and utilizes these resources.

The various elements of the teacher’s instructional design do not support the stated instructional goals or engage students in meaningful and relevant work. Teacher’s instructional plan has no defined structure.

The various elements of the teacher’s instructional design support the stated instructional goals or engage students in meaningful work. Teacher’s instructional plan has a recognizable structure and sequence.

Teacher’s approach to assessing student learning lacks congruence with the instructional goals and includes no criteria or standards for student work. Assessment results are not used to design future student work.

Teacher’s assessment plan is partially aligned with the instructional goals. Criteria and standards for the student work may not be clear or understood by the students. Assessment results are used to design future work for the class as a whole.

A majority of the elements of the teacher’s instructional design support the stated instructional goals and engage students in meaningful and relevant work. Teacher’s instructional plan has a clearly defined structure and sequence. Teacher’s assessment plan is aligned with the instructional goals and the criteria and standards for student work have been clearly communicated and are understood by students. Assessment results are used to design future work for groups of students and individuals.

Teacher demonstrates a thorough knowledge of all aspects of students’ backgrounds, skills, and interests and uses this knowledge for individual student learning. Teacher’s goals reflect high-level learning related to the curriculum framework. They are adapted, where necessary, to the needs of individual students, and permit varied and authentic methods of assessment. Teacher seeks out resources for teaching in professional organizations and in the community. Resources for students are accessed in the school district and larger community. All the elements of the teacher’s instructional design support the stated goals. Instructional plan is highly coherent, showing clear structure and sequence.

Teacher makes little or no attempt to acquire knowledge of students’ backgrounds, skills, or interests. No such information is used for planning. Teacher’s goals focus on insignificant learning, are unsuitable for students, or are slated only as activities. Goals permit only a cursory means of assessment.

Teacher’s assessment plan is fully aligned with the instructional goals. Criteria and standards for student work have been developed with student input and are clearly communicated. Students monitor their own progress in achieving goals and assessment results are used to design future work for individuals.

Frameworks for Teaching – Page 5

Frameworks for Teaching Domain 2 Component Component 2a Creates an environment of respect and rapport Component 2b Establishes a culture for learning

Component 2c Manages classroom procedures

Component 2d Manages student behavior

Component 2e Organizes physical space

The Classroom Environment Unsatisfactory

Basic

Proficient

Significant Strength Interactions in teacher’s classrooms are highly respectful, reflecting genuine warmth and caring towards individuals. Students themselves ensure maintenance of high levels of civility among members of the class. Classroom environment reflects a genuine culture for learning. Students assume much of the responsibility for the culture by persisting and taking pride in their work, initiating improvements in their work, and holding their work to the highest standard. Teacher demonstrates a passionate commitment to the subject.

Interactions in teacher’s classrooms, both teacher to student and student to student, may be negative and inappropriate, characterized by sarcasm, insults, and conflict.

Interactions in teacher’s classrooms are generally appropriate and free from conflict but may be characterized by occasional displays of insensitivity to students.

Interactions in teacher’s classrooms reflect general warmth and caring, are respectful of the cultural and developmental differences among groups of students.

The classroom often reflects an unsuitable culture for learning, characterized by low teacher commitment to the content, low expectations for student achievement, and little student persistence and satisfaction in the work.

Classroom environment reflects a positive culture for learning with commitment to the content as evident by student persistence, pride in their work and high expectations for student achievement by both the teacher and student.

Classroom routines and procedures are nonexistent or inefficient, resulting in the loss of much instructional time.

Classroom environment reflects an unpredictable culture for learning, characterized by little teacher commitment to the content, modest or inconsistent expectations for student achievement and inconsistent student persistence and satisfaction in the work. Teacher and students are performing at the minimal level to “get by.” Classroom routines and procedures have been established by the teacher but function inconsistently, resulting in some loss of instructional time.

Student behavior in the classroom is consistently poor and the teacher has established no clear expectations. No monitoring of student behavior is evident and responses to student misbehavior are inappropriate.

Student behavior in the classroom is inconsistent. Teacher makes an effort to establish standards of conduct for students, to monitor student behavior, and to appropriately respond to student behavior.

Student behavior in the classroom is consistently correct. Teacher is aware of student behavior, has established clear standards of conduct and responds to student misbehavior in ways that are appropriate and respectful to the student.

Teacher makes poor use of the environment, resulting in unsafe or inaccessible conditions for some students. A serious mismatch of the furniture arrangement and learning activities are present.

Teacher’s classroom is safe and essential learning is accessible to all students. Furniture arrangement supports the learning activities most of the time.

Teacher’s classroom is safe and learning activities are accessible to all students. Furniture arrangement and other physical resources are deliberately chosen to support the learning activities.

Classroom routines and procedures have been established by the teacher and function smoothly with little loss of instructional time.

Classroom routines and procedures have been established with student input and are seamless in their operation. Students assume considerable responsibility for their implementation. Student behavior in the classroom is entirely appropriate with evidence of student participation in setting expectations and monitoring behavior. Teacher monitoring is suitable and preventive, and responses to student misbehavior are sensitive to individual student needs. Teacher’s classroom is safe and furniture and other physical resources are deliberately organized to support the learning activities. Students take ownership in ensuring the physical environment supports the learning of all students.

Frameworks for Teaching – Page 6

Frameworks for Teaching Domain 3 Component Component 3a Communicates clearly and accurately Component 3b Uses effective questioning and discussion techniques

Component 3c Engages students in learning

Component 3d Provides feedback to students

Component 3e Demonstrates flexibility and responsiveness

Instruction Unsatisfactory

Basic

Proficient

Significant Strength

Teacher’s oral and written communication contains errors or is unclear and inappropriate for students.

Teacher’s oral and written communication is correct but may be unclear or not completely appropriate for students.

Teacher’s oral and written communication is consistently clear and appropriate for students.

Teacher consistently uses lowlevel questions. There is little discussion and limited opportunity for student participation.

Teacher uses some high-level questions and makes some attempts to involve students in meaningful discussions.

Teacher uses high-level questions to stimulate discussion. Teacher involves students in the discussion and provides adequate time for students to think and respond.

Students are not involved in significant learning as a result of inappropriate activities or materials, poor explanation of content, pacing, or lack of structure.

Students are not always involved in student learning as a result of activities or materials of uneven quality, inconsistent explanation of content, or uneven structure or pacing.

Students are consistently involved throughout the learning process as a result of appropriate activities and materials, good explanation of content, and suitable structure and pacing.

Teacher’s oral and written communication is clear and explanations are expressive. Explanations anticipate possible student misconceptions. Teacher’s questions are uniformly high quality with adequate time for students to think and respond. Students are encouraged to formulate questions, assume considerable responsibility for the success of the discussion, initiate topics and make relevant contributions. Students are highly involved throughout the learning process and contribute to the explanation of the content, activities, and material. The structure and pacing of learning allow for student reflection and closure.

Teacher’s feedback to students is meaningless, infrequent, or poor quality, and/or not received in a timely manner.

Teacher’s feedback to students is inconsistent.

Teacher’s feedback to students is meaningful, accurate, frequent and timely.

Teacher adheres to the instructional plan in spite of evidence of poor student understanding or students’ interests and questions.

Teacher demonstrates limited flexibility and responsiveness to students.

Teacher makes appropriate adjustments to instructional plans and responds to students’ interests and questions during the learning process.

Teachers’ feedback to students is consistently meaningful, accurate, frequent and timely. Students have the opportunity to seek feedback, from peers and the teacher, and use this feedback in their learning. Teacher is highly responsive and makes major adjustments in instructional plans as a result of students’ interests and questions during the learning process.

Frameworks for Teaching – Page 7

Frameworks for Teaching Domain 4 Component Component 4a Reflects on teaching

Component 4b Maintains accurate records Component 4c Communicates with families

Component 4d Contributes leadership to the school and district

Component 4e Grows and develops professionally

Component 4f Shows professionalism

Professional and Leadership Responsibilities Unsatisfactory

Basic

Proficient

Significant Strength

The teacher has an inaccurate impression of the effectiveness of the lesson and whether or not instructional goals have been met. The teacher may not follow through on ideas for improvement and may not seek feedback from other sources. The teacher’s system for maintaining accurate records is rudimentary and partially effective.

The teacher has an accurate impression of the lesson’s effectiveness and whether or not the instructional goals have been met. The teacher seeks ways to improve the lesson and utilizes feedback effectively. The teacher’s system for maintaining records and completing paperwork is efficient and effective.

