MASTER AGREEMENT

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MASTER AGREEMENT

BETWEEN THE

HAMILTON LOCAL

EDUCATION ASSOCIATION

AND THE

HAMILTON LOCAL

BOARD OF EDUCATION

July 1, 2022 through June 30, 2024

10/03/2022

0737-01

22-MED-03-0297

42207

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TABLE OF CONTENTS

ARTICLE 1 NEGOTIATIONS AGREEMENT .................................................................. 1

ARTICLE 2 GRIEVANCE PROCEDURE ........................................................................ 4

ARTICLE 3.1 TEACHER AND SCHOOL COUNSELOR EVALUATION ......................... 6

ARTICLE 3.2 TEACHER EVALUATION ....................................................................... 20

ARTICLE 4 INDIVIDUAL UNIT MEMBER’S CONTRACT TERMINATION AND

NON-RENEWAL ...................................................................................... 22

ARTICLE 5 PROFESSIONAL PERSONNEL FILE ........................................................ 25

ARTICLE 6 DISCIPLINARY ACTION ............................................................................ 26

ARTICLE 7 ASSIGNMENTS, VOLUNTARY TRANSFERS, AND INVOLUNTARY

TRANSFERS ........................................................................................... 27

ARTICLE 8 LEAVES ..................................................................................................... 30

ARTICLE 9 PROFESSIONAL GROWTH/CONFERENCES .......................................... 40

ARTICLE 10 PAY PERIODS AND PAYROLL DEDUCTIONS ...................................... 42

ARTICLE 11 INSURANCE ............................................................................................ 45

ARTICLE 12 SEVERANCE PAY ................................................................................... 47

ARTICLE 13 WORKING FACILITIES ............................................................................ 48

ARTICLE 14 SCHOOL DAY .......................................................................................... 50

ARTICLE 15 SCHOOL YEAR AND CALENDAR .......................................................... 54

ARTICLE 16 CLASS SIZE ............................................................................................ 56

ARTICLE 17 CREDIT FLEXIBILITY .............................................................................. 57

ARTICLE 18 COLLEGE CREDIT PLUS ........................................................................ 58

ARTICLE 19 STUDENT DISCIPLINE ........................................................................... 59

ARTICLE 20 COMPENSATION FOR DEFERRED CONFERENCE/PLANNING

TIME AND ABSORPTION OF STUDENTS ............................................. 61

ARTICLE 21 REDUCTION IN FORCE .......................................................................... 63

ARTICLE 22 ASSAULT LEAVE .................................................................................... 67

ARTICLE 23 PARENTAL COMPLAINT PROCEDURE ................................................. 68

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ARTICLE 24 PROFESSIONAL AND ACADEMIC FREEDOM ...................................... 69

ARTICLE 25 BEGINNING TEACHER PROGRAM........................................................ 70

ARTICLE 26 ASSOCIATION PRIVILEGES .................................................................. 71

ARTICLE 27 MILEAGE REIMBURSEMENT ................................................................. 76

ARTICLE 28 EMPLOYMENT OF RETIRED TEACHERS ............................................. 77

ARTICLE 29 HOME INSTRUCTION ............................................................................. 78

ARTICLE 30 STATE TEACHERS RETIREMENT SYSTEM PICK-UP .......................... 79

ARTICLE 31 LABOR/MANAGEMENT COMMITTEE .................................................... 80

ARTICLE 32 TUITION WAIVER FOR FACULTY CHILDREN ....................................... 83

ARTICLE 33 TUITION REIMBURSEMENT .................................................................. 84

ARTICLE 34 INCLUSION .............................................................................................. 85

ARTICLE 35 HORIZONTAL MOVEMENT ON THE SALARY SCHEDULE .................. 86

ARTICLE 36 BACKGROUND CHECKS, FINGERPRINTING, AND LICENSURE ........ 87

ARTICLE 37 TEACHER OF RECORD .......................................................................... 88

ARTICLE 38 DURATION AND IMPLEMENTATION ..................................................... 89

APPENDIX A-1 SALARY SCHEDULE 7-1-22 THROUGH 6-30-23 ............................. 90

APPENDIX A-2 SALARY SCHEDULE 7-1-23 THROUGH 6-30-24 ............................. 92

APPENDIX B EXTRACURRICULAR SALARY SCHEDULES ..................................... 94

APPENDIX C (ART. 3.1) TEACHER EVALUATION FORM ......................................... 98

APPENDIX C (ART. 3.1) SCHOOL COUNSELOR EVALUATION FORM ................. 121

APPENDIX C (ART. 3.2) TEACHER EVALUATION FORM ....................................... 129

APPENDIX D OFF-CYCLE TEACHER EVALUATIONFORM .................................... 130

APPENDIX E GRIEVANCE FORM ............................................................................ 132

APPENDIX F TUITION WAIVER FOR FACULTY CHILDREN .................................. 137

APPENDIX G LPDC GUIDELINES ............................................................................ 138

APPENDIX H SICK LEAVE TRANSFER PROCEDURE AND FORMS ..................... 141

APPENDIX I USE OF ICON AND ELECTRONIC BULLETIN BOARD ....................... 145

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APPENDIX J LABOR MANAGEMENT COMMITTEE FORM ..................................... 146

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ARTICLE 1

NEGOTIATIONS AGREEMENT

A. Recognition

1. The Hamilton Local Board of Education, hereinafter referred to as “the Board”

or the “Board of Education,” recognizes the Hamilton Local Education

Association/OEA/NEA, hereinafter referred to as “the Association” or the

“HLEA,” as the sole and exclusive representative of all the members of the

bargaining unit, hereinafter referred to as “members” or “unit members” or

“bargaining unit members” or "employees."

2. For purposes of recognition and negotiations, the term “bargaining unit” shall

mean the certificated/licensed teaching employees, including

certificated/licensed classroom teachers, guidance counselors, reading

teachers, speech and hearing therapists, librarians, nurses, tutors and all other

certificated/licensed employees whose position does not require supervisory

duties. Excluded from the unit are the Superintendent and Assistant

Superintendents, Principals and Assistant Principals, Administrative Directors,

administrative office employees whose position requires a certificate/license in

supervision or administration, other administrative and supervisory personnel,

and casual day-to-day substitutes.

3. The Hamilton Local School District shall hereinafter be referred to as the

"District."

B. Areas for Discussion and Agreement

1. This recognition constitutes an agreement between the Board and the

Association to provide the framework to reach mutual agreement regarding

matters related to salary, hours, and the terms and conditions of employment

for members of the bargaining unit, and the continuation, modification, or

deletion of the provisions of this Agreement.

2. Good faith requires that the Board and Association be willing to react to each

other’s proposals. If a proposal is unacceptable, the other side is obligated to

give reasons why. Nothing in this Agreement shall compel either party to agree

to a proposal or to make a concession.

C. Bargaining Procedures

1. The Board and the Association shall each designate a bargaining team of up

to five, not including one legal representative per party and the HLEA President.

All bargaining shall be conducted exclusively between the teams.

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2. Not less than sixty (60) days prior to the expiration date of the existing

Agreement, either party may notify the other of a desire to commence

bargaining. Within thirty (30) days, unless there is a mutual agreement

otherwise, the parties shall meet and submit issues proposed for discussion.

The bargaining agenda will be set at this initial meeting and no additions shall

be made without mutual consent. All necessary subsequent meetings shall be

held at times and places mutually agreed to by the parties.

3. Time Limits:

a. Either party may call caucuses during negotiations.

b. Bargaining sessions shall last a maximum of eight (8) hours.

c. These limits may be modified by mutual agreement.

4. Prior to and during the period of bargaining, each party will provide the other,

upon written request, all regularly and routinely prepared information

concerning issues under consideration.

5. Either party may call upon professional or other consultants to assist in

negotiations for informational purposes. The expense of such consultants shall

be borne by the party requesting them.

6. The bargaining teams shall have the authority to indicate tentative agreement

pending final approval by the Board of Education and the Association. When

tentative agreement has been reached on all issues, they shall be reduced to

writing and submitted to the Board of Education and the Association for

approval. Following approval by both parties, the Agreement shall be binding

on both parties.

7. Resolving Differences:

a. In the event there are proposals that have not been resolved in

negotiations between the parties, either party may declare impasse. The

expiration date of the contract shall be extended through the mediation

process. Upon the declaration of impasse by either party, any unresolved

issues shall either be withdrawn by the proposer or considered at impasse

and submitted to mediation. If the designated representatives of the Board

and the Association are unable to agree upon the selection of a mediator

within five (5) calendar days, all unresolved issues shall be submitted to

federal mediation within ten (10) calendar days.

b. If, after a minimum of fifteen (15) calendar days, mediation has not

resolved the differences, the Association shall have the right to proceed

under Ohio Revised Code (ORC) Section 4117.14(D)(2).

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c. The expenses of the mediator shall be shared equally by the parties.

d. Mediation may extend beyond the expiration date of the contract only with

the mutual consent of the parties.

e. The parties intend for this dispute resolution procedure to supersede and

take the place of the impasse procedure contained in ORC Chapter 4117.

8. Change in Applicable Law

a. In the event there is a change in any applicable state law, which would

invalidate any negotiated policy, the parties will meet to negotiate any

necessary change relative to the affected policy only.

b. In the further event that the legislature mandates enactment of a

negotiable policy, the parties will initiate negotiations within thirty (30) days

of the effective date of such legislation. Upon commencement of

negotiations, the applicable procedures of this Agreement shall be

followed.

c. Inability to Reach Agreement – If the parties fail to reach agreement over

the affected provision within 30 calendar days after the initial bargaining

session, the parties shall jointly request the Federal Mediation and

Conciliation Service (FMCS) or, if mutually agreed, an alternate mediation

service, for a mediator. The parties pledge to make reasonable efforts in

good faith to reach agreement on the unresolved issue(s) within thirty (30)

calendar days of the initial mediation session (which timeline may be

extended by mutual agreement). Neither party waives any legal remedy

that it may have if mediation does not resolve the issue(s) in question.

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ARTICLE 2

GRIEVANCE PROCEDURE

A. Definitions

1. A grievance is a claim based upon an event or condition which violates the

existing terms and conditions of employment of a unit member, group of unit

members, or the Association and/or the interpretation, meaning, or application

of any of the provisions of the negotiated agreement.

2. A grievant may be any unit member or group of unit members, or the

Association.

3. For the purposes of this Article, a day is defined as a normal workday in which

unit members are required to be in attendance.

4. The immediate supervisor is the lowest level administrator having authority to

adjust the grievance.

5. Informal Level - Before a formal written grievance, the grievant shall attempt to

resolve it by an informal conference with the immediate supervisor as defined

above.

B. Procedure

At any level or step, the grievant shall have the right to an Association representative

of his/her choice. Any level or step of the grievance procedure shall not be delayed

more than one (1) day due to the availability of the Association representative of

choice unless mutually agreed to between the parties.

1. Step 1-Immediate Supervisor: Within ten (10) days after the Informal Level

step above, the grievant must present the grievance in writing on the mutually

agreed upon form (attached as Appendix E) electronically to his/her immediate

supervisor. If the written grievance is not filed within twenty-five (25) days after

the grievant knew or should have known of the act or condition on which the

grievance is based, then the grievance shall be waived.

If the grievance is not within the jurisdiction of the immediate supervisor, the

grievant may file the written grievance at Step 2.

The written grievance shall include a clear statement of the facts causing the

grievance. It shall include a reference to the specific provision of the

memorandum, contract, policy rule or regulation allegedly violated,

misinterpreted or misapplied.

Within ten (10) days after receiving the grievance, the immediate supervisor

shall communicate an electronic written decision to the grievant.