The teacher has an accurate impression of the effectiveness of lessons and units. The teacher draws on an extensive repertoire and seeks suggestions for improvement from a variety of sources.

The teacher’s communication with families is untimely and/or inadequate.

The teacher maintains appropriate communication with families.

The teacher is proactive in communicating with families.

The teacher’s relationships with colleagues are negative, self-serving, and/or unprofessional. Teacher does not contribute to the school community.

The teacher’s relationships with colleagues are appropriate. The teacher participates in school community events and projects only when specifically requested.

The teacher’s relationships with colleagues are collaborative. The teacher makes positive contributions to the school community.

The teacher demonstrates leadership and makes substantial contributions to the school community. The teacher uses influence with others to promote collegiality and a positive culture for learning.

Teacher does not participate in professional development activities even when activities are clearly needed for the improvement of teaching.

Teacher participates in professional development activities when participation is convenient, required or needed for recertification.

The teacher displays unprofessional behavior that negatively impacts students and/or the school community.

The teacher displays professional ethics and demeanor in daily interactions with students and colleagues. Attempts are genuine but inconsistent.

Teacher actively participates in professional development activities, seeking out opportunities to enhance knowledge and skills. Teacher applies what is learned to the classroom. The teacher displays and encourages professional ethics and demeanor in daily interactions with students and colleagues.

Teacher actively pursues professional development and uses the knowledge and skill to make a substantial contribution to the profession. The teacher actively assists other educators. The teacher displays leadership in encouraging professional ethics and demeanor in the school community.

The teacher does not reflect on the lesson or propose ideas to improve the lesson.

The teacher has no system for maintaining accurate records, resulting in errors and confusion.

The teacher’s system for maintaining records is efficient and effective utilizing student participation successfully in the process. Records include individualized student data. The teacher frequently communicates both positive and negative aspects of student progress. Response to parental concerns is handled with great sensitivity.

Frameworks for Teaching – Page 8

Beginning Teacher Track Purpose of the Beginning Teacher Track • • •

To ensure that the Frameworks for Teaching are understood, accepted and demonstrated To provide support for teachers new to the district To provide guidelines for decisions regarding employment

Who is included in this track? The beginning teacher track is for all teachers who have not previously taught in the Milford School District. This includes teachers who are new to the profession and those who have teaching experience but who are new to the district.

How long does a teacher remain in this track? The building principal determines when a teacher is ready to move from the Beginning Teacher Track to the Experienced Teacher Track, following a conversation between the principal and the new teacher. Teachers who are new to the profession remain in the Beginning Teacher Track for 3 years. Experienced teachers (those with 3 years of teaching experience or more) who are new to the district remain in the Beginning Teacher Track for 2-3 years as indicated by their tenure status. No teacher will move to the Experienced Teacher track without current NH certification.

What are the components of the Beginning Teacher Track? • • • • •

A teacher induction process A mentoring process Guidelines for regular supervision and feedback Annual summative assessment Self-assessment, goal setting and professional development

Beginning Teacher Track – Page 9

Guidelines for Regular Supervision and Feedback An evaluation meeting is scheduled at a mutually convenient time between the administrator and the teacher. At this meeting, the following items are reviewed and discussed: • Current years’ progress on goals using all data collected. • Teacher summary of self-assessment / summative evaluation. • Administrator summary of the teacher evaluation. • Annual goal review and goal setting.

Informal Observations Beginning teachers will be informally observed at least three times a year during the first year of employment and at least two times a year in subsequent years in the Beginning Teacher Track. These informal observations may be followed up with a brief meeting at the request of either the teacher or the observer. A copy of the informal observation form will be kept in the teacher’s district personnel file.

Clinical Observations (optional) It is recommended that each year a teacher in the Beginning Teacher Track be formally observed using the Clinical Observation Cycle presented in the Teacher Improvement Process. This cycle includes a pre-observation conference, a formal observation and a post observation conference. A formal summary of this observation will be kept in the teacher’s district personnel file.

Annual Summative Evaluation Beginning teachers will be formally evaluated using the rubrics and frameworks for teaching each year they are in this track. A copy of the annual summative evaluation will be kept in the teacher’s district personnel file.

Placement of Documents in Personnel File The teacher shall acknowledge that he/she has read evaluations by affixing his/her signature on the actual copy to be filed, with the understanding that such a signature merely signifies that he/she has read the material to be filed. Such signature does not necessarily indicate agreement with the content nor shall the refusal to sign prevent such material from being placed into and remaining in the file. The teacher shall return to the evaluator the actual signed copy to be filed within three (3) school days after receiving it.

Goal Setting and Professional Development All teachers are required to develop goals annually and participate in professional development activities as designed in the Professional Development Master Plan.

Beginning Teacher Track – Page 10

Teacher Induction Process (effective August 2003) Beginning Teacher Orientation In the first year of employment as a teacher in the Milford School District, new teachers are required to attend the new teacher orientation during the week prior to the start of school. This is a condition of employment in the district and will be compensated as per the contract (Article 4, Section E). Professional Development credit is earned for time spent at the New Teacher Orientation. District Orientation During the District orientation, new teachers are introduced to the Milford School District curriculum, learn about technology use and protocols, and receive information about risk management and harassment policies. They also learn about the Milford School District Professional Development Master Plan and the Milford School District Teacher Improvement Plan. This day is planned by the SAU staff. Building Orientation and Classroom Set-Up Two days are dedicated to building orientation and the planning and set up of the classroom. Teachers are introduced to building procedures, resources and facilities for both regular education and special education students. These days are planned by the building principals. “I Can Do It” This day is presented by the Milford Teachers Association in partnership with NEA-NH. Teachers participate in a workshop for beginning teachers about effective strategies for classroom management and procedures. This day is not required for teachers who have more than five years of teaching experience or those who are non-classroom professional staff members.

Principal Orientation Meetings Beginning teachers are required to attend Beginning Teacher Orientation Meetings with their building principals. These meetings are held during the first semester at a regularly scheduled time. These meetings may continue throughout the entire first school year if the building principal deems necessary. The purpose of these meetings is to address beginning teacher concerns and questions and to clarify information about building and district policies and procedures.

Beginning Teacher Track – Page 11

Mentoring Process (effective August 2003) Importance of a Mentorship Program College preparation programs for new teachers provide background information and experiences, but cannot provide the ongoing support that new teachers need to be successful with their first teaching assignment. Even new teachers who are well prepared need help to deal with the challenges of the first years of teaching. Without this support, they may lose confidence, experience stress and anxiety or question their own competence. The attrition rate for new teachers is high (up to 30%) in the first three to five years. Mentor teacher programs have been successful in lowering this attrition rate. The profile of a new teacher has changed in recent years. New teachers are not only those who have just finished college but may be adults who have made a career choice to leave the business world for the classroom or who are returning to the workforce after raising families. The needs of beginning teachers are varied and changing. Mentoring acknowledges the wisdom and leadership of experienced teachers and challenges them to contribute to the success of their profession. Mentorship programs provide ongoing support without being tied to teacher evaluation processes. The role of the mentor is to coach, guide, encourage and advise. The collaboration and collegiality promoted in the mentor-mentored relationship help to establish the basis for the professional conversation and professional relationships important for the success of schools and their students.

Who receives a mentor? Teachers who are new to the profession (less than 3 years of experience) and other teachers new to the District will be provided a mentor for at least the first year of employment in the District.

Who are mentors? Mentors are teachers with preferably five years of experience in the District. Mentors are selected by the building administrative team from a pool of applicants. Mentors commit to the process for up to three years and receive an annual stipend for their mentoring work. Whenever possible, potential mentors are involved in the hiring process for beginning teachers.

Beginning Teacher Track – Page 12

What are the criteria for selection of mentors? • • • • • • • • • •

Subject area and/or grade level experience Five or more years of teaching experience in the district Knowledge of school’s policies, procedures, routines, curriculum, and courses of study Respect of and for colleagues Dedication to the profession Ability to work in a collaborative manner Interpersonal skills (trustworthiness, confidentiality…) Commitment to the mentoring process Advocate for beginning teacher Professional competence

How are mentors paired? Mentors are paired with consideration for: • Content area • Grade level • Building • Philosophy about teaching and learning • Personality • Proximity

Responsibilities of the Mentor: • • • • • • • • • •

To provide information, expertise and ongoing support To meet regularly with the beginning teacher To model and discuss effective teaching strategies including behavior management techniques and time management skills To attend ongoing training and meetings as necessary To assist mentorees with specific questions, problems and concerns To encourage visitations and ensuing conversations To help the new teacher deal with the practical aspects of being a teacher To be accessible, trustworthy and understanding To provide honest feedback, encouragement and positive reinforcement as appropriate To respect the confidentiality of the mentor/beginning teacher relationship

Beginning Teacher Track – Page 13

Milford School District Mentor Application Teacher’s Name: _____________________ Building: ______________________

Date: ____________________ Years of Experience in the District: ________

Area(s) of Certification: _____________________________________________________ Are you willing to make a 3-year commitment to the mentoring program? _____________ Given the responsibilities and description of a mentor provided in the Milford School District Teacher Improvement Plan, what qualities do you feel make you a good candidate for a mentorship position? Please respond in the space below. Given the description of a mentor and the responsibilities stated in the Milford School District Staff Improvement Model, what qualities do you feel would make you an effective mentor?