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2. Step 2-Superintendent: In the event the grievant is not satisfied with the

decision at Step 1, the grievant may appeal the decision on the appropriate

grievance form within ten (10) days to the Superintendent.

At this step, a hearing shall be held within ten (10) days from receipt of the

appeal. An electronic written decision shall be issued to all parties within ten

(10) days after hearing the appeal.

3. Step 3-FMCS Mediation: In the event the grievant and the Association are not

satisfied with the decision at Step 2, the Association may, within ten (10) days

after receipt of the Superintendent's disposition, submit a request electronically

to the Superintendent for Federal Mediation and Conciliation Service (FMCS)

mediation. Within five (5) days of the request, the parties shall mutually attempt

to agree on an FMCS mediator. If unable to do so, the parties shall request for

FMCS to appoint a mediator. The parties shall participate in an FMCS

grievance mediation session, which shall be held as soon as practicable in

accordance with the mediator's availability.

4. Arbitration: In the event the grievant and the Association are not satisfied with

the results of Step 3, the Association may submit a request in writing

electronically that the grievance be submitted to binding arbitration. The

request shall be made within ten (10) days of the final mediation session at

Step 3. The parties shall immediately attempt to select a mutually acceptable

arbitrator either from lists to be developed by the parties or developed by the

American Arbitration Association (AAA). If the parties are unable to select an

arbitrator within ten (10) days of the request for arbitration, the grievance may

be submitted for arbitration to the AAA. The conduct of the arbitration shall be

governed by the voluntary labor arbitration rules of the AAA.

The cost of arbitration shall be borne equally by the Board and the grievant.

The Arbitrator shall have no power to alter, amend, or change any of the terms

of this Agreement. The decision rendered by the arbitrator shall be final and

binding upon the parties.

C. Unit Member Processed Grievance

A unit member covered by this Agreement may present a grievance directly and

have such grievance adjusted without intervention of HLEA as long as the

adjustment is not inconsistent with the terms of this Agreement and HLEA is present

at the time of adjustment. HLEA shall be provided copies of any grievance filed by

unit members directly and any responses by the District.

D. Timelines

Any grievance not advanced to the next step within the time limits shall be null and

void. Failure of the administration or Board to render a decision within the time limits

shall automatically advance the grievance to the next step.

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ARTICLE 3.1

TEACHER AND SCHOOL COUNSELOR EVALUATION

A. Objectives

1. To assist teachers, counselors, and administrators in identifying, implementing,

and supporting best educational practices that will provide the greatest

opportunity for student learning and growth and to help unit members improve

their performance..

2. To establish goals and procedures for professional development.

3. To provide information for recommendations regarding contract status.

4. To assess a unit member’s work performance.

B. Definitions

1. Evaluation Procedure: The procedural requirements are set forth in this

agreement to provide specificity to the statutory obligations established under

sections 3319.111, 3319.112, and 3319.113 of the Ohio Revised Code and to

conform to the framework for the evaluation of teachers developed under

section 3319.112 and the framework for the evaluation of school counselors

under section 3319.113 of the Ohio Revised Code.

2. Ohio Teacher Evaluation System (OTES): The teacher evaluation system that

is codified under sections 3319.111 and 3319.112 of the Ohio Revised Code.

Ohio School Counselor Evaluation System (OSCES): The school counselor

evaluation system that is codified under section 3319.113 of the Ohio Revised

Code.

3. Evaluation Framework: The document created and approved by the Ohio

Department of Education (ODE) in accordance with section 3319.111(A) of the

Ohio Revised Code that establishes the standards-based framework for the

evaluation of teachers developed under section 3319.112 of the Ohio Revised

Code.

4. Evaluation Factors: The multiple measures that are required by law to be used

in the teacher evaluation and school counselor evaluation procedures. The

evaluation factors for teachers being evaluated under OTES 2.0 include the

walkthroughs, observations, and any/all other components required by the

Ohio Revised Code. The two factors for school counselor evaluation are

student outcomes and counselor performance.

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5. Teacher or Counselor Performance: The assessment of a teacher’s or school

counselor's performance resulting in a performance rating. As an evaluation

factor, the teacher or school counselor performance dimension is based on

direct observations and walkthroughs that are performed by a credentialed

evaluator. Teacher performance results are reported as a teacher performance

rating of Accomplished, Skilled, Developing, or Ineffective. School counselor

performance results are reported as a school counselor performance rating of

Accomplished, Skilled, Developing, or Ineffective. Accomplished is the highest

rating and Ineffective is the lowest rating.

6. Evaluation Rating: The evaluation rating is assigned at the conclusion of the

evaluation cycle. For teachers, the final holistic evaluation rating is assigned

at the conclusion of the evaluation cycle. For counselors, the individual

performance rating is combined with student metrics to reach the evaluation

rating.. Each completed evaluation will result in the assignment of a

teacher/school counselor to one of the following evaluation ratings:

Accomplished, Skilled, Developing or Ineffective.

7. Evaluation Cycle: The period of time from the establishment of a Professional

Growth or Improvement Plan through the issuance of an evaluation rating, in

the year in which an evaluation rating is required by this contract or the Ohio

Revised Code..

8. Evaluation Instrument: The process and forms used by the evaluator. The

forms or instrument are located in Appendix C to this agreement for teacher

evaluation and school counselor evaluation. Forms will be used as provided

by ODE as of July 1, 2021. Any change to the ODE forms shall be subject to

review by the Evaluation Committee. If the Evaluation Committee is in

agreement with the changes, then the changes shall be incorporated into this

Agreement upon ratification of the Association and approval by the Board.

9. Evidence – Information collected by the evaluator as part of the Evaluation

Procedure and/or information provided to the credentialed evaluator by the unit

member to support and inform the accurate reflection of the Evaluation Factors.

Examples include, but are not limited to, student information affecting

educational progress, newsletters, classroom rules, lesson plans, student

portfolios, summative assessments, and student work samples..

10. Ohio Evaluation System (OhioES) – The electronic system used by the District

to electronically report to ODE aggregate final, summative evaluation ratings.

The District shall report the number of unit members for whom an evaluation

was conducted and the number of unit members assigned to each evaluation

rating. All other information and documents obtained through the evaluation

process shall be stored and maintained by the District.

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11. High-Quality Student Data (HQDS): Quantitive information, derived from

instruments(s) rigorously reviewed and approved by locally determined

education experts (as determined by the HQSD Committee), which provides

evidence of student learning that can be directly attributable to the teacher

being evaluated. HQSD is data that:

a. Aligns to learning standards

b. Measures what is intended to be measured

c. Does not offend or be driven by bias

d. Is attributable to a specific teacher for course(s) and grade level(s)

taught

e. Demonstrates evidence of student learning (achievement and/or

academic growth)

f. Follows protocols for administration and scoring

g. Provides trustworthy results

12. Improvement Plan: A written plan developed by the evaluator, utilized when a

teacher/counselor receives a summative/holistic rating of Ineffective. The

evaluator will take into consideration any input from the teacher when

developing the improvement plan.

13. Poorly Performing Teacher: A teacher who is assigned an evaluation rating of

ineffective for three (3) years during any five (5) year period.

14. Professional Growth Plan: A written plan, self-directed or developed between

the teacher and evaluator, designed for the sole purpose of continuing teacher

growth focused on areas identified by the unit member.

15. Value Added Progress Dimension – A calculation designed to estimate the

influence that school districts and buildings have on the academic progress

rates of student populations from year to year. Specifically, the calculations

measure District and school Value Added effects for each subject and grade

tested. The Value Added Progress Dimension is provided by a third-party and

not calculated at the District level.

16. Walkthrough – An informal observation of at least four (4) consecutive minutes,

but not more than twenty (20) consecutive minutes in duration.

C. Application

1. The teacher evaluation procedure contained in Article 3.1 applies to teachers

issued licenses under RC 3319 or a permanent certificate issued under former

RC 3319.22, and who spend at least 50% of their time providing student

instruction. Additionally, Article 3.1 shall apply to school counselors.

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2. Unit Members who are not covered in Article 3.1 shall be evaluated using the

procedure in Article 3.2.

D. Evaluators

1. An evaluator shall be a credentialed contracted administrator of the District.

2. An evaluator shall not be a bargaining unit member.

3. It will be a mutual goal that the immediate supervisor be the primary evaluator.

If the unit member reaches the Accomplished rating, they may select their own

evaluator from a list of District-approved evaluators within the teacher’s

assigned building.

4. In the event a unit member performs work under the supervision of more than

one administrator, one administrator shall be designated as the evaluating

administrator.

5. When entering information into OhioES, the District shall have the ability to

designate both a primary and secondary evaluator for each bargaining unit

member. The secondary evaluator shall only become involved in the

evaluation of a unit member if the primary evaluator becomes incapacitated or

is on leave from the District for more than twenty (20) consecutive workdays.

In this situation, the secondary evaluator shall become the primary evaluator of

the unit member..

6. An evaluator shall be under contract with the Board pursuant to section 3319.01

or 3319.02 of the Revised Code and holds a license designated for being a

superintendent, assistant superintendent, principal, administrative specialist, or

supervisor issued under section 3319.22 of the Revised Code.

7. Not later than September 15 of each year, or in the case of a new unit member,

within thirty (30) days of the first day worked, each unit member shall be notified

in writing of the name and position of his or her primary and secondary

evaluator.

E. Evaluation Committee

1. The Association and the Board agree to establish a joint Evaluation Committee

for the purpose of reviewing Articles 3.1 and/or 3.2, procedure and process,

including the off-cycle year(s) and the evaluation instrument, for the evaluation

of teachers in the District and to review the effectiveness of Articles 3.1 and/or

3.2, procedure and process, including the evaluation instrument, for the

evaluation of teachers in the District. Prior to the first Evaluation Committee

meeting of the 2022-2023 school year, and upon request by either the Board

or the Association in subsequent years, an FMCS Commissioner shall train all

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Committee members on consensus and committee operation. Additionally, the

Committee shall not meet when any of the requirements of the Committee

Operation as outlined in 3 below have not been met. The training during the

2022-2023 school year shall be held during the contract day. If training is

requested in subsequent years, the Board and Association shall meet to

determine when the training is held, but the training will not be held during a

student day.

2. Committee Composition

a. The committee shall be comprised of between five (5) and seven (7)

Association members appointed by the Association president and

between five (5) and seven (7) administrators appointed by the

Superintendent or designee.

b. Committee members shall be representative of elementary school,

intermediate school, middle school, high school, and specialty areas (e.g.,

music, art, special education).

3. Committee Operation

a. A committee member from the Association and a committee member from

the Board shall chair the committee jointly.

b. The committee will establish meeting dates and times.

c. The co-chairpersons of the committee will develop committee agendas

jointly.

d. All recommendations of the committee will be achieved by consensus.

e. The committee will develop the ground rules by which the committee will

operate. These ground rules will be read aloud at the commencement of

the meeting.

f. The committee will select an individual to act as the official recording

scribe for that meeting.

g. Committee meeting minutes will be distributed to committee members,

Association President and Superintendent within ten (10) work days

following meetings of the committee.

h. The committee shall be authorized to utilize consultant(s).

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4. Committee Authority

a. The committee is responsible for reviewing and recommending changes

to Articles 3.1 and/or 3.2, procedure and process, including the off-cycle

year(s) and the evaluation instrument, for teacher evaluation.

b. If either party wishes to consider any change or revision to the evaluation

procedure or process contained in Article 3.1, including the off-cycle

year(s) and the evaluation instrument, during the term of this agreement,

it will discuss the matter with the committee. If the discussion results in a

recommendation by the committee to change or revise the evaluation

procedure or process, including the evaluation instrument the

recommendation shall be subject to ratification by the Board and the

Association.

c. This committee shall not limit the areas for discussion and agreement, by

the Association or the Board, as contained in Article 1.