Beginning Teacher Track – Page 14

Experienced Teacher Track Purpose of the Experienced Teacher Track • • •

To ensure that the teacher continues to be a quality educator in the district as indicated by the Frameworks for Teaching To provide support for teachers through the goal setting and professional development process To document ongoing progress toward the accomplishment of goals

Who is included in this track? The Experienced Teacher Track is for all teachers in the District who are not in the Beginning Teacher Track or in the Teacher in Need of Assistance Track.

What are the components of the Experienced Teacher Track? At least one informal observation annually • Optional clinical observation • Summative assessment every three years • Goal review and adaptation meeting annually

Experienced Teacher Track - Page 15

Guidelines for Regular Supervision and Feedback Observations Informal: Experienced teachers will be informally observed at least once a year. These Informal Observations may be followed up with a brief meeting at the request of either the teacher or the observer. A copy of the Informal Observation form will be kept in the teacher’s district personnel file. Clinical: Clinical Observations are optional but may be requested by the teacher or an administrator. A copy of the Clinical Observation form will be kept in the teacher’s district personnel file.

Summative Evaluation Experienced teachers will be evaluated by the supervising administrator using the Summative Evaluation Form and the Frameworks for Teaching rubrics every three years. Teachers will receive a copy of their Summative Evaluation prior to meeting with the supervising administrator to review this document. A copy of the Summative Evaluation form will be kept in the teacher’s district personnel file.

Placement of Documents in Personnel File The teacher shall acknowledge that he/she has read evaluations by affixing his/her signature on the actual copy to be filed, with the understanding that such a signature merely signifies that he/she has read the material to be filed. Such signature does not necessarily indicate agreement with the content nor shall the refusal to sign prevent such material from being placed into and remaining in the file. The teacher shall return to the evaluator the actual signed copy to be filed within three (3) school days after receiving it.

Goal Setting and Professional Development All teachers are required to develop goals annually and participate in professional development activities as designed in the Professional Development Master Plan.

Experienced Teacher Track - Page 16

Evidence of Professional Growth Educators are responsible for showing evidence of their professional growth as it relates to their goals. Artifacts that document student learning, professional growth and/or contributions to the learning community provide tangible evidence that demonstrates the accomplishment of goals. The list below contains examples of artifacts.

• Classroom learning activity descriptions (e.g. vocabulary game or jeopardy review) • Classroom management approaches (responsive classroom implementations, photographs/diagrams of classroom facilities, copies of handouts for students or families)

• Copies of handouts/graphic organizers/teacher made worksheets used in classroom • Curriculum documents (unit plans, curriculum guides) • Daily or weekly lesson plans • Examples of student work • Examples of written feedback to students • Field trip planning for new field trips • Journal reflections • Log of collaboration with colleagues or community on a specific topic (study group, book talk, case discussions, critical friends groups)

• Log of school and District committee participation (committee work) • Parent or student surveys • Peer observations • Professional contributions (Presentations at academies/conferences, log of participation in professional organizations, article publications)

• Reading list developed for students or colleagues • Review of professional resources • Student achievement data and assessments (copies of quizzes, tests, other assessment tasks, standardized test results)

• Technology use (software applications, internet use, technology networks/collaboration) • Video, photo or audio records of student performances • Vignettes

Experienced Teacher Track - Page 17

Non-Teacher Professional Staff Track Purpose of the Non-Teacher Professional Staff Track • • •

To ensure that the non-teacher professional continues to be a quality educator in the district as indicated by the job description for which s/he is assigned To provide support for all educators through the goal setting and professional development process To document ongoing progress toward the accomplishment of goals

Who is included in this track? The Non-Teacher Professional Staff Track includes professional staff whose job descriptions are not Teacher. This includes: Guidance Counselor, School Nurse, Occupational Therapist, Physical Therapist, Speech Language Therapist, Media Generalist, Director of Athletics, School Psychologist, Social Worker, etc.

What are the components of the Non-Teacher Professional Track? • • • • •

At least one informal visit annually Review of other data sources: meeting notes, monthly/annual reports, etc. Summative assessment Goal review and adaptation meeting annually Mentoring and induction for beginning educators in this track

Non Teacher Professional Staff Track Page 18

Guidelines for Regular Supervision and Feedback Informal Visits Non-teacher professional staff will be observed during an informal visit at least once a year. These Informal Observations may be followed up with a brief meeting at the request of either the staff member or the observer. A copy of the Informal Visit form will be kept in the professional staff member’s district personnel file.

Mentoring and Induction Beginning non-teacher professionals in the Non-Teacher Professional Staff Track will be included in the mentoring and induction portion of the Beginning Teacher Track as appropriate to their job description/assignment. See the Beginning Teacher Track for more information about the District mentoring and induction program.

Summative Evaluation Non-Teacher Professional Staff will be evaluated by the supervising administrator using the Summative Evaluation of Non-Teacher Professional Staff Form and the job description. Evaluation will be conducted annually during the first three years of employment in the District and every three years subsequently. Professional staff will receive a copy of their Summative Evaluation prior to meeting with the supervising administrator to review this document. A copy of the Summative Evaluation will be kept in the educator’s district personnel file.

Placement of Documents in Personnel File The non-teacher professional shall acknowledge that he/she has read evaluations by affixing his/her signature on the actual copy to be filed, with the understanding that such a signature merely signifies that he/she has read the material to be filed. Such signature does not necessarily indicate agreement with the content nor shall the refusal to sign prevent such material from being placed into and remaining in the file. The non-teacher professional shall return to the evaluator the actual signed copy to be filed within three (3) school days after receiving it.

Goal Setting and Professional Development All Non-Teacher Professional Staff are required to develop goals annually and participate in professional development activities as designed in the Professional Development Master Plan.

Non Teacher Professional Staff Track Page 19

Teacher in Need of Assistance Track Purpose of the Teacher in Need of Assistance Track •

To identify a teacher in need of assistance • To provide a specific, intensive and clear plan of improvement for a tenured teacher whose performance is unsatisfactory • To provide a team to support and guide a teacher in need of assistance • To provide clear guidelines and measurable standards for improvement • To provide clear documentation for no-step increase and non-renewal issues

Who is included in this track? The Teacher in Need of Assistance track is for all teachers in the District who are tenured and have been identified as needing assistance to be successful.

What are the components of the Teacher in Need of Assistance Track? • • •

Process of Identification Improvement Plan and Timetable Ongoing Assessment of Progress

Teacher in Need of Assistance Track - Page 20

Teacher in Need of Assistance Guidelines Process of Identification The data sources considered by administration prior to placing a tenured teacher on a Teacher in Need of Assistance Track may include but are not limited to the following: • Classroom observation records • Classroom artifacts • Student performance data • Discipline referral history / classroom management issues • Milford School District Policy Infractions • Parent, student, or teacher feedback that has been investigated by administration and communicated to the teacher in writing

Improvement Plan and Timetable • • • • • • • •

A tenured teacher can be identified as needing assistance at any time during the teacher improvement process. Once the teacher has been identified as needing assistance, an Improvement Team will be put in place and the process of developing an improvement plan, an assessment plan, and timetable shall begin. The Improvement Team shall consist of the teacher in need of assistance and two administrators with direct supervisory responsibilities. The level of teacher improvement expected will be clear, realistic, and capable of accomplishing the needed results. At the start of the Improvement Plan, the Improvement Team will determine the amount of time allotted for successful completion of the plan. Periodic review of progress is determined as part of the Improvement Plan. Upon completion of an Improvement Plan, the teacher will receive a letter from the Principal addressing his/her progress with the Improvement Plan. If a teacher has been identified as being in need of assistance, has received sufficient, appropriate, and documented support and guidance through an Improvement Plan, and does not reach the predetermined and approved goals, then employment may be terminated.

Teacher in Need of Assistance Track - Page 21

Ongoing Assessment of Progress Subsequent to identification as in need of assistance: • The data collection to substantiate the successful completion of an improvement plan shall be done by the tenured teacher in question. The collection process shall follow the plan developed by the Improvement Team. • Data collected by the tenured teacher in question shall be objective, such as but not limited to, proof of successful course completion; weekly review of lesson plans and unit plans; review of test development and student results (both clinical and informal); and mentor time log signed by the tenured teacher and mentor. • Both clinical and informal observations shall be completed by at least two different administrators who have direct supervisory responsibilities.

Please Note: • An administrator is defined as any District employee who has direct responsibility for the supervision of a District teacher.

Teacher in Need of Assistance Track - Page 22

Milford School District Teacher Needing Assistance Improvement Plan Name: ____________________________ School: _________________________ Assignment: __________________________________________________________ You are being placed on an Improvement Plan due to unsatisfactory performances as specified in the deficiencies identified below. This plan is designed to help you correct those deficiencies. Upon successful completion of the plan, you will be returned to the Experienced Teacher Track. If this plan is not successfully completed according to the timetable designated by the Improvement Team, dismissal proceedings may be initiated. I. Description of deficiency:

II. Improvement expectations:

III. Recommended strategies to correct deficiency:

IV. Assessment Plan:

V. Timetable for successful completion of this Improvement Plan:

Staff Member’s Name (printed) _____________________________ Staff Member’s Signature ________________________________ Date: ____________ Administrator’s Name (printed) _____________________________ Administrator’s Signature ________________________________ Date: ____________

Teacher in Need of Assistance Track - Page 23

Appendix

Page Informal Observation – Teacher

25

Clinical Observation

27

Domain Level Summative Evaluation

30

Component Level Summative Evaluation

32

Informal Visit – Non-Teacher Professional

34

Summative Evaluation – Non Teacher Professional

36

Goal Setting

53

Article XII

57

References

59

Appendix – Page 24

Informal Observation Process Observations of at least 30 minutes in length are conducted to assess daily procedures, classroom conditions and environment for learning in accordance with the Frameworks for Teaching. These visits may be unannounced. This Information Observation form is completed and returned to the teacher within five school days. These Informal Observation forms are included in the teacher’s district personnel file. Although informal observations are not scheduled, administrators are expected to be sensitive to the issues that may influence the classroom atmosphere when visiting for the purpose of the observation.

Appendix – Page 25

MILFORD SCHOOL DISTRICT

Informal Observation Form Teacher: ___________________________________

Grade: ______________

Administrator: ______________________________ Date: ________________

Period: _____________

Subject: ____________

Curricular Topic: Observation:

Comments: Preparation & Planning:

Classroom Environment:

Instruction & Innovation:

Staff Member (print name):______________________________ Staff Member (signature):________________________________

Date: _________

Administrator (print name):______________________________ Administrator (signature):_______________________________

Date: _________

Staff member’s signature indicates s/he has read this document. It does not necessarily indicate agreement.

Appendix – Page 26

Clinical Observation Process Pre-Observation Conference The teacher will be asked to meet with the administrator who will observe him/her prior to the formal clinical observation. This meeting will be scheduled for 15-30 minutes in the week before the observation. The teacher should bring the unit or lesson plan for the lesson to be observed to this conference. The questions on the Pre-Observation Question Form may be discussed.

Formal Observation An administrator will observe in the classroom for a full block of teaching time (45-90 minutes). Upon request, the observer will focus the observation on an aspect of teaching where the teacher would like feedback. The observer will take notes about what happened in the classroom while s/he is observing. These notes will be summarized in the final observation report.

Post-Observation Conference A post-observation conference will be held within five school days of the observation at a time convenient to both the observer and the teacher. The purpose of this conference is to discuss the lesson from both the teacher’s and the observer’s perspective. Ideas and information discussed at the post-observation conference will be included in the documentation of the clinical observation. Questions in the observation reflection form may be used to guide this discussion.

Clinical Observation Summary The administrator will write a formal summary of the clinical observation process. The teacher will receive this formal summary within five school days of the post observation conference unless otherwise agreed upon by the observing administrator and the teacher. This Clinical Observation Summary will include: a brief description of the preconference, a summary of the actual observation and a summary of the post-conference that may include commendations, recommendations, suggestions or teacher comments. The summary will be signed by both the teacher and the observing administrator and will be placed in the teacher’s district personnel file. The teacher may respond in writing to the clinical observation summary if s/he has questions or concerns about its contents. This response will be attached to the summary and placed in the teacher’s district personnel file.

Appendix – Page 27

Clinical Observation Pre-Observation Question Form 1. Who are the students in the class to be observed?

2. What are the goals of the lesson? Why are they important?

3. How do you plan to engage students? What is your instructional plan?

4. How and when will you assess student achievement of the goals of the lesson?

5. What is special that you want me to know about your teaching or your instruction?

6. Is there anything special you’d like me to observe?

Appendix – Page 28

Clinical Observation Process Post-Observation Reflection Question Form 1. As I reflect on the lesson, to what extent were students productively engaged? Why?

2. Did the students learn what I had intended? Were my instructional goals met? How do I know?

3. Did I alter my goals or instructional plan as I taught the lesson? If so, why?

4. If I had the opportunity to teach this lesson again to the same group of students, what would I do differently? Why?

5. Optional: Provide several samples of student work from this lesson or topic. This work should reflect the full range of student ability in the class and if appropriate, include feedback you provide students about their work.

Appendix – Page 29

Domain Levels of Self Assessment / Summative Evaluation Form Unsatisfactory

Basic

Proficient

Domain 1 Planning and Preparation

Teacher’s plans reflect little understanding of the content, the students, and available resources. Instructional outcomes are either lacking or inappropriate; assessment methodologies are inadequate.

Teacher’s plans reflect moderate understanding of the content, the students, and available resources. Some instructional outcomes are suitable to the students as a group, and the approaches to assessment are partially aligned to the goals.

Teacher’s plans reflect solid understanding of the content, the students, and available resources. Instructional outcomes represent important learning suitable to most students. Most elements of the instructional design, including the assessments, are aligned to the goals.

Domain 2 The Classroom Environment

Classroom environment is characterized by chaos and conflict, with low expectations for learning, no clear standards of student conduct, poor use of physical space, and negative interactions between individuals.

Classroom environment functions somewhat effectively, with modest expectations for student learning and conduct, and classroom routines and use of space that partially support student learning. Students and the teacher rarely treat one another with disrespect.

Classroom environment functions smoothly, with little or no loss of instructional time. Expectations for student learning are high, and interactions among individuals are respectful. Standards for student conduct are clear, and the physical environment supports learning.

Domain 3 Instruction

Instruction is characterized by poor communication, low-level questions, little student engagement or participation in discussion, little or no use of assessment in learning, and rigid adherence to an instructional plan despite evidence that it should be revised or modified.

All students are engaged in learning as a result of clear communication and successful use of questioning and discussion techniques. Activities and assignments are of high quality, and teacher and students make productive use of assessment. The teacher demonstrates flexibility in contributing to the success of the lesson and of each student.

Domain 4 Professional Responsibilities

The teacher demonstrates low ethical standards and levels of professionalism, with poor recordkeeping systems and skills in reflection, little or no communication with families or colleagues, and avoidance of school and district responsibilities and participation in activities for professional growth.

Only some students are engaged in learning because of only partially clear communication, uneven use of discussion strategies, and only some suitable instructional activities and materials. The teacher displays some use of assessment in instruction and is moderately flexible in adjusting the instructional plan and in response to students’ interests and their success in learning. The teacher demonstrates moderate ethical standards and levels of professionalism, with rudimentary record-keeping systems and skills in reflection, modest communication with families or colleagues, and compliance with expectations regarding participation in school and district projects and activities for professional growth.

The teacher demonstrates high ethical standards and a genuine sense of professionalism by engaging in accurate reflection on instruction, maintaining accurate records, communicating frequently with families, actively participating in school and district events, and engaging in activities for professional development.