F. Orientation

A unit member newly employed or one reassigned after the beginning of the work

year shall be notified of the evaluation procedures in effect. Such written notification

shall be within two (2) weeks of the first day in a new assignment.

G. Training

1. Training on the evaluation procedure will occur annually for unit members new

to the District and shall include the tools, processes, methodology, and the use

of student growth measure data or student metrics.

2. Each unit member shall have access to written instructions on the purpose,

mechanics and dimensions of the evaluation procedure.

3. Evaluation instrument training shall be presented to unit members not later than

September 30, or in the case of a unit member employed after September 30,

not later than thirty (30) days after initial employment with the District.

H. Schedule for Evaluation

1. No observations or conferences will be conducted the first or last week of the

school year or the day before or after Thanksgiving, winter, or spring break, or

the day before or after District testing (when such testing is one [1] of the four

[4] cumulative benchmark assessments in the unit member’s subject area)

and/or standardized testing (when such testing is occurring for a majority of the

unit member’s students or in the unit member’s assigned workspace).

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2. The evaluation shall be completed no later than the first day of May, and the

unit member being evaluated shall receive a conference and a written report of

the results of this evaluation, including the assigned evaluation rating, not later

than the tenth day of May.

3. If the Board has entered into a limited contract or extended limited contract with

a unit member pursuant to section 3319.11 of the Ohio Revised Code, the

Board shall perform a minimum of three formal observations during the

evaluation cycle in any school year in which the Board may wish to declare its

intention not to re-employ a unit member pursuant to ORC 3319.11 (B), (C)(3),

(D), or (E).

I. Criteria for Performance Assessment

1. A unit member's performance shall be assessed based on the criteria set forth

in the evaluation instrument.

2. A unit member's evaluation shall be based on evidence gathered in a variety of

avenues: professional growth or improvement plans, formal observations,

walkthroughs, conferences, and evidence of practice.

J. Required Evaluation Components

1. Full Evaluation Cycle

a. Professional Growth Plan or Improvement Plan

b. Two (2) formal observations, one of which shall be a formal holistic

observation, and one of which shall be a formal focused observation.

Each observation shall be preceded by a pre-observation conference and

followed by a post-observation conference.

c. Classroom Walkthroughs

d. Final Summative Conference

2. Less Frequent Evaluation Cycle

a. Professional Growth Plan

b. One (1) formal observation utilizing the observation form in Appendix D.

c. One (1) observation conference utilizing the observation form in Appendix

K. Observations

1. Schedule of Observations for the Full Evaluation

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a. For Teachers: At least two (2) formal observations shall be conducted to

support each evaluation. One (1) observation shall be a formal holistic

observation. One (1) observation shall be a formal focused observation.

b. For Counselors: At least two (2) formal observations shall be conducted

to support each evaluation.

c. A formal observation shall last at least thirty (30) minutes.

2. Schedule of Observations for the Less Frequent Evaluation Cycle

a. For Teachers: Less frequent evaluations must include one formal

observation and a post-observation conference. The formal observation

is completed utilizing the observation form in Appendix D.

b. For Counselors: Less frequent evaluations must include at least one (1)

formal observation and one (1) post-observation conference. The formal

observation is completed utilizing the observation form in Appendix D.

c. A formal observation shall be at least thirty (30) minutes.

3. Observation Conference

a. Formal observations for unit members in the full evaluation cycle must be

preceded by a conference between the evaluator and the unit member in

order for the unit member to explain plans and objectives for the work

situation to be observed. Unit members in the less frequent evaluation

cycle may request and shall be entitled to a pre-observation conference.

The pre-observation conference shall occur no more than five (5) work

days nor fewer than two (2) work days prior to the observation. The only

exception to this shall be if the unit member requests an observation fewer

than two (2) work days in advance. In this instance, the pre-observation

conference may occur at any time prior to the formal observation. Part of

the discussion during the pre-observation conference shall be

determining the areas of focus for walkthroughs, areas of focus for the

observation(s) and discussing progress on the unit member’s

Professional Growth Plan or Improvement Plan.

b. Regardless of the unit member’s evaluation status, either full evaluation

or less frequent evaluation, a post-observation conference must be held

within ten (10) work days after each formal observation and may be used

to inform the unit member if observed instructional practices are aligned

with the expectations that are identified in the professional growth or

improvement plan. Other key elements of the post-conference discussion

are determining area(s) of focus and discussing progress on the

Professional Growth or Improvement Plan.

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L. Walkthroughs

1. A walkthrough is a:

a. Tool to inform evaluation that provides the opportunity to gather evidence

of instruction or school counselor practice over a series of short classroom

visits;

b. Process for giving targeted evidenced-based feedback to unit members;

and

c. Means for evaluators to visit more frequently and more purposefully.

2. Walkthroughs, as part of the evaluation system, may be general in nature or

focused on observing a specific aspect of performance.

3. Summary data collected through a series of walkthroughs along with evidence

documented through formal observations will come together to inform the unit

member's summative performance rating: ineffective, developing, skilled or

accomplished.

4. At least two (2) walkthroughs shall be included in each full evaluation.

5. Walkthroughs are formative assessments that focus on one or more of the

following components:

For teachers:

a. Teacher is consistent and effective in communicating appropriate, needs

based, differentiated learning goals;

b. Instructional time is used effectively;

c. Teacher combines collaborative and whole class learning opportunities;

d. Rapport and expectations for respectful, supportive and caring

interactions with and among students and the teacher are evident;

e. Lesson makes clear and coherent connections with student’s prior and

future learning;

f. Teacher demonstrates content knowledge and uses content-specific

language and strategies to engage students;

g. Communication strategies and questioning techniques check for

understanding and encourage higher-level thinking;

h. Information is presented in multiple formats;

i. Routines, procedures and transitions are consistent, effective and

maximum instructional time;

j. Feedback is substantive, specific, timely and supports student learning;

k. Teacher selects, develops and uses multiple assessments;

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l. Teacher uses differentiated instructional strategies and resources for

groups of students;

m. Other (including a narrative explaining what was observed and how it

relates to the unit member’s Professional Growth Plan or Improvement

Plan)

For school counselors:

a. Comprehensive School Counseling Program Plan;

b. Direct Service for Academic, Career, and Social/Emotional Development;

c. Indirect Services: Partnerships and Referrals;

d. Evaluation and Data;

e. Leadership and Advocacy;

f. Professional Responsibility, Knowledge and Growth; and

g. Other

6. Walkthroughs, when included in a unit member's evaluation, shall be at least

four (4) consecutive minutes, but not more than twenty (20) consecutive

minutes in duration.

7. The unit member shall be provided walkthrough feedback within three (3) work

days of the walkthrough having been completed.

M. Metrics of Student Outcomes

The School Counselor and Evaluator shall work in collaboration to determine metrics

of student outcomes that most clearly reflect the work of the school counselor and

clearly illustrate a link between the work and the student outcomes.

N. High-Quality Student Data

1. Teacher evaluation shall incorporate at least two (2) measures of HQSD, one

(1) of which shall include the Value-Added Progress Dimension, if available.

2. Building-level HQSD Committees comprised of administrators and teachers

who are locally determined experts in the field of education shall determine if

an instrument meets the criteria for generating HQSD. The building principal

will select the teachers for the HQSD Building Committee

a. Prior to September 30

for first semester and February 15

for second

semester, individual teachers may request the building-level HQSD

Committee review a preferred assessment to determine whether it meets

the HQSD criteria. The building-level HQSD Committee shall meet by

October 15

for first semester and March 15

for second semester to

review the preferred assessment and to issue a decision.

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b. The HQSD Committee shall utilize the Evaluation Committee’s HQSD

Consideration rubric (to be developed) to assess each instrument under

consideration as a measure of HQSD. Teachers shall be provided a copy

of the rubric. The rubric shall assess whether each of the metrics required

for an assessment to meet the criteria for HQSD as outlined in Article 3,

section 3.1 B 11 has been met. This decision shall be made by consensus

with at least seventy percent (70%) of the building-level HQSD Committee

in agreement.

c. If a teacher is not in agreement that a locally determined HQSD measure

meets the required criteria set forth in the definition of HQSD contained in

this Article of this Agreement, the teacher may request an appeal in writing

to the Evaluation Committee. An HLEA appointed member shall present

the appeal to the Evaluation Committee. A majority of the Evaluation

Committee shall be required to affirm or deny if the locally determined

HQSD measure meets the required criteria contained herein. The teacher

shall receive written notice of the Evaluation Committee’s decision, which

shall be final and not subject to the grievance procedure. If the teacher

requesting the appeal is on the Evaluation Committee, the teacher must

abstain from voting on the appeal. The administrator from the Building-

Level HQSD Committee from where the appeal originates also must

abstain from voting on that specific appeal. In the circumstance where a

member of the Evaluation Committee is ineligible to vote on the appeal

due to the requirements above, a member of the Evaluation Committee

from the other group shall also be removed from the voting process in

order to maintain an equal number of administrators and association-

appointed members of the Evaluation Committee as participants in the

determination process. The administration-appointed members of the

Evaluation Committee shall determine which administrator is removed

from the determination process.

d. Likewise, if the building-level HQSD Committee determines that a unit

member’s preferred assessment does not meet the required criteria to be

used as an HQSD measure, the unit member may use the appeal

procedure contained in Article 3.1 M 2 c of this Agreement.

3. HQSD will be considered attributable to a teacher when:

a. Assigned to the teacher who has proper certification/licensure to teach the

subject/grade level for which the student is enrolled, or

b. Assigned to an intervention specialist or English Language Learning

teacher who is responsible for a portion of the student’s instructional time

within a given subject/course.

4. HQSD shall not be aggregated to provide shared attribution among teachers in

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the District, a building, a grade level, a content area, and/or other group.

O. Vendor Assessments

1. When utilizing vendor assessments, all affected teachers shall be trained on

the utilization of the assessment program, including how to analyze the data to

inform instruction.

2. Upon request from either the Association President or the Superintendent, an

assessment of Vendor Assessments shall occur in May of each school year.

The Evaluation Committee will complete the assessment.

P. Electronic Devices

Electronic devices may be used for notetaking, but audio recording, video recording,

and/or picture taking shall be permitted with the knowledge and consent of the unit

member, for the purpose of assessing and improving a unit member's performance

and effectiveness. Electronic devices cannot be used in lieu of an in-person

classroom observation. Laptop computers/iPads may be used to document

observations.

Q. Finalization of Evaluation

1. Written Report

No later than May 10, a copy of the formal written evaluation report shall be

given to the unit member and a conference shall be held between the unit

member and the evaluator.

2. Completion of Evaluation Cycle

a. The evaluation shall acknowledge the performance strengths of the unit

member evaluated as well as performance deficiencies. The evaluator

shall note all the data used to support the conclusions reached in the

evaluation written report. The evaluation written report shall be signed by

the evaluator and the unit member. The unit member's signature shall

serve as acknowledgement that the evaluation written report will be

placed in the unit member’s personnel file.

b. The Superintendent/designee may waive the annual evaluation for a unit

member receiving an effectiveness rating of “Accomplished” on the unit

member's most recent evaluation conducted pursuant to this article. Such

unit members may be evaluated once every three years instead of

annually as long as the teacher is making progress on his/her Professional

Growth Plan. This will apply to school counselors who are rated

Accomplished so long as the metric of student outcomes, for the most

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recent school year for which data is available, is Skilled or higher on the

evaluation rubric. Triennial evaluations conducted pursuant to this article

are completed by May 1 of the evaluation year and unit members are

provided a written copy of their evaluation results by May 10.

c. The Superintendent/designee may waive the annual evaluation for a unit

member receiving an effectiveness rating of "Skilled" on the unit

member's most recent evaluation conducted pursuant to this Article.