Significant Strength Teacher’s plans, based on extensive content knowledge and understanding of students, are designed to engage students in significant learning. All aspects of the teacher’s plan – instructional outcomes, learning activities, materials, resources, and assessments – are in complete alignment and are adapted as need for individual students. Students themselves make a substantive contribution to the smooth functioning of the classroom, with highly positive personal interactions, high expectations and student pride in work, seamless routines, clear standards of conduct, and a physical environment conducive to high-level learning. All students are highly engaged in learning and make material contributions to the success of the class through their participation in the discussions, active involvement in learning activities, and use of assessment information in their learning. The teacher persists in the search for approaches to meet the needs of every student. The teacher’s ethical standards and sense of professionalism are highly developed, showing perceptive use of reflection, effective systems for record keeping and communication with families, leadership roles in both school and district projects, and extensive professional development activities. Where appropriate, students contribute to the systems for record keeping and family communication.

Appendix – Page 30

Self-Assessment / Summative Evaluation Comment Sheet Domain 1 – Planning and Preparation

Domain 2 – The Classroom Environment

Teacher’s Signature / Date

Domain 3 - Instruction

Domain 4 – Professional and Leadership Responsibilities

Administrator’s Signature / Date

Staff member’s signature indicates s/he has read this document. It does not necessarily indicate agreement.

Appendix – Page 31

Teacher’s Name:

Building:

Supervising Administrator:

Date:

Component Level Self-Assessment / Summative Evaluation Form Key:

U…Unsatisfactory

B…Basic

Domain 1 Planning and Preparation U

B

P…Proficient

Domain 3 P

S

Instruction

See Comment Sheet

U

1a. Demonstrates knowledge of content and teaching methods

3a. Communicates clearly and accurately

1b. Demonstrates knowledge of students

3b. Uses effective questioning and discussion techniques

1c. Selects instructional goals

3c. Engages students in the learning

1d. Demonstrates knowledge of resources

3d. Provides feedback to students 3e. Demonstrates flexibility and responsiveness

1e. Designs coherent instruction

S…Significant Strength

B

P

S

See Comment Sheet

1f. Assesses student learning

Domain 2 The Classroom Environment U

B

P

Domain 4 S

Professional and Leadership Responsibilities

See Comment Sheet

U

2a. Creates an environment of respect and rapport

4a. Reflects on teaching

2b. Establishes a culture for learning

4b. Maintains accurate records

2c. Manages classroom procedures

4c. Communicates with families 4d. Contributes leadership to the school and district 4e. Grows and develops professionally 4f. Shows professionalism

2d. Manages student behavior 2e. Organizes physical space

B

P

S

See Comment Sheet

Appendix – Page 32

Component Level Self-Assessment / Summative Evaluation Comment Sheet Domain 1 – Planning and Preparation

Domain 2 – The Classroom Environment

Teacher’s Signature / Date

Domain 3 - Instruction

Domain 4 – Professional and Leadership Responsibilities

Administrator’s Signature / Date

Staff member’s signature indicates s/he has read this document. It does not necessarily indicate agreement.

Appendix – Page 33

Informal Visit Process Visitations of at least 30 minutes in length are conducted to assess daily procedures, workspace conditions and environment for learning in accordance with the job description. These visits may be unannounced. This Informal Visit form is completed and returned to the non-teacher professional staff member within five school days. These informal visit forms are included in the staff member’s district personnel file. Although informal visits are not scheduled, administrators are expected to be sensitive to the issues that may influence workspace atmosphere when visiting for the purpose of the observation.

Appendix – Page 34

MILFORD SCHOOL DISTRICT

Informal Visit Staff Member: ____________________________________ Evaluator: _________________________________

Location: ____________ Date: ______________

Work observed:

Comments:

Staff Member (print name):_________________________________

Staff Member (signature):___________________________________ Date: _________ Administrator (print name):______________________________

Administrator (signature):_______________________________

Date: _________

Staff member’s signature indicates s/he has read this document. It does not necessarily indicate agreement.

Appendix – Page 35

Milford School District Summative Evaluation of Non-Teacher Professional Staff Staff member: _____________________ Job Title: _______________________

Location: ____________________ Date of Summative Evaluation: __________

Supervising Administrator: ______________________ Performance indicators: SS Significant Strength: Performance pursuant to the stated job description reflects significant strength. Achieves agreed upon performance responsibilities in an exceptional manner and requires no supervision and assistance. Consistently produces results in an organized and effective manner. P Proficient: Performance pursuant to the stated job description is fully satisfactory. Achieves agreed upon performance responsibilities and requires no more than the usual supervision and assistance. Normally produces results in an organized and effective way. B Basic: Performance pursuant to the stated job description is normally adequate although inconsistencies are observed that may require additional assistance or supervision. U Unsatisfactory: Performance pursuant to the stated job description is inconsistent and often unacceptable. Improvement is required. NR No Response: The stated job description is not applicable or the evaluator is not able to judge. Comments:

Staff Member Name (print): ____________________________________ Staff Member signature: ____________________________________ Date: _______________ Administrator Name (print): ____________________________________ Administrator signature: ___________________________________ Date: ________________ Staff member’s signature indicates s/he has read this document. It does not necessarily indicate agreement.

Appendix – Page 36

Milford School District - SAU 40 JOB TITLE:

DIRECTOR OF ATHLETICS

Job Description approved by: Position Goal:

Reports to:

Jim Stetson, Superintendent of Schools

Date: 7/25/02

To provide each enrolled student of secondary school age an opportunity to participate in an extra-curricular athletic activity so as to foster physical skills, sense of worth and competence, a knowledge and understanding of the pleasures of the activity, and the principles of fair play. Building Principal

Education, Training, Skills, Experience, & Licensure Requirements: Certified by the Department of Education. Masters degree with a major in assigned curriculum area. Minimum of three years teaching experience in assigned curriculum area. Such alternatives to these qualifications as the School Board may find appropriate and acceptable.

Duties and Responsibilities: 1. Organize and administer the overall program of intramural and interscholastic athletics for grades 9 through 12. 2. Promote positive community relations through use of local media and by meeting with parents or community groups as necessary. 3. Hold meetings with the coaching staff prior to each season as a means of focusing attention on the particular work of the department and its continuous efforts to improve the quality of the athletic program. 4. Organize, supervise the management and attend all home interscholastic athletic contests including the proper arrangement of facilities for all events. 5. Attend as many away contests as possible. 6. Establish the physical and academic requirements of eligibility for participation in each sport and verify each athlete’s eligibility. 7. Organize and supervise transportation requirements for all athletic events. 8. Administer discipline in accordance with the athletic handbook in conjunction with administration, when necessary. 9. Prepare and keep up to date an Athletic Program Handbook. 10. Plan and arrange Fall, Winter, and Spring appreciation (awards) nights. 11. Work in cooperation with all organizations to develop and maintain a yearly activities calendar.

Appendix – Page 37

12. Supervise and evaluate coaches assigned and submit written evaluations for the same to Building Principal and, where warranted, recommend the issuance of contracts, probationary contracts, and dismissal. 13. Provide guidance and suggestions for coaches to improve the quality of coaching. 14. Work in cooperation with all coaches to meet all state coaching requirements. 15. Participate actively in recruiting, screening, interviewing, and recommending candidates for coaching positions to the Building Principal. 16. Assist in orienting new coaches to coaching responsibilities, educational standards, administrative practices and procedures, and to applicable School Board polices. 17. Make recommendations to Building Principal for assignment of coaches. 18. Perform teaching duties as assigned and in accordance with the established schedule for the year. 19. When teaching, comply with all aspects of the Teacher Job Description. 20. Assist, as directed, the School Board and Administration in carrying out established practices and procedures. 21. Oversee the ordering, inventory, and appropriate use of supplies and equipment. 22. Project athletic department needs, prepare requests for inclusion in the next school year budget, and submit the necessary budget forms to the Building Principal. 23. Confer with the Building Principal concerning budget request and revisions. 24. Supervise budgetary expenditures within the department to ensure they do not exceed budgeted amounts without prior authorization. 25. Prepare a complete financial record of all gate receipts and expenditures and assume responsibility for the proper handling of funds. 26. Maintain records essential to the administration of the department. 27. Serve as advisor to the Milford Athletic Association. 28. Perform such other tasks and assume such other responsibilities as the Building Principal or Central Office may from time to time assign.