Such unit members may be evaluated once every two years instead of

annually as long as the teacher is making progress on his/her

Professional Growth Plan. This also applies to school counselors who

are rated Skilled so long as the metric of student outcomes, for the most

recent school year for which data is available, is Skilled or higher on the

evaluation rubric. Biennial evaluations conducted pursuant to this Article

are completed by May 1 of the evaluation year and unit members are

provided a written copy of their evaluation results by May 10.

d. In any year that a unit member is not fully evaluated pursuant to

paragraphs (b) or (c) of this Section as a result of receiving a rating of

Accomplished or Skilled on the unit member's most recent evaluation, an

individual qualified to evaluate a unit member shall conduct at least one

formal observation of the unit member of at least thirty (30) minutes and

hold a post-observation conference with the unit member utilizing the

observation form in Appendix D.

e. The Board may elect not to conduct an evaluation of a unit member who

was on leave from the school district for fifty percent (50%) or more of the

school year, as calculated by the Board or a unit member who has

submitted notice of retirement and that notice has been accepted by the

Board not later than the first day of December of the school year in which

the evaluation is otherwise scheduled to be conducted.

3. Response to Evaluation

The unit member shall have the right to make a written response to the

evaluation written report and to have it attached to the evaluation written report

to be placed in the unit member's personnel file. The unit member's evaluation

response must be submitted to the Superintendent within five (5) workdays of

the evaluation conference.

R. Professional Development

1. Professional growth and improvement plans shall be developed as follows:

a. Each Professional Growth Plan shall include no more than two (2) goals.

The Teacher Professional Growth Plan shall include one (1) goal tied to

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the Ohio Department of Education Standards and one (1) goal tied to the

unit member’s assigned building goals.

b. Unit members with a final summative/holistic rating of Accomplished will

annually develop a self-directed professional growth plan prior to the first

observation conference and may choose their evaluator for the evaluation

from a list of district-approved evaluators within the unit member's

assigned building.

c. Unit members with a final summative/holistic rating of Skilled will, on an

annual basis, jointly develop a professional growth plan with the evaluator

prior to the first observation conference and will have input on the

selection of an evaluator, within the unit member's assigned building, for

the next evaluation.

d. Unit members with a final summative/holistic rating of Developing will

annually develop a Professional Growth Plan guided by the evaluator prior

to the first observation conference. The evaluator will grant final approval

of the plan.

e. Unit members with a final summative/holistic rating of Ineffective will be

placed on an improvement plan developed by the evaluator. The

evaluator will take into consideration any input from the teacher when

developing the improvement plan.

f. A unit member new to the District will develop a Professional Growth Plan

collaboratively with the evaluator.

2. Professional growth and improvement plans for a school year shall be

developed no later than September 15.

3. Professional growth and improvement plans shall describe the specific

performance expectations, resources and assistance available.

4. The Board shall provide for professional development to accelerate and

continue unit member growth and provide support to poorly performing unit

members.

5. The Board shall provide for the allocation of financial resources to support

professional development.

S. Due Process

A unit member shall be entitled to Association representation at any conference held

during this procedure in which the unit member will be advised of disciplinary action

or if the unit member is under consideration for nonrenewal.

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ARTICLE 3.2

TEACHER EVALUATION

1. This Article (3.2) pertains only to those licensed/certificated employees who are not

covered in Article 3.1.

2. Licensed/certificated employees who are not covered in Article 3.1 shall be

evaluated no later than the first day of May, and the licensed/certificated employee

being evaluated shall receive a conference and a written report on the results of this

evaluation not later than the tenth day of May. At least two (2) formal observations,

of at least thirty (30) minutes, shall be conducted to support each evaluation. If the

licensed/certificated employee does not meet or exceed district expectations, he or

she will develop an improvement plan with his or her evaluator.

3. Improvement plan

a. The improvement plan is a clearly articulated assistance program, which

includes completion timelines.

b. Improvement plans for the school year shall be developed no later than

September 30.

c. Improvement plan shall describe the specific performance expectations,

resources and assistance available.

d. In the event that the teacher and evaluator cannot agree on the evaluator’s

expectations for the improvement plan, an additional administrator appointed

by the Superintendent/designee and an additional teacher selected by the

evaluated teacher will help to facilitate further discussion between the

evaluated teacher and evaluator.

e. The evaluator will approve the improvement plan.

4. Licensed/certificated employees on continuing contracts may be evaluated one time

every three years. This guideline does not prohibit additional observations and

appraisals by administrators.

5. Teacher observations and/or post-observation conferences will not be conducted

the first or last week of the school year or the day before or after Thanksgiving,

winter, or spring break.

6. The timelines contained herein may be extended by mutual agreement, or by the

absence of the evaluator or the licensed/certificated employee being evaluated.

7. Article 3.2 of this staff appraisal program shall supersede and take the place of all

statutory evaluation requirements, including ORC Section 3319.111.

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8. A licensed/credentialed employee may have an Association representative who is

available during the second observation conference. When the request is made, the

conference shall not be delayed more than one (1) school day due to the availability

of the representative.

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ARTICLE 4

INDIVIDUAL UNIT MEMBER’S CONTRACT

TERMINATION AND NON-RENEWAL

A. Contract

1. The initial limited contract offered to unit members new to the District shall be

for a term of one (1) year. A teacher must be under contract for at least one

hundred and twenty (120) school days for that contract to count as the initial

limited contract. If employed for less than one hundred and twenty (120) school

days the unit member's next contract will be considered his/her first contract.

2. Upon completion of the first contract, such unit member, if re-employed, shall

be offered another one (1) year limited contract. Upon completion of the

second (2

) one (1) year limited contract, such unit member, if re-employed,

shall be offered another one (1) year limited contract.

3. Upon completion of three (3) one (1) year limited contracts, such unit member,

if re-employed, shall be offered a two (2) year limited contract.

4. Upon successful completion of a two (2) year limited contract, a three (3) year

limited contract will be granted if recommended by the Superintendent.

5. Succeeding contracts, if the unit member is recommended for reemployment,

will be three (3) year limited contracts.

6. Upon submission to the District of proof of eligibility, continuing contracts shall

be considered for unit members in accordance with ORC Section 3319.11.

7. To be considered for a continuing contract for the following school year, unit

members must notify the Superintendent no later than October 1 in the current

school year, of their request to be considered for a continuing contract.

Additionally, unit members must submit proof of eligibility for continuing

contract status, prior to April 1 of the current school year. Members may

request consideration for a continuing contract during the term of a limited

contract. Members will be considered for continuing contracts in accordance

with ORC Section 3319.11.

B. Termination of Contract

The termination of a member’s contract shall be in accordance with the provisions

of ORC Sections 3319.16 and 3319.161.

C. Non-Renewal of Contract

1. For the first two (2) years of employment with the District, the contracts of all

teachers will automatically expire at the end of each contract year without any

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notice from the Board or action by the Board. A first or second year teacher

will only be employed for the succeeding contract year if the Board takes

specific action to rehire that teacher. There is no right to grieve this automatic

contract expiration, or a Board decision not to offer reemployment. This section

is also applicable to any teacher replacing a teacher on a leave of absence.

2. For the third, fourth and fifth years of employment with the District, the non-

renewal of a member’s contract shall be in accordance with the provisions of

ORC Section 3319.11, except that the appeal process will be through the

grievance procedure instead of ORC Section 3319.11. The parties intend for

the grievance process to supersede and replace the entire ORC Section

3319.11 appeal process.

3. Bargaining unit members with five (5) or more years of continuous current

service or more who are notified in writing that it is the intention of the

Superintendent to recommend that their contract not be renewed, may, upon

written request to the Superintendent within ten (10) calendar days after receipt

of the Superintendent’s notification, schedule a hearing with the Board in

Executive Session at a time mutually convenient to all parties, to show cause

why his/her contract should be renewed.

4. The non-renewal of a member’s contract with five (5) or more continuous,

current years of service, except those who have been placed on the reduction

in force list, should be based upon one or more of the following reasons:

a. Professional incompetence as determined by the evaluations conducted

each year by his/her principal and/or Superintendent or his/her designee

in accordance with the staff appraisal program established in accordance

with the terms of this Agreement.

b. The violation of the policies established by the Board and/or the

administration, and/or the terms of this Agreement governing the conduct

and employment of each member.

c. The violation of a civil or criminal law, which in the judgment of the Board

should the member be found guilty, continued employment would not be

in the best interests of the school system.

d. Immorality

e. Or for any other good and just cause which governs the conduct and

employment of members of the educational profession.

5. Nothing herein stated shall be construed to deny any member the right of

Association representation.

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6. A decision in writing shall be rendered by the Board following the termination

of the hearing. A copy of said decision shall be sent to the member, the

President of the Association and the Superintendent.

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ARTICLE 5

PROFESSIONAL PERSONNEL FILE

A. Unit members shall have the right, upon request, to review the contents of their

personnel file. Prior arrangements for such review shall be made with the

Superintendent. Upon request, a unit member shall be entitled to have an

Association representative accompany him/her during such review. If someone

other than an administrator reviews a unit member’s personnel file, the member shall

be given written notification of that fact.

B. A unit member, when reviewing the contents of his/her personnel file with an

administrator from the Central Office present, may indicate those untimely,

inaccurate, irrelevant or incomplete documents, which he/she desires to have

removed from his/her personnel file. Such documents shall be removed with the

mutual consent of both parties.

C. Should the unit member and the Superintendent disagree as to whether or not

material contained in his/her file is untimely, inaccurate, irrelevant or incomplete,

then such dispute shall be subject to the grievance procedure.

D. The record that a verbal reprimand has been given to a bargaining unit member may

be placed in the personnel file for up to two calendar years. If no further infractions

occur during those two calendar years, the notation that a bargaining unit member

has received a verbal reprimand will be removed from the bargaining unit member’s

personnel file upon the bargaining unit member’s request.

E. The record that discipline has occurred for a bargaining unit member shall be placed

in the member's personnel file. If no further infractions occur during those three (3)

calendar years, the documentation that a bargaining unit member has received

discipline will be removed from the bargaining unit member's personnel file upon the

bargaining unit member's request.

F. The Board agrees to protect the confidentiality of the unit member’s personnel file

within the constraints of ORC Section 149.43.

G. When a principal or other administrator finds it necessary to make a notation in a

unit member’s file, which reflects adversely upon the unit member, the unit member

shall be offered an opportunity to read such notation. The unit member will

acknowledge having read such notation by signing on the actual document filed, with

the understanding that such signature does not indicate agreement with its contents.

The unit member shall also have the right to answer such notation and said answer

shall be attached to the file copy.

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ARTICLE 6

DISCIPLINARY ACTION

A. Disciplinary conferences and reprimands of a unit member shall be private. An

affected unit member may if he/she deems it necessary, request the presence of an

Association representative. When such request is made, the conference shall not

be delayed more than one (1) school day due to the availability of the representative.

Such representation will be at the discretion of the unit member and shall not be

denied.

B. Employee Discipline

1. Unless the welfare of students, other district employees, and/or the district are

adversely affected, and/or dependent upon the seriousness of the offense,

discipline shall be progressive in nature with respect to similar problems, in

accordance with the procedure set below.

2. Progressive Discipline Order:

a. Informal/Verbal Warning (documents in writing)

b. Written Reprimand

c. Three-Day Suspension without pay (by Superintendent/designee)

d. Five-Day Suspension without pay (by Superintendent/designee)

e. Termination

Commencing with Level 2(b) (written reprimand) in the above procedure, no

employee shall be subject to discipline except for just cause.

C. Any written record of disciplinary action will be kept in the employee's personnel file

in compliance with Article 5.

D. Informal warnings are not subject to the grievance procedure.

E. Termination will be conducted in accordance with ORC Section 3319.16.

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ARTICLE 7

ASSIGNMENTS, VOLUNTARY TRANSFERS, AND INVOLUNTARY TRANSFERS

Definitions:

Assignment: The specific area to be taught (i.e., high school French, fourth grade, middle

school language arts, etc.)

Voluntary transfer: A move from one position to another at the request of the bargaining

unit member.

Involuntary transfer: A move from one position to another at the direction of the

Superintendent.

Vacancy: An open position the Board intends to fill.

A. Assignments

1. The Superintendent shall send unit members a “Statement of Intentions” e-mail

prior to March 1 of each year. Unit members who wish to be considered for a

change in assignment (whether building, grade level or subject area) will

respond by e-mail to the “Statement of Intentions” by March 15. A unit member

may notify the Superintendent at any time during the school year of his/her

interest in changing positions.

Bargaining unit members requesting unpaid Child Care Leave for the

succeeding school year shall make such request no later than April 15, per

Article 8, Section E.4.

2. The Superintendent will give notice of assignment to new unit members as

soon as practicable.

3. Unit members will be given notice of their probable assignment for the

forthcoming year not later than the end of the current school year. Such

assignment may be altered in the event the organization within the District

requires it. Any affected unit member will be advised thereof at the earliest

possible time and given an opportunity to confer with the administration. A

bargaining unit member may request to have any association representative

who is available present during any discussion of involuntary transfer. When

such request is made, the conference shall not be delayed more than one (1)

school day due to the availability of the representative.

4. Notice of assignment for both new and incumbent unit members shall include:

a. Building assignment.

b. Grade level for PK-8.

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c. Subject area(s) specific to employee certification / licensure.

B. Voluntary Transfers

1. Requests for Voluntary Transfer

Unit members shall indicate any transfer desired on the Statement of Intentions

form submitted under paragraph 7(A)1 above. Such requests represent

consent to transfer and may be acted upon without consultation with the unit

member. Such request shall not affect the unit member’s existing assignment

in event no vacancy exists or is contemplated in the area to which the transfer

is requested.

2. Voluntary Transfer

a. Each vacancy for the next school year shall be posted, with the reason for

the vacancy, via an email to unit members' email addresses for a minimum

of two (2) days. The District shall also post each vacancy for the next

school year on the District website for a minimum of two (2) days, and via

a District auto-call during the months of June and July to each unit

member on the first (1st) day of the posting. Any vacancy for the next

school year occurring after July 31 but before the first teacher workday

shall be posted via the email system to bargaining unit members' email

addresses, via a District auto-call, and when available, on the District

website with no minimum posting period. A vacancy occurring between

the first and last teacher work days shall be posted for a minimum of two

(2) days.

b. Any bargaining unit member who applies for a vacant position for the next

school year shall be given an interview prior to the filling of the position for

those vacancies for the next school year occurring on or before July 31.

Only one interview need be provided to the bargaining unit member by the

same administrator in any one school year.

c. If a unit member’s application is denied, the unit member may request,

and shall be granted, a conference with the Principal and/or

Superintendent. Denial of the application shall not be subject to the

grievance procedure.

d. Upon request, the unit member shall be provided with boxes, if available,

and/or assistance with the physical transfer of the boxes from one location

to the next. There is no expectation that a member work outside of his/her

contract year without compensation.

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3. Involuntary Transfer

a. An involuntary transfer request initiated by an administrator must be

preceded by a conference with the bargaining unit member. If the

bargaining unit member agrees to move to the new position, it becomes a

voluntary transfer. If the bargaining unit member does not agree to the

move, the directive becomes an involuntary transfer and the bargaining

unit member shall be given the opportunity to meet with his/her principal

before the transfer is effective. If the bargaining unit member requests,

the administrator will give the unit member the reason(s) for the

involuntary transfer. The parties recognize that in order to meet the

staffing needs of the District, it may be necessary to involuntarily transfer

after notice to the bargaining unit member involved. The bargaining unit

member may request a meeting with the Superintendent after meeting

with the principal but may not refuse to accept the involuntary transfer.

Upon request, the unit member shall be provided with boxes, if available,

and/or assistance with the physical transfer of the boxes from one location

to the next. There is no expectation that a member work outside of his/her

contract year without compensation.

b. When an involuntary transfer is determined to be necessary during the

school year because of a change in student enrollment, it shall be done

by reverse seniority unless the Superintendent determines that

extenuating circumstances exist. When involuntary transfers are done

during the school year, the affected teacher shall be provided a three-day

(3) transition period without their regular duties before the transfer actually

takes place. Upon request, the teacher shall be provided with boxes, and

assistance with the physical transfer of the boxes from one location to the

next.

4. Disposition of Request for Transfer

The Superintendent shall notify each bargaining unit member involved of the

disposition of a request for transfer and/or reassignment as soon as

practicable.

5. Right to Representation

The bargaining unit member shall have the right to be accompanied in any

denial conference by a representative of the Association.

6. Exclusive Authority of Superintendent

The Superintendent retains the exclusive authority to determine the

assignment of staff.

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ARTICLE 8

LEAVES

A. Sick Leave

1. Annual Allowance

a. Fifteen (15) days sick leave shall be advanced annually to each unit

member with the first pay of July, except when the unit member has

exhausted all sick leave days in the prior year. If all sick leave is

exhausted, the unit member will be advanced five (5) days of sick leave

with the first pay of the contract year, then the member will earn 1.25 sick

days in November and each month thereafter of the contract year. The

District shall notify the member, in writing, of the reason why the

advancement is only five (5) days by July 5th.

b. Unit members will be required to reimburse the district for any sick leave

days advanced, when not enough days were worked to earn back the

advanced days. Unit members will also be required to reimburse the

district when a unit member’s service to the district is terminated by the

unit member or by the district and prior to any severance payments being

made or final check released.

c. If on approved unpaid leave in the preceding year, the unit member will

not be credited the fifteen (15) sick days until he/she returns from the

approved leave. Upon return, the advanced sick days will be prorated

based upon the remaining days in the current contract year.

2. Accumulation and Increment

Unit members shall accrue sick leave to a maximum of three hundred and five

(305) days. The smallest increment in which sick leave can be taken is one-

half (½) of a day.

3. Approved Sick Leave Use

Absence without the loss of salary shall be for the following:

a. personal illness.

b. personal illness due to pregnancy as governed by Section E.

c. injury.

d. exposure to contagious disease which could be communicated to other

employees or to school children.

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e. any absence due to illness, or injury, or death in the unit member’s

immediate family (Immediate family is defined as husband, wife, children,

parents, parents-in-law, grandparents, brothers, sisters, brothers- and

sisters-in-law, domestic partner, or any person who immediately

preceding such illness or death has been a member of the unit member’s

household).

f. adoptive leave as governed by Section E.

g. if the Superintendent closes school, any unit member on sick leave shall

not be charged for the days schools are closed.

4. Verifying Absence

Each bargaining unit member shall report his or her absence one (1) hour prior

to the beginning of the contract day through AESOP or other District adopted

absence reporting system. Absences reported less than one (1) hour prior to

the beginning of the contract day must be reported to the building principal or

designee. This must occur whether or not a substitute is needed.

5. Extended Illness Beyond Sick Leave Coverage

a. Any unit member whose illness extends beyond the limits of the

accumulated sick leave may be granted, upon request, a leave of absence

without pay for a period up to one (1) calendar year from the date of the

request.

b. Unit members may continue insurance coverage with the Board at the unit

member's personal expense (total premium includes the employee and

Board share) and any portion of an advanced premium paid by the Board

will be deducted from the unit member's last paycheck prior to the

beginning of the leave. If, in the next insurance year, there is a premium

holiday and/or rebate of any kind paid to unit members, then any unit

member who paid for insurance premiums shall receive the payment as

well, regardless of his/her employment status. Upon return from leave of

absence, the Board shall make every effort to return the unit member to

the same or comparable job held by the unit member prior to going on

leave.

6. Sick Leave Transfer

The Sick Leave Transfer Committee shall be comprised of three bargaining unit

members appointed by the HLEA President and follow the procedures outlined

in Appendix H. Unit members will be eligible for sick leave transfer only in the

case of catastrophic incidents, as determined by the committee. The HLEA will

administer any transfers that take place under this section, and inform the

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Treasurer in writing of the individual(s) donating the days and receiving the

days.

7. Sick Leave Verification

a. The Board may require a note from a physician, physician's assistant, or

nurse practitioner to substantiate three (3) or more days of consecutive

absence.

b. Bargaining unit members may use eight (8) sick leave days, as defined in

Article 8, Section 3, without documentation from a physician, physician's

assistant, or nurse practitioner per contract year. The Board may require

a statement from a physician or nurse practitioner when absence exceeds

eight (8) full days per school year without documentation from a physician,

physician’s assistant, or nurse practitioner per contract year. The

bargaining unit member may provide documentation from a physician,

physician's assistant, or nurse practitioner for any sick leave absence, as

defined in Article 8, Section 3, throughout the contract year.

8. Sick Leave Abuse

Sick Leave Abuse shall be defined as misrepresentation of the actual reasons

for charging an absence to sick leave. Sick leave abuse may result in

disciplinary action.

Visual observation of an employee’s activities while on sick leave, which

indicates that he/she is not using sick leave properly; such as recreating or

attending social functions.

Sick leave abuse may result in discipline, up to and including termination.

B. Personal Leave

1. All unit members may be granted three (3) days of leave per year without loss

of salary. This leave may be used to transact personal business or attend to

affairs of a personal nature. The smallest increment in which personal leave

can be taken is one-half (1/2) of a day.

2. Requests for single days of leave shall reach the Building Administrator's office

at least twenty-four (24) hours prior to the requested date.

3. When emergencies exist, a request may be submitted with less than twenty-

four (24) hours notice, if the reason for such leave is stipulated.

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4. Requests for two (2) or more days of consecutive leave must be submitted

three (3) days prior to date of leave, except in emergencies. No more than

three (3) days can be used consecutively.

5. Personal leave may not be used for extension of school holidays or recesses

(except in emergency cases), to be employed elsewhere, or to seek

employment elsewhere. Any request during the last ten (10) days of the school

year must stipulate the reasons for the leave.

6. Six percent (6%) of the unit members in any one (1) building shall be granted

personal leave on the same day. The six percent (6%) calculation shall be

based upon the unit member’s assigned home building. If the calculation of the

six percent (6%) number results in a decimal of 0.5 or greater, then the number

shall round up. Priority shall be determined on a first-come, first-serve basis.

The Superintendent may allow an exception to this limitation if, in his/her

discretion, appropriate circumstances exist.

7. Up to two (2) unused personal leave days may be carried over into the following

contract year, up to a maximum of five (5) total days per member at any one

time. Days carried over to the following year will be considered to have been

used for purposes of the stipend in Section 9, below.

8. Unit members who currently hold unused personal days at the end of the school

year may roll over a maximum of three (3) personal days, which do not qualify

for carry over as per Article 8.B.7 above, into their sick leave accumulation.

9. Unit members not using sick leave and/or personal days or portions thereof in

a given contract year will earn a bonus according to the formula below. The

member can then elect to have the earned bonus for the nonuse of sick leave

and/or personal days rolled over as personal leave per Section 7 of this

Agreement or the unit member will be granted a stipend according to the

following schedule:

Zero (0) days of personal and/or sick leave used - Two (2) days per diem pay

One (1) day of personal and/or sick leave used - One (1) day per diem pay

By June 1 each year, the member must provide notice to the Treasurer’s office

if he/she is electing to have the bonus in the form of personal leave rollover per

number 7 of this Section above.

*Donating up to two (2) day(s) of sick leave for Sick Leave Transfer does not

constitute a use of sick leave and shall not be used as a way to deny rollover

or payment under this provision of the Agreement.