Appendix – Page 38

Milford School District - SAU 40 JOB TITLE:

MEDIA GENERALIST/MEDIA SUPERVISOR

Job Description approved by: Position Goal:

Reports to: Equipment Used:

Jim Stetson, Superintendent of Schools

Date: 7/2/02

To provide all students with an enriched media center environment containing a wide variety and range of materials that will invite intellectual growth, and to aid all students in acquiring the skills needed to take full advantage of media center resources. Building Principal

Computer, keyboard, phone, media center equipment

Education, Training, Skills, Experience, & Licensure Requirements: Certified by the NH State Department of Education. Bachelors Degree with a major in assigned curriculum area. Such alternatives to these qualifications as the Superintendent may find appropriate and acceptable. Duties and Responsibilities: 1. Plan and administer the school Media Center, working cooperatively with the Principal, staff and students, delegating duties to members of the Media Center staff and volunteers. 2. Supervise students and staff assigned to the Media Center. 3. Work with other school Media Generalists/ Media Supervisors to coordinate the school Media Center with other Media Centers, town and State libraries and community agencies. 4. Coordinate, with the Building Principal, administrative staff and faculty, ways to improve the instructional program of the school. 5. Participate as a member of curriculum, instructional, and technology committees. 6. Evaluate, select and requisition new print and non-print materials, updating and removing obsolete and worn materials from the collections. 7. Establish library policies and procedures in cooperation with the Principal. 8. Prepare and administer the Media Center Budget. 9. Develop, for students, faculty, administration, and community, an awareness of the school Media Center. 10. Maintain a climate that encourages students and teachers to take full advantage of the school Media Center and its resources. 11. Assist students to in developing habits of independent reference work utilizing resources available in relation to planned assignments 12. Supervise all inter-library loans from students and staff.

Appendix – Page 39

13. Develop a “Professional Library” for staff members with input from faculty and staff regarding the composition of such. 14. Maintain accurate annual records of materials received and inform teachers and other staff members concerning new materials the library acquires. 15. Maintain and keep up-to-date a school reference collection, supervise the maintenance of the print and non-print collections. 16. Prepare an annual report for the Building Principal including books lost, circulation data, etc.. 17. Assist teachers in the selection of books and other instructional materials in the planning of those assignments likely to lead to extended use of library resources, making library material available to supplement the instructional program. 18. Maintain and utilize a comprehensive and efficient software system (i.e. Winnebago) for cataloging all library materials and instruct teachers and students on the use of the system. 19. Participate in professional development opportunities and other educational and professional meetings with administrative approval. 20. Remain current in the library media profession through journal articles, professional reading, graduate classes, research, publishing, etc.. 21. Plan and implement various instructional units pertaining to library use for various grade levels and subjects based upon teacher’s requests. 22. Design and implement lessons in Library Science, study skills and/or reference materials. 23. Create continuously updated lists of new materials as they arrive and inform the staff as they arrive. 24. Provide training for staff on the use of the Media Center and its resources; how to use the reference area, electronic card catalog, etc.. 25. Perform all other duties that may be assigned by the Building Principal.

Appendix – Page 40

Milford School District - SAU 40 JOB TITLE:

GUIDANCE COUNSELOR

Job Description Approved By: Jim Stetson, Superintendent of Schools

Date: 9/10/02

Position Goal:

To help students overcome problems that impede learning and to assist them in making educational, occupational, and life plans that hold promise for their personal fulfillment as mature and responsible adults.

Reports to:

Building Principal and Director of Student Services

Equipment Used:

computer, printer, copier, phone

Education, Training, Skills, Experience, & Licensure Requirements: Certified by the NH State Department of Education. Masters Degree with a major in Guidance. Such alternatives to these qualifications as the Superintendent may find appropriate and acceptable. Duties and Responsibilities: 1. Assist students in evaluating their aptitudes and abilities through the interpretation of individual standardized test scores and other pertinent data, and work with students in evolving education and occupation plans in terms of such evaluation. 2. Remain readily available to students so as to provide counseling related to such problems as home and family relations, and emotional adjustments that will lead each student to increased personal growth, self-understanding and maturity. 3. Act as a consultant in interpreting the school’s objectives to students, teachers, and the community through orientation programs, open house, educational planning and conferences. 4. Work with teachers and other staff members to familiarize them with the general range of services offered by the guidance and counseling department and to improve the educational prospects of individual students being counseled. 5. Consult with parents concerning the problems and progress of their children. 6. Participate in the Special Education process, including the identification, diagnosis, follow-up and referral of students with problems related to attendance, mental health, or learning disabilities and prepare reports for use by professionals who work with students. 7. Supervise the preparation and processing of college, scholarship, and employment applications whenever necessary. 8. Administer those individual tests which the counselor is qualified to give and interpret results to staff members, interested specialists, referral agencies and parents when indicated.

Appendix – Page 41

9. Collaborate with teachers, principals, and other school personnel in sharing information and understanding about a student and establish and plan for respective roles in the modification of the student’s behavior. 10. Act as a consultant in the maintenance of cumulative records for each student. 11. Implement affective education programs in the classroom at the appropriate developmental level. 12. Participate in appropriate professional organizations and associations. 13. Perform such other tasks and assume such other responsibilities as may be assigned by the Building Principal and Director of Student Services.

Appendix – Page 42

Milford School District - SAU 40 JOB TITLE:

SCHOOL NURSE

Job Description approved by: Position Goal: Reports To: Equipment Used:

Jim Stetson, Interim Superintendent

Date:

4/19/00

To assist the Building Principal in coordinating the health, well-being, and safety of students and staff in the building assigned. Building Principal computer, telephone, office equipment, basic nursing diagnostic equipment; otoscopes, scoliometers, audiometers, blood pressure equipment, thermometers

Education, Training, Skills, Experience, & Licensure Requirements: Registered Nurse with the State of New Hampshire. Experience as a School Nurse preferred but not required. Bachelor of Science Degree may be required dependent upon assignment. Such alternatives to these requirements as the Superintendent may find appropriate and acceptable. Duties and Responsibilities: 1. Participate in the work of the Family Life/Health Education Committee and assist the Principal in developing a School Health Program. 2. Serve, as a professional member, in the total school program under the administrative direction of the Building Principal. 3. Assume responsibility for the care of a student or staff member who has suffered an injury or emergency illness. 4. Administer first aid in accordance with established first aid procedures. 5. Maintain up-to-update health records and medical information on every student. 6. Acquaint administrators, guidance, and faculty, with specific health problems of students. 7. Serve as a consultant and resource person to students, teachers, and parents. 8. Encourage maintenance of policies for the protection and safety of students. 9. Plan with administrators and medical authorities and implement policies and procedures for excluding and re-admitting pupils after illness, infections, and/or contagious diseases. 10. Arrange for dental clinic in the school.

Appendix – Page 43

11. Assist in the prevention and control of illness including communicable disease and infection. 12. Assume responsibility for screening procedures such as hearing, vision, height, weight, posture, and immunizations. 13. Assume responsibility in the identification of those students with health needs that interfere with effective learning. 14. Assist parents and students in helping to meet health needs by securing necessary financial aid and/or transportation, if necessary. 15. Dispense medication and administer treatment. 16. Make home visits when necessary. 17. Encourage families to provide for health examinations periodically for their children. 18. Periodically evaluate the implementation of health services and effect needed changes. 19. Assume responsibility for own professional development for keeping current with the literature, new research findings and improved techniques, and for attending appropriate professional meetings. 20. Organize, maintain, and provide supplies for sports first aid kits. 21. Perform such other tasks and assume such other responsibilities as the Principal may from time to time assign.

Appendix – Page 44

Milford School District - SAU 40 JOB TITLE:

OCCUPATIONAL THERAPIST

Job Description approved by: James Stetson, Superintendent of Schools Date: 3/19/03 Position Goal: Reports to: Equipment Used:

To demonstrate principles and standards in the area of occupational therapy, to the students of the Milford School District. Director of Special Services Computer, phone, occupational therapy equipment, including, but not limited to vestibular equipment, gross motor equipment, fine motor equipment, adaptive devices, as well as testing materials.