10. Unit members who qualify for payment under this section shall receive payment

no later than the second pay in July.

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C. Court Leave

1. Jury Duty

Any unit member assigned jury duty shall be paid his/her salary for each

regularly scheduled work day served as a juror. Compensation received for

serving on jury duty exceeding actual cost of expenses shall be remitted to the

Treasurer. Unit members assigned to serve on jury duty shall submit to the

Treasurer official certification from the Clerk of Courts of the days assigned and

the days served as a juror.

2. Compulsory Court Duty

a. Any unit member subpoenaed to appear in court, except as indicated in

Section (b) below, shall be paid his/her regular salary. Unit members

subpoenaed to appear in court shall submit to the Treasurer a copy of the

subpoena document. Compensation received exceeding the actual cost

of expenses shall be remitted to the Treasurer.

b. Unit members who are a party to a legal action, including divorce, are not

eligible for court leave, and must use personal leave or unpaid leave, with

the following exceptions:

(1) Unit members are eligible for court leave if they are a party in an

action related to their employment with the Board, as long as they

are not suing the Board or an administrator.

(2) Unit members are eligible for court leave if they are the defendant in

an action and are determined to be not guilty or not at fault.

D. Sabbatical Leave

1. Unit members may be granted a leave of absence when such leave can be

beneficial to the entire system as well as providing for important professional

growth for the individual unit member.

2. The Board may approve leave for professional study or improvement for one

to two semesters (one academic school year) with partial pay, within the

regulations as set forth by ORC Section 3319.131 and the State Teachers’

Retirement System (STRS) and under the following provisions:

a. An applicant must have completed a minimum of five (5) years of service

(year of service means at least one hundred twenty (120) days within a

school year) in the District immediately preceding the professional leave

and hold a standard certificate.

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b. The proposed program or purpose for leave must be approved in

advance. Application, including an outline of the study program or

proposals for professional improvement, shall be submitted by May 1 for

consideration for the following year or first semester, by December 1 for

the second semester.

c. While on professional leave, a unit member will receive the difference

between what he/she would have received for the year and the salary paid

his/her substitute.

d. Partial pay shall not preclude the acceptance of fellowships or other

stipends and sources of supplemental income by the unit member on

leave.

e. In accepting a professional leave, a unit member retains all rights of

tenure, retirement, insurance, etc., and automatic increases in salary as

determined by the appropriate schedule as though teaching during the

period of leave. At the expiration of leave the grantee shall be assigned to

a position in the school system for which he/she is certificated/licensed

and which best exemplifies his/her professional leave program growth

and/or which is at least comparable to the position held immediately prior

to leave.

f. The grantee is required to show satisfactory completion of the approved

leave plan at the end of the leave. If the leave was granted for graduate

study, the unit member will present to the Superintendent a transcript from

the university or college attended.

g. The grantee is required to return to the District for one (1) year

immediately following the leave or refund all salary benefits received from

the Board during the leave. Such benefits would include hospitalization,

retirement, insurance, and automatic salary increases.

E. Parental, Adoption and Child Care Leaves

1. Paid Parental Leave

A birth-parent bargaining unit member may take sick leave for up to six (6)

weeks following the actual birth of the child. A birth-parent bargaining unit

member can continue on sick leave beyond the six-week period only if there is

a continuing medical problem, which prevents the member from being able to

return to work. A bargaining unit member who is pregnant may continue active

employment as late into her pregnancy as approved by her attending physician,

who upon request shall certify that she is able to properly perform her required

duties.

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Non-birth parent bargaining unit members may take sick leave up to two (2)

weeks following the birth of a child. In the event of illness of the child or the

birth-parent, non-birth parent bargaining unit members may take accrued,

regular sick leave.

2. Paid Adoption Leave

A bargaining unit member adopting a child between birth and enrollment in

kindergarten may take sick leave for up to six (6) weeks following the actual

adoption of the child. A bargaining unit member adopting a child of school age

may take sick leave for up to three (3) weeks following the actual adoption of

the child. A bargaining unit member can continue on sick leave beyond the six-

week period or three-week period only if there is a continuing medical problem

with the child, which prevents the member from being able to return to work.

Prior to the actual adoption of a child, a bargaining unit member may request

and will be granted paid leave up to twenty (20) consecutive school days for

the adoption process. Requests must be submitted in writing with supporting

documentation.

Only one parent, if the spouse is also employed by the Board, is eligible for

adoption leave.

3. Unpaid Leave

Bargaining unit members who do not have enough accumulated sick leave to

take them through the parental or adoption leave period may request and shall

be granted unpaid leave through the end of the parental or adoption period.

Unpaid leave may also be used for the period prior to the birth of the child if the

birth-parent bargaining unit member is unable to perform her duties and does

not have enough accumulated sick leave to cover her absence.

4. Child Care Leave

If a unit member desires to stay home with his/her child following the paid leave

period after the birth, he/she may request and shall be granted an unpaid leave

of absence for child care purposes. The paid leave period is defined in E 1

and/or E 2 above. Child care leave may be requested for the remainder of that

semester or school year, and for the succeeding school year. Unit members

requesting the succeeding school year for child care leave shall make such

request no later than April 15 in keeping with the provisions of Article 7 Section

A.1 and must take the entire year as a leave of absence. Child care leave

cannot end at any time other than the end of a semester unless written

permission is granted by the Superintendent due to exceptional circumstances.

If leave is granted for one (1) school year or less, then the unit member shall

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be guaranteed the right to return to the position held prior to the granting of

such leave. If leave is granted for more than one (1) school year, then the unit

member shall be guaranteed the right to a position in the District for which the

unit member is certificated.

Unit members who are granted unpaid leave must pay the “total” insurance

premium (total premium includes the employee and Board share) if they wish

to retain insurance coverage except during such time of the child care leave

that requires the Board to continue its portion of contribution for the medical

insurance premium pursuant to FMLA.

5. Notices

The unit member must inform the Superintendent of the beginning and ending

dates of her absence from work as far in advance as possible, but no later than

ninety (90) days prior to the anticipated date of birth. A unit member who is on

unpaid child care leave must notify the Superintendent at least thirty (30) days

prior to the expiration of such leave of her intention to return to work following

the expiration of the leave if such leave expires at the end of the first semester.

Otherwise, the unit member must notify the Superintendent no later than April

15 of the unit member’s intention to return to work at the beginning of the

succeeding school year.

6. Return to Work Following Approved Child Care Leave

Failure to return to work from approved child care leave, on the designated day,

shall serve as a resignation and allow the district to place a regular teacher into

the vacant position.

F. Military Leave

1. Military Service

A unit member who leaves his/her position to serve in the armed service of the

United States, as defined by law (ORC Section 3319.14), shall be considered

to be on special leave of absence, and he/she shall be entitled to return to the

service of the District under the terms of pertinent statutes, except that said unit

member must return to service with the school before one (1) year has elapsed

from date of discharge. Upon such return the unit member shall be returned to

service in the schools without loss of professional or financial status.

2. Service and Reserve Units and National Guard

Any unit member shall, at any time, upon application, be granted a leave of

absence without loss of pay for military service not to exceed one hundred

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seventy-six (176) hours in one (1) federal fiscal year, defined as October 1 –

September 30, as specified in ORC Section 5923.05.

G. Extended Leave of Absence

1. The Board may grant a leave of absence for one (1) school year without pay to

unit members for personal health reasons or for professional educational

training. A leave of absence without pay for one (1) year will not be granted for

personal reasons.

2. Requests for a year’s leave of absence without pay for personal health reasons

will be supported by appropriate medical evidence. Such evidence shall be in

writing as submitted by the attending physician and will include diagnosis and

the expected length of disability.

3. Unit members elected to an office of a state or national professional education

organization may be granted a full year’s leave of absence without pay. All

provisions of this section shall apply to this type of extended leave.

4. Requests for a year’s leave of absence without pay for professional educational

training will be supported by appropriate documentation from the registrar’s

office of the institute of higher learning.

5. Unit members shall submit their request for an extended leave of absence

without pay to the Superintendent no later than June 1 preceding the school

year in which the leave may be granted. An extended leave of absence for

personal health/ professional educational training shall, if granted, be for the

entire school year so as to not interfere with the instructional school year for

students.

6. Unit members may continue insurance coverage with the Board at the unit

member’s personal expense (total premium includes the employee and Board

share) and any portion of an advanced premium paid by the Board will be

deducted from the unit member’s last pay check prior to the beginning of the

leave.

7. If leave is granted for one (1) school year or less, then the unit member shall

be guaranteed the right to return to the position held prior to the granting of

such leave. If leave is granted for more than one (1) school year, then the unit

member shall be guaranteed the right to a position in the District for which the

unit member is certificated/licensed.

8. Failure to return to duty following the expiration of an extended leave of

absence shall be considered as termination of contract.

H. Supplemental Family Medical Leave

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As a supplement to leave under Section E or Section G and in addition to leave

under Section A, an employee may take up to twelve (12) weeks of unpaid leave in

a twelve (12) month period because of the birth of a child or the placement of an

adoption or foster care child with the employee or for care of a spouse, child or

parent who has a serious health condition. Such leave shall be taken in accordance

with the provisions of the Family and Medical Leave Act (FMLA). During such leave

the employee will be entitled to continuation of health care benefits with the same

level of Board compensation as exists during work time. All paid leave under Section

A must be exhausted prior to use of family medical leave. To the extent an employee

receives pay under Section A, such time in pay status shall not be credited against

the twelve (12) week leave period of family medical leave. Leave under Sections E

and G shall run concurrently with family medical leave. For purposes of this Section,

the prior twelve (12) month period is on a rolling basis. In cases in which the Board

employs both spouses, the total amount of FMLA leave is (12) twelve weeks for the

couple for the birth or placement of a child. This policy does not limit, extend, or

enlarge the time for leave for which an employee is otherwise eligible under Section

E or Section G.

I. Uncompensated Leave

Uncompensated leave may be granted to a bargaining unit member at the discretion

of the Superintendent or designee.

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ARTICLE 9

PROFESSIONAL GROWTH/CONFERENCES

The Board of Education believes that professional growth and staff development is an

important facet in the improvements of its staff, and recognizes the fact that a professional

growth plan is a necessity if the school district is to enhance instruction and increase

student achievement. To this end professional growth is encouraged.

A. In-Service

Staff In-Service is conducted regularly. It is the goal of the District to actively engage

the staff in meaningful professional development, which directly relates to the

Building and District Improvement/Action Plans and encourages understanding of

Outcomes as related to the required Ohio Department of Education Ohio Learning

Standards. The District Administration will provide direction in these areas, as well

as utilize outside facilitators and the expertise within the staff to train teachers in

current educational concepts, which are vital to professional development.

B. Conferences

1. The Board of Education will pay reasonable expenses for its employees whose

requests have been approved to attend educational meetings, workshops,

seminars, and conferences. In some instances attendance at conferences will

be approved with less than full payment of expenses.

2. Applications shall be submitted at least thirty (30) days prior to the date of any

professional meeting. Such application shall contain a statement as to the

purpose of the request and the specific nature of the meeting.

3. An employee attending an educational meeting shall receive regular pay for the

days absent from regular duties if such attendance has been approved by the

administration.

4. Approval shall be granted, without an expense allowance, for unit members

serving in an official capacity to Association representative assemblies in the

representational proportion as allowed by the NEA, OEA and/or Central OEA.

The Association will provide, upon receipt, notification of delegate allotment for

the HLEA.

5. Reimbursement will be made for fully itemized expenses presented to the

Treasurer’s office. In this itemized statement, it shall be noted whether the

person received money for expenses or professional services from other

sources. This amount will be deducted from this itemized statement of

expenses.

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6. Fully itemized items shall not exceed $50.00 per diem for meals, $100.00 per

diem for lodging when meals are not provided with the conference registration

and only when an overnight stay is required, and mileage as per District policy

along with registration fees as determined by the sponsoring agency.

7. Upon returning from the meeting, the person attending shall:

a. Prepare a written report of the meeting and its significance to the

individual’s professional improvement and/or the school system. Copies

of such report shall be submitted to the building principal, Superintendent,

and the Board within two (2) weeks after the meeting.

b. Upon request of the building principal or the Superintendent, the person

attending a meeting shall present an oral report at a faculty meeting held

in his/her building and such other faculty meetings as may be requested.

c. Upon request present an oral report to the Board.

8. When there is more than one application for attendance at any particular

conference, seminar, workshop, assembly, or other professional improvement

session, consideration shall be given to District-wide representation in

approving or disapproving applications. Through June 30, 2021, upon request,

the District will provide written reason(s) for disapproving a member's request

for professional leave. The reason(s) for the denial shall not be subject to the

grievance procedure contained in Article 2 of this Agreement.

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ARTICLE 10

PAY PERIODS AND PAYROLL DEDUCTIONS

A. The Board agrees to provide its unit members with a bi-weekly pay period plan and

to make payroll deductions for professional dues, group health insurance, approved

supplemental group health insurance, tax sheltered annuities, the OEA Fund, United

Way, and the Franklin County Credit Union. Payroll deductions approved pursuant

to this Article will be made uniformly and equally with the provision there will be no

optional payroll deduction for any reason from the third check of any one month. To

be eligible for payroll deduction at least five (5) unit members must have requested

payroll deduction at the time of the initial request.

B. Each unit member will have his or her pay deposited directly through electronic

transfer to a financial institution participating in the automatic clearinghouse system.

Members desiring to change financial institutions must allow no less than two (2)

weeks notification prior to such change being implemented.

C. Paychecks will be direct deposited every other Friday. No unit member can be paid

before regular services are rendered.

D. A calendar of pay dates will be posted on the District website and sent to the

Association President via electronic mail by August 1 of each year.

E. Professional dues will be deducted in equal amounts from its inception with the

provision there will be no optional payroll deduction from the third check in any one

month.

F. During the summer break, unit members under contract will receive their Direct

Deposit Notice via mail if requested.

G. The Board agrees to promptly remit all deductions monthly no later than the fifth

working day of the month following the collection of any payroll deductions of the

preceding month. Organizations must submit the necessary invoices in order that

the Treasurer may transmit deductions to their proper source.

H. Compensation for additional duties beyond the regular teaching duties shall be paid

in a lump sum in the employee’s regular bi-weekly paycheck, following the

appropriate filing of the “Request for Payment” form to be filed following the

completion of duties. The “Request for Payment” form shall be provided by the

Treasurer’s Office. The "Request for Payment" form shall be submitted not later

than thirty (30) calendar days from the date the work was performed.

I. If necessary to accommodate the school calendar, there may be a three (3) week

period between the last check received in September and the first check in October.

The base salary for the 2022-2023 school year shall be $45,317.

The base salary for the 2023-2024 school year shall be $46,677.

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Each year of additional experience in the District above 15 years qualifies for an

additional longevity increment of $870.

J. Payroll Deductions for Professional Associations

1. In accordance with R.C. 4117.09(B)(2), the Board shall provide payroll

deductions for the payment of Association membership dues, initiation fees and

assessments for affiliated professional organization(s) dues and Fund for

Children and Public Education (FCPE) in accordance with the following

provisions:

a. Unit members shall submit a written authorization for payroll deductions

on a form provided by the Association to the Board Treasurer. A staff

member who wishes to authorize payroll deduction for the above shall do

so by September 10 of the year that he/she begins payroll deductions

under this Agreement. Unless revoked or changed in accordance with the

procedures contained herein, said authorization will continue from year to

year.

b. A staff member who wishes to revoke or modify his/her payroll deduction

may do so only between August 1 and August 31 of any year. The

Association shall process all revocations or modifications and submit

them to the Board Treasurer by September 10 each year.

c. By October 10 of each year, the Association will notify the Board Treasurer

of the total amount of dues to be deducted for each staff member. Such

notifications shall be in the form of a letter signed by the Association

President or Association Treasurer and sent to the Board Treasurer.

d. Authorized payroll deductions will be made in sixteen (16) equal

installments beginning with the November pay and continuing each month

through the following June.

e. If a unit member ends his/her employment, revokes his/her Association

membership outside of the opt-out window in paragraph (b), or goes on

an unpaid leave of absence before all installments have been deducted,

the unpaid balance will be deducted from the final payroll check and

remitted to the Association Treasurer as provided below.

f. Within fourteen (14) calendar days following the completion of each

deduction, the Board's Treasurer shall remit the amount which was

deducted to the Association Treasurer in check form made payable to

"The Hamilton Local Education Association".

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2. The Association agrees to indemnify and save the Board and the Board

Treasurer harmless against liability for all deductions made as long as they are

in compliance with these provisions.

3. No employee organization other than the Association shall be entitled to payroll

deduction of membership dues, initiation fees and assessments.

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ARTICLE 11

INSURANCE

A. Coverage

1. A Preferred Provider Option (PPO) insurance plan.

2. Dental insurance — at plan coverage in effect as of January 1, 1992.

3. Life Insurance - $35,000 per employee.

4. A copy of the insurance plan shall be included by reference as a part of this

Agreement.

5. Vision Insurance – Bargaining unit members can elect to participate in a group

vision plan at their own expense and at no cost to the Board.

B. Contributions

1. The Board of Education will make monthly premium payments of up to sixty

dollars ($60.00) for dental insurance.

2. The Board’s contribution toward the PPO will be the same amount as the Board

was contributing on July 1, 1999 plus 80% of the increase in premium costs for

each year of the contract. The difference between the premium and Board’s

contribution shall be paid by the employee via payroll deduction. The employee

will continue to pay the premium amount for single and family coverage that

was in effect on July 1, 1999 as well as 20% of any increase in premium cost

for each year of the contract.

C. COBRA

Any eligible employee who ends employment and/or loses health benefit coverage

through the District may purchase the same health benefit coverage available to

employees according to the Consolidated Omnibus Budget Reconciliation Act

(COBRA) and/or policies established by the insurer and/or the reinsurer of the

District health benefits.

D. Insurance Committee

1. With the effective date of this Agreement, an insurance committee will be

developed consisting of three (3) bargaining unit members, selected by the

Association, the school District treasurer, and two (2) administrators. Non-

voting, ex-officio members of the committee will be the Association Labor

Relations Consultant and the Board’s legal counsel. Any coverage changes

recommended by the committee are subject to approval of the Board and

ratification by the Association.

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2. Upon receipt of the annual insurance renewal information, if the premium

increase for the following year is less than seven percent (7%), and/or there

are no recommended plan design changes, the Insurance Committee shall not

be required to meet.

3. Upon receipt of the annual insurance renewal information, if the premium

increase for the following year is seven percent (7%) or more, and/or there are

recommended plan design changes, the Insurance Committee shall meet

within two (2) weeks of the receipt of the annual insurance renewal information

in order to discuss renewal rates as well as any other topics related to

insurance.

4. Either the Association President or the District Treasurer may call additional

meetings of the Insurance Committee.

5. The Insurance Committee will be responsible for selecting the Section 125 Plan

Third Party Administrator (TPA).

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ARTICLE 12

SEVERANCE PAY

A. All unit members upon retirement from service with the District shall be granted thirty

percent (30%) of their accumulated but unused sick leave up to two hundred eighty

(280) days, not to exceed eighty (80) days (even if the calculation above comes to

more than eighty (80) days).

B. Payment for such leave on this basis shall be considered to eliminate all sick leave

credit accrued by the unit member at the time of retirement. Such payment shall be

made only once to any unit member.

C. Severance pay will be paid only to those unit members who are retiring from active

teaching service by utilizing either regular, early, or disability retirement provisions

of any State of Ohio retirement system and whose retirement status has been

confirmed (by a copy of a retirement pay stub or other documentation reasonably

satisfactory to the Board’s Treasurer) by the retirement system. Staff members who

are on leave are not eligible for severance pay until their resignation has been

accepted by the Board and provided they meet the requirements set forth above.

D. Severance pay shall be paid to the retired bargaining unit member no later than the

second pay after the unit member has provided a copy of the retirement pay stub or

other documentation as referenced in Article 12 Section C.

E. Upon the death of a unit member who is already eligible for STRS retirement, the

Treasurer shall pay to the member's estate the amount that would have been due to

the member pursuant to Sections A and B above.

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ARTICLE 13

WORKING FACILITIES

The Board and the Association recognize the necessity of a clean, healthful, safe, and

well-equipped environment in which teaching duties are to be performed.

A. Teacher Facilities

1. Clean, safe, well-lit and adequately ventilated classrooms of adequate size to

accommodate the number of students and the type of class being conducted.

Every reasonable effort will be made to appropriately regulate classroom

temperatures. No student shall be assigned to a classroom unless a seat (desk)

is available.

2. Well-lighted and clean restrooms for unit members.

3. Each unit member shall be provided a lockable space where he/she may safely

store instructional materials, personal belongings and supplies.

4. A serviceable desk and chair for unit member use in each classroom.

5. A unit member work area containing adequate equipment and supplies to aid

in the preparation of instructional materials.

6. Not less than one appropriately furnished room per building to be reserved for

the exclusive use of unit members as a faculty workroom.

7. Non-Smoking /Tobacco-Free Policy - There shall be a twenty-four (24) hour a

day tobacco (including vaping) prohibition in all buildings.

8. Dry erase board space in every classroom appropriate for the grade level

and/or subjects being taught therein.

9. A parking space, convenient to the area of the building in which the unit

member is to perform his/her duty, shall be available.

10. Office phones and phone lines will be made available for use by unit members.

a. No long distance phone calls will be made unless charged to a home

number, reversing charges, credit card, or cleared through administrative

channels.

b. Calls will be considered private and at least one phone shall be in a place

where privacy can be assured.

c. Calls will be kept to a minimum length of time.

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B. Instructional Materials

The Board recognizes that approved texts, library reference facilities, maps and

globes, laboratory equipment, audio-visual equipment, art supplies, physical

education equipment, current periodicals, standard tests and questionnaires, and

similar materials are the tools of the teaching profession. The Board agrees to make

available in each school:

1. Word processing and copier equipment.

2. A teacher’s edition, if published, and student’s edition, exclusively for each unit

member’s use, of all basic texts used in each of the courses he/she is to teach.

Said texts will be included in those items which are a part of the unit member’s

annual checkout procedure as required by the building administration.

The unit member shall be provided appropriate adaptive materials for students

functioning above or below grade level.

3. Basic office supplies such as but not limited to pencils, copier paper, dry erase

markers, file folders; instructional supplies such as but not limited to

handwriting paper, construction paper, sentence strips, chart paper; and other

supplies to maintain district supplied equipment.

4. The Board will establish procedures for unit members to requisition supplies

and materials, which shall include provisions whereby the unit member may be

advised as to the disposition of the requisition.

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ARTICLE 14

SCHOOL DAY

A. The Board and Association agree that the school day shall provide adequate time to

ensure a quality educational program for the students, unit members, and parents.

B. The regular school day for all unit members shall normally be seven and one-half

(7½) hours or not less than four hundred fifty (450) continuous minutes in addition

to such time as shall be required to attend contractually provided after-school

activities.