Education, Training, Skills, Experience, & Licensure Requirements: Graduate of an accredited Occupational Therapy program with a Bachelor’s Degree or entry level Master’s Degree. Must possess a NH License in occupational therapy. Must possess the knowledge, skills, and abilities to deliver care in a manner that is appropriate to the student’s age, physical ability and intellectual development. Familiarization with Federal and State guidelines for related services within an educational setting is required. Ability to demonstrate proficiency in evaluation, direct service and consultation b to meet the needs of students ages three (3) to twenty-one (21). Such alternatives to these qualifications as the Superintendent may find appropriate and acceptable. Duties and Responsibilities: 1. To function as a member of an interdisciplinary team to provide an appropriate school program for educationally challenged students. 2. Administer, interpret and relate diagnostic and therapeutic interventions, in accordance with the American Occupational Therapy Association, Inc. and within the guidelines of IDEA and District policy. 3. Adhere to special education policies and procedures for assessing, developing, revising and reviewing occupational therapy services in meeting the educational needs of the students of Milford. Ensure that treatment programs are appropriate and based on the special educational needs of the child. Attend/participate in Evaluation Team Meetings (pre-evaluation & post-evaluation), progress meetings, and team meetings for the development of Individual Education Plans, 504 Plans, and meetings for the purposes of making placement decisions. 4. Plan, develop and supervise annual occupational therapy programs required for identified students. 5. Provide supervision to Certified Occupational Therapy Assistant (COTA), whose license is assigned to a specific occupational therapist, and therefore, requires ongoing

Appendix – Page 45

supervision by assigned occupational therapist. Develop/oversee treatment plans and all other duties assigned to COTA, in accordance with principles and standards set forth by the American Occupational Therapy Association and the licensing board of the State. 6. Maintain treatment areas and equipment as required. 7. Provide recommendations, consultations, program training, collaborative treatment with the interdisciplinary team member(s) and/or direct therapy. Supervise/teach students, their parents, and other staff performing supportive services, as identified within IEP’s. 8. Demonstrate flexibility in meeting the needs of students, areas and equipment as required. 9. Communicate with the Director of Special Services regularly regarding clinical needs, goals, and potential conflict situations. 10. Demonstrate flexibility in meeting the needs of students, the department and the District. 11. Perform any other duty as assigned by Director of Special Services.

Appendix – Page 46

Milford School District - SAU 40 JOB TITLE:

SCHOOL PSYCHOLOGIST

Job Description approved by: Position Goal: Reports to: Equipment Used:

Jim Stetson, Superintendent of Schools

Date: 3/7/02

To provide a full range of school psychology services. Director of Special Services and/or Assistant Director of Special Services and/or Building Principals Psychological and educational tests; counseling and play therapy materials, computers (P.C. and/or laptops)

Education, Training, Skills, Experience, & Licensure Requirements: A graduate degree in one of the following: School Psychology or Psychology, or other equivalent graduate degree or certification. Ability to complete evaluations of cognitive ability, academic achievement, psychological/emotional issues, attention problems. Ability to provide consultation to classroom teachers and other staff. Ability to provide individual counseling to students. Must have previous direct experience as an associate school psychologist, a clinical psychologist, an intern, or equivalent training experience. Must be certified through the State Department of Education as an Associate School Psychologist, School Psychologist, or licensed through the Board of Mental Health Examiners. Such alternatives to these requirements as the Superintendent may approve.

Duties and Responsibilities: 1. Complete evaluations in a timely and professional manner, addressing referral questions fully, while identifying specific strengths and weaknesses related to the general curriculum. Report results in writing, as well as orally, during an Evaluation Team meeting with the parents/guardian of the student and the school staff. 2. Provide consultation to school staff to address concerns about student behavior, learning needs and disabilities, and emotional adjustment issues. 3. Provide consultation during the development of behavior management plans and recommend further outside evaluations, as needed. 4. Consult with community-based individuals providing education to children not yet enrolled in public school, e.g. preschool children. 5. Participate actively in Evaluation Team Meetings and Teams meeting to develop Individual Education Plans, write 504 Plans, and to make Placement Recommendations. 6. Develop staff training workshops and presentations, when requested. 7. Participate in the development of special education and regular education policies as deemed appropriate by administration. 8. Perform other tasks and assume other responsibilities as assigned by his/her supervisor(s). Appendix – Page 47

Milford School District - SAU 40 JOB TITLE:

PHYSICAL THERAPIST

Job Description Approved by: James Stetson, Superintendent of Schools

Date: 3/19/03

Position Goal:

To demonstrate principles and standards of excellence in providing diagnostic and therapeutic intervention in the area of physical therapy to students of the Milford School District.

Reports to:

Director of Special Services Computer, phone, therapeutic equipment and testing tools as provided by the District

Equipment Used:

Education, Training, Skills, Experience, & Licensure Requirements: Graduate of an accredited Physical Therapy program with a Bachelor’s Degree or entry level Master’s Degree. Must possess a NH License in physical therapy. Must possess the knowledge, skills, and abilities to deliver care in a manner that is appropriate to the student’s age, physical ability and intellectual development. Familiarization with Federal and State guidelines for related services within an educational setting is required. Ability to demonstrate proficiency in evaluation, direct service and consultation to meet the needs of students ages three (3) to twenty-one (21). Such alternatives to these qualifications as the Superintendent may find appropriate and acceptable. Duties and Responsibilities: 1. Provide exemplary physical therapy services to students in accordance with APTA practice act, licensure law and District policy. 2. Administer, interpret and relate diagnostic and therapeutic interventions effectively, in accordance with the APTA guidelines as well as district policy and procedure. 3. Demonstrate knowledge of current literature and incorporate applicable clinical ideas. 4. Develop and maintain a high degree of rapport with students, parents, and colleagues. 5. Make appropriate decisions and develop appropriate therapy programs. 6. Ensure that treatment programs are clinically appropriate and based on the special education needs of the child. 7. Complete all required documentation on a timely basis as indicated by IEP’s. 8. Plan effectively and execute daily, weekly, and monthly schedule. 9. Communicate with the Director of Special Services regularly regarding clinical needs, goals, and potential conflict situations.

Appendix – Page 48

10. Instruct essential team members in therapeutic techniques for implementation of IEP program. 11. Assist programs in setting up the least restrictive physical environment to meet the needs of individual students. 12. Demonstrate flexibility in meeting the needs of students, the department and the District. 13. Perform any other duty as assigned by Director of Special Services.

Appendix – Page 49

Milford School District - SAU 40 JOB TITLE:

SOCIAL WORKER/GUIDANCE COUNSELOR

Job Description Approved By:

Date:

Position Goal:

To assist children in resolving developmental, educational, psycho-social and mental health problems through diagnosis, counseling, and consultation. To provide referrals to appropriate outside agencies and/or in-district services. To work closely with students, parents, teachers, the child study team, other necessary staff members, and community agencies to facilitate the student’s maximum functioning in the educational process.

Reports to:

Elementary and Middle School Building Principals

Education, Training, Skills, Experience, & Licensure Requirements: Certified by the Department of Education for Social Work and/or Guidance Counselor. Duties and Responsibilities:

1. Respond expeditiously to all formal referrals. 2. Assess student’s educational/social/emotional functions by means of clinical interviews, observations, and appropriate consultation with staff, parents, and/or community agencies. 3. Provide individual or group counseling for students and/or their families to facilitate the student’s maximum functioning in the education process. 4. Provide opportunities for students and teachers to engage in affective education. 5. Serve as a member of the building child study teams as required where he/she participates in the discussion and planning for the specific needs of the students. 6. Maintain records of social work diagnostic assessments and social work services provided. Maintain ongoing communication with appropriate staff, and file all documents as required. 7. Consult with parents, teaching staff, and community agencies to collect and disseminate pertinent information regarding student needs. 8. Suggest methods and demonstrate ways of implementing recommendations for programs and services for children. 9. Write objectives appropriate to the individual needs of each child as identified by child study teams. 10. Cooperate with co-workers by sharing ideas and appropriate information. 11. Seek advice, assistance, etc. from other staff members and resource personnel. 12. Assume responsibilities as assigned by the Principals or Superintendent of Schools. 13. Attend meetings as required by the Principals or Superintendent of Schools.

Appendix – Page 50

14. Strive to create close communication between home and school. 15. Work within the requirements of the Board policy. 16. Perform other tasks as may be assigned by Elementary and/or Middle School Building Principals.

Appendix – Page 51

Milford School District - SAU 40 JOB TITLE:

SPEECH LANGUAGE PATHOLOGIST

Job Description Approved by: Jim Stetson, Superintendent of Schools

Date: 7/24/02

Position Goal:

To demonstrate principles and standards of excellence in providing diagnostic and therapeutic intervention in the areas of speech and language to students of the Milford School District.

Reports to:

Supervising Speech Pathologist and Director of Special Services Computer, phone, speech testing equipment

Equipment Used:

Education, Training, Skills, Experience, & Licensure Requirements: Master’s Degree in Speech-Language Pathology. Certificate of Clinical Competence (CCCSLP), or Clinical Fellowship Year Candidate (CFYC). Minimum requirement of supervised clinical hours as per ASHA. Experience preferred, but not required. Eligibility for NH State Licensure. Such alternatives to these qualifications as the Superintendent may find appropriate and acceptable. Duties and Responsibilities: 1. Provide exemplary speech-language services to students in accordance with ASHA principles and District policy. 2. Administer, interpret and relate diagnostic and therapeutic interventions effectively, in accordance with ASHA Scope of Practice, within the guidelines of district policy and procedure. 3. Demonstrate knowledge of current literature and incorporate applicable clinical ideas. 4. Develop and maintain a high degree of rapport with students, parents, and colleagues. 5. Ensure that treatment programs are clinically appropriate and based on the special education needs of the child. 6. Complete all required documentation on a timely basis as indicated by IEP’s. 7. Plan effectively and execute daily, weekly, and monthly schedule. 8. Communicate with Supervisor/Director regularly regarding clinical needs, goals, and potential conflict situations. 9. Develop public awareness about communication disorders. 10. Demonstrate flexibility in meeting the needs of students, the department and the District. 11. Perform any other duty as assigned by supervisor. Appendix – Page 52

Goal Setting Process Set Goals: Plan, Do, Implement and Reflect Utilization of data to make informed decisions provides the focus and structure for determining professional development goals and planning for professional development activities. Educators set goals, plan, implement and reflect upon how well their goals have increased student learning. District goals and initiatives are determined through a collaborative process of data collection and shareholder input. Professional development activities provided by the District support both individual and group learning with an emphasis on personalization of instruction and increased student achievement.

Individual Improvement Goals Individual goals are developed and reviewed on an annual basis during a conversation between the educator and the supervising administrator. Although goals are set annually, they may be added to or amended throughout the school year. The supervising administrator approves any additions or amendments. Goals are related to the educator’s area(s) of certification and the educator’s evaluation. Goal Review and Adaptation Meeting Each year, the educator and the supervising administrator meet to discuss progress toward goals and to adapt or define goals for the next school year. The educator is responsible for preparing and presenting evidence of progress toward goals, and the administrator is responsible for summarizing progress made on the Goal Setting/Goal Review form. The Goal Setting/Goal Review form is then placed in the educator’s district personnel file.

Process for Individual Goals The supervising administrator and the educator meet to develop the Individual Professional Development Plan. The suggested process for developing individual goals is: 1. Educator completes a Danielson Rubric Self-Assessment and the Individual Goals Reflective Worksheet prior to an initial goal-setting meeting in the first year. 2. The educator meets with his/her supervisor to develop his/her Individual Professional Development Goal(s). 3. The educator works towards his/her goal(s) and documents evidence of progress. 4. The educator meets with his/her supervisor to present evidence of progress toward goal completion and to adapt or define goals for the next school year.

Appendix – Page 53

PROFESSIONAL DEVELOPMENT PLAN Individual Goal-Setting/Review Form Teacher’s Name:

Recertification Date:

Teaching Assignment:

Building / Grade Level:

Section I: Individual Goals Setting. Each goal should be written on a separate form. Goals are developed with your building administrator / supervisor. Goal #: _____ All goals are set for one year. Domain: Component: Individual Goal:

Section II: Plan of Action to Include Documentation of Progress (Teacher)

Section III: Evaluation of Progress (Administrator)

Goal Setting

Goal Review:

Administrator:

Date:

Professional:

Date:

Administrator:

Date:

Professional:

Date:

Appendix – Page 54

Professional

Individual Professional Development Plan 3-Year Tracking Form for Professional Staff Educator’s Name:

School

Certification Endorsement Areas:

1.

3.

Renewal Year:

2.

4. CEU

Goal(s) Year 1

Portfolio

Combo

Date Set: Goal Review Completed CEU Summary/Portfolio Review Completed

Goal(s) Year 2

Admin Initials

Date:

Educator Initials

Date:

Date Set: Goal Review Completed CEU Summary/Portfolio Review Completed

Goal(s) Year 3

Admin Initials

Date:

Educator Initials

Date:

Date Set: Final Goal Review Completed Plan Evaluation Completed

Administrator signature above indicates successful completion of Educator’s Three-Year PD Plan

Admin Initials

Date:

Educator Initials

Date:

Date

Individual Goal Setting Process - Page 55

Three-Year Individual Professional Development Planning Cycle

Individual Professional Development Plan Plan District & Building Goals and Initiatives

Individual Goals ƒ Set with administrator annually ƒ Can be amended as needed

Implement Sources: Student achievement and other data, teacher evaluation, and aggregate data

Sources: Educator evaluations data and/or area of certification

Professional Development Strategies

Document Paperwork: Annual self-assessment and review documentation of progress toward goals: • April 1 of the recertification year – final paperwork is due • June 30 of the recertification year – paperwork due to the state • Ongoing appeals process

Reflect Goal Setting

Appendix - Page 56

MILFORD SCHOOL DISTRICT PROFESSIONAL AGREEMENT

ARTICLE XII -- TEACHER EVALUATIONS A. Each Association member, upon employment or at the beginning of the school year, whichever is later, shall be apprised of his/her job description. Association members will be informed of the procedure to be used in evaluations. B. It is recognized by the parties that evaluation of teacher performance is the responsibility of the School Administration. C. As in the past, observation of the work performance of a teacher will be conducted openly. Formal observation sessions shall be with full knowledge of the teacher. All other observations of the teacher's work performance, which are to be made part of his file, will be made known to the teacher. D. A teacher shall be given a copy of any class visit or evaluation report prepared by his evaluators within five (5) school days after the observation. The teacher shall acknowledge that he has read such evaluation by affixing his signature on the actual copy to be filed, with the understanding that such a signature merely signifies that he has read the material to be filed. Such signature does not necessarily indicate agreement with the content nor shall the refusal to sign prevent such material from being placed into and remaining in the file. The teacher shall return to the evaluator the actual signed copy to be filed within three (3) school days after receiving it. E. After any written evaluation, a conference will be held upon request of either party to the evaluation to discuss the report with the teacher involved with four (4) school days following the receipt of the report. F. Each teacher shall be entitled to knowledge of and access to his file of teacher evaluations upon twenty-four (24) hours' notice. The teacher shall have the right to answer any nonconfidential material filed in his evaluation file, and his answer shall be reviewed by the Superintendent, and the answer shall be attached to the file copy. G. No material derogatory to a teacher's employment shall be placed in a teacher's personnel file unless that teacher has had the opportunity to review such material. Review of such material by the teacher shall be indicated by having that teacher sign any such copies to be filed. No anonymous complaint will be placed in the teacher's file.

Appendix - Page 57

H. If a staff member has failed to adequately address identified deficiencies in job performance, than the staff member may be placed on an Teacher in Need of Assistance Plan that shall be reviewed at the beginning of each semester. Any steps that would normally be awarded during the term of the plan may be withheld pending the satisfactory completion of the plan. Any step or steps so withheld shall be reinstated upon satisfactory completion of the plan. I. Any complaints against an Association member or person for whom the Association member is administratively responsible by any parent, student or other person will be promptly called to the attention of the Association member. Complaints shall not be incorporated into the Association member's evaluation or personnel file unless the Association member has been informed of the complaint. J. A Committee of eight (8) members will be formed to address the evaluation process. The Committee will be made up of four (4) Association members, two (2) Administrators and (2) Board members or their designees. The charge of this committee will be to assess the evaluation process and to address any concerns raised by members of the Bargaining Unit regarding the instrument and use of evaluations.

Appendix - Page 58

Reference List Brooks, M. (2002). Nurturing new teachers: Implementing/sustaining a beginning teacher mentor program. West Des Moines, IA: West Des Moines School District. Danielson, C. (2007). Enhancing professional practice: A framework for teaching. Alexandria, VA: Association for Supervision and Curriculum Development. Danielson, C and McGreal, T. (2000). Teacher evaluation to enhance professional practice. Alexandria, VA: Association for Supervision and Curriculum Development and Princeton, NJ: Educational Testing Service Dunne, K. and Hurley, N. (1998). Mentoring: A job-embedded professional development strategy. Stoneham, MA: Learning Innovations. I can do it participant manual. Manchester, NH: NEA-New Hampshire Instruction and Professional Development Department. New Hampshire education laws annotated (2001). Charlottesville, VA: Mathew Bender and Company, Inc. Professional employee evaluation (draft 2001). Meredith, NH: Inter-Lakes School District Proficiency assessment instrument for classroom teachers (2000). Cobb County, GA: Cobb County School District Teacher performance assessment system (1998) Newport News, VA: Newport News Public Schools. Tell, C. (2001). Appreciating good teaching. Alexandria, VA: Educational Leadership: February 2001.

Appendix - Page 59