A unit member assigned to two or more buildings during his/her work day shall have

a minimum of fifteen (15) minutes travel time between buildings built into his/her

normally scheduled work day. On any day that either building is on an alternative

schedule, the building administration will work together to ensure that the students

are supervised. The travel time shall be calculated from the ending time of the class

in the building from which the teacher is traveling to the start time of the class in the

building to which the teacher is traveling. The travel time may occur within the

planning/lunch time provided that the minimum number of contractually required

planning/lunch time minutes are met. A teacher who travels shall be assigned a

school day schedule that does not exceed the seven and one-half (7½) hour school

day for unit members, inclusive of lunch and planning time.

C. Unit members’ duty day shall be in accordance with the day schedule established

for the building to which they are assigned.

D. Unit members shall be required to remain after the end of the regular work day not

more than one day per month for staff meetings during the school year of not more

than one (1) hour duration. All such meetings shall not exceed forty-five (45) minutes

beyond the end of the unit member’s contract day. Unit members shall be notified of

all such meetings no later than forty-eight (48) hours prior to said meeting, unless

an emergency situation arises as determined by the Administration. Attendance at

all other staff meetings other than during the regular school day will be at the option

of the individual unit member, unless an emergency nature as determined by the

Superintendent or the building principal.

E. Unit members are expected to be in attendance for planned in-service meetings, in

addition to the above.

F. Of the four hundred fifty (450) minutes in the regular school day, all unit members

shall have a duty free lunch period of no less than thirty (30) continuous minutes. In

the elementary schools there shall be three (3) extra duty stipends available in each

building for lunchroom supervision in an amount equal to 0.037 of the base salary at

BA Step 0 per semester awarded to a unit member(s) who voluntarily give(s) up the

thirty (30) minute duty free lunch. This stipend may be shared by two or more

bargaining unit members for prorated extra duty pay. One lunchroom aide for each

elementary school shall be hired to cover all of the lunch periods in the elementary

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building. The lunchroom aide shall be under the supervision of the extra duty

contracted teacher. In the event that all elementary lunch room extra duty stipends

cannot be filled, an alternative schedule will be developed by the administration in

order to provide adequate supervision of students. In this case, supplemental pay

shall not be provided. The District shall have the ability to subcontract the lunchroom

supervision at the elementary level.

G. Unit members within a departmentalized system in the High School and Middle

School shall have a conference/planning period each day of one regular teaching

period.

H. Unit members at the intermediate building shall be provided a minimum 45 minute

lunch/recess (30 minute duty free lunch with 15 minute duty free planning/

conference time) and an additional 40-45 minute planning time daily, when pupils

are under the supervision of special area unit teachers.

I. Elementary unit members will have at least one (1) daily conference/planning period

of no less than thirty (30) continuous minutes within the regular school day for unit

members. In addition, unit members in grades kindergarten through three shall have

available blocks of time for conference/planning. However, such teachers will have

one thirty (30) minute playground supervision duty per week, on a rotation basis.

The District shall have the ability to hire a subcontracted employee to provide

playground supervision in lieu of a unit member being assigned this duty at the

elementary level.

Unit members teaching in pre-school will have at least thirty (30) continuous minutes

planning time before or after students arrive in the morning or leave in the afternoon.

Unit members in half-day pre-school will have at least sixty (60) continuous minutes

during the student day for lunch and planning, thirty (30) continuous minutes duty-

free minutes of which shall be lunch. Unit members in the half-day pre-school will

have twenty-five (25) continuous minutes of duty-free time at the end of the school

day.

Unit members in the full-day pre-school will have at least thirty (30) continuous

minutes duty-free time for lunch. Unit members in the full-day pre-school shall have

sixty (60) continuous minutes duty-free time during the student day. At the end of

the pre-school day, the unit members can be assigned a twenty-five (25) minute

duty.

J. Regular elementary and intermediate unit members shall have no duties during the

lunch period for their grade level.

K. Conference/planning time is provided at all grade levels, 1-12, for the purpose of

providing unit members with time to give individual assistance to pupils where

needed, hold conferences with parents, prepare lesson plans, review areas for in-

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service growth with administrative personnel, in-service activities and other similar

professional activities. Such activities shall be planned daily by the classroom

teacher, and where deemed necessary, with or by the building or District

administration.

L. Unit members within a departmentalized system in the High School and the Middle

School will not be assigned to teach in subject matter areas in which they do not

hold a valid teaching certificate issued by the Ohio Department of Education (ODE).

Every effort will be made to limit the number of teaching preparations within the

guidelines of current curriculum practices.

M. Alleged inequities as to conference/planning time for unit members in grades one

through three within a particular grade level at a building shall be brought to the

attention of the administration, and if not satisfactorily resolved thereby, shall be the

proper subject of a grievance. Further, the Board agrees to reduce, insofar as

possible, inequities which may occur between buildings at a particular grade level.

N. Conference/planning time shall not run concurrently with duty-free lunch time.

O. All special unit members shall have schedules which provide for conference/

planning time. Every reasonable effort will be made to provide equitable time with

other unit members in the same building.

P. High school department heads, middle school department heads and intermediate

school team leaders, elementary grade level chairs, and the preschool team leader,

as they are created and approved by the administration and the Board, shall either

be assigned one less student supervision period than the normal unit member, or

shall be issued a supplemental contract, at the option of the Board. Positions issued

a supplemental contract shall be filled in the same manner as all other

supplementals. A student supervision period means any period during which a unit

member is responsible for teaching and supervision of students.

Q. Unit members will be paid at the hourly tutor rate for curriculum meetings,

kindergarten screenings, and meetings required by the administration other than

those meetings required by this contract.

R. Elementary and intermediate unit members’ schools are requested to attend all

PTA/PTO meetings and shall attend such meetings when the class to which they

are assigned is a part of the PTA/PTO program.

All unit members shall attend open house meetings at their assigned schools as they

are scheduled by the administration and which shall not exceed two (2) per year. If

unit members are required to attend Open House, the attendance at each Open

House shall take the place of one of the four (4) one-half days of student dismissal

for the purpose of parent-teacher conferences as outlined in Article 15 C 4.

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S. Unit members will not be assigned to substitute during their conference/planning

time more than twice per semester, except as provided in Article 20. Nothing in these

provisions shall prohibit unit members from assisting each other.

T. Through June 30, 2024, and upon request, unit members assigned as Intervention

Specialists shall be provided up to four (4) one-half (1/2) days release time per

school year for the purpose of completing IEP annual reviews, IEP conferences, IEP

paperwork, and/or other IEP-related testing/evaluation. The release time shall be

scheduled with the Special Education Director at least fifteen (15) days in advance.

The release time may be scheduled in full-day increments if approved by the building

principal and the Special Education Director. The taking of this release time shall

not cause the teacher to be out of compliance with the IEPs of their students.

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ARTICLE 15

SCHOOL YEAR AND CALENDAR

A. The Association and the Board recognize that the school calendar is a concern of

employees, students, parents, and the community. The Association may submit up

to two (2) calendars for Board consideration, at least thirty (30) days prior to the

adoption date, in each year in which the Board will be adopting a calendar. Each

proposed calendar may be for up to a two (2) year period. The Association President

or designee shall be provided the opportunity to make a presentation to the Board

regarding its proposed calendar(s).

B. The Board may consider input from any source prior to adoption of the official

calendar. After complying with the procedures contained in Section A above, the

Board has the right to adopt the official calendar as it sees fit at any time following

the Association presentation. The calendar may be for up to a two-year period.

C. Guidelines for development of a school calendar should include, but not necessarily

be limited to:

1. Date unit members will report for duty.

2. Date school year for unit members shall end.

3. Unit members shall be on duty for no more than one hundred eighty-five (185)

days in the school year, with the exception of those unit members with

additional days of extended service.

4. The school calendar shall include the equivalent of four (4) one-half days of

student dismissal for the purpose of parent-teacher conferences and up to two

(2) days for professional meetings for unit members as provided in ORC

Section 3313.48. Scheduling of parent-teacher conference days need not be in

the same manner nor on the same dates in all buildings.

5. The calendar year shall show an opening and closing day for both students and

unit members, holidays, recesses, workshop and/or conference dates, release

time dates for parent/teacher conferences and professional meeting dates

(Central OEA/NEA, Inc. and local in-service meetings).

6. Extended service limited contracts will be issued no later than June 1st for the

following contract year. Unit members on extended service shall spend these

extended service days prior to the opening day of the following school year and

not past June 30 of the current school year as specified in the limited contract

issued for that assignment.

7. In case of emergency of any kind, the Superintendent reserves the right under

provisions of ORC Section 3317.01 to alter the school calendar to protect the

welfare of pupils, unit members and parents of the District. Unit members shall

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not be required to report to work on days when schools are closed due to

weather or other public calamity. Unit members shall not be paid both for such

days when schools are closed and on any days when school is made up.

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ARTICLE 16

CLASS SIZE

A. It is recognized by the Board and the Association that class size is a reasoned

criterion as prescribed in the Minimum Standards adopted by ODE.

B. The Board pledges that planning, primarily as to the utilization of facilities and

personnel, shall be directed toward attaining and maintaining these new State

Standards. Every effort will be made to provide and maintain class size which is

appropriate for the type and age of pupils, the subject being taught, and the

classroom which is to be used.

C. Every reasonable effort will be made to maintain a ratio of unit members to pupils

on a District-wide basis of at least one (1) full-time equivalent classroom unit member

per twenty-five (25) pupils in average daily membership.

D. Every reasonable effort will be made to maintain a ratio of unit members to pupils in

kindergarten through third grade on a District-wide basis of at least one (1) full-time

equivalent classroom unit member per twenty-five (25) pupils in average daily

membership.

E. Every reasonable effort will be made to maintain a minimum of five (5) full-time

equivalent service personnel on a District-wide basis for each one thousand (1,000)

pupils in average daily membership.

F. The Board of Education and the Association recognize that class size must be

established in relationship to the availability of appropriate physical space and

adequate financial resources.

G. Equitable class size shall be maintained within grade levels, within an elementary/

intermediate building, and/or between comparable courses in the Middle School or

High School. Furthermore, it is recognized by the Board and the Association that

class size and student load in the Hamilton Township High School, based upon

standards prescribed by the AdvancED Accreditation, are reasonable goals.

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ARTICLE 17

CREDIT FLEXIBILITY

The purpose of Credit Flexibility is to offer students a variety of learning opportunities

either within or outside of the traditional classroom.

If a student is enrolled in Option C and the unit member’s job duties are required to be

completed outside of the teacher’s regular contract day and are in addition to a regular,

full-time teaching assignment, the teacher shall be compensated as follows:

Step BA-0 not to exceed twenty (20) hours

The teacher of record shall determine final credit, except for students utilizing Option B,

the test out provision.

Credit Flexibility courses are for credits.

Credit Flexibility is not a means to eliminate existing courses offered in the regular

classrooms.

Teaching experience in the desired content area is preferred, and for core academic

subjects, a teacher must be highly qualified (HQT). The two exceptions are if a student is

enrolled in online coursework for Option C, or if a student is enrolled in an interactive

distance learning course, the teacher need not be HQT.

Core academic subjects as outlined by ODE include the following: English language arts,

science, mathematics, fine arts (dance, music, drama, visual arts), foreign language,

government, history, economics, and geography.

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ARTICLE 18

COLLEGE CREDIT PLUS

A. In order to be qualified to teach a College Credit Plus (CCP) course, the unit member

must be approved by the college/university to teach the course. The unit member

shall be given professional leave time to attend mandatory meetings/training with

the college partnering with the District to provide CCP courses provided the training

occurs during the contractual work year/work day. If the unit member is required to

attend mandatory meetings/training with the college outside of the contractual work

year/work day, the unit member shall be compensated as follows:

1. If the work is outside the contractual work year, the member will be paid at the

substitute rate; if the work is outside of the contractual work day, the member

will be paid at the hourly rate established in Article 14, Section Q.

B. A unit member may decline a request by the administration to obtain additional

coursework required to be credentialed to teach a CCP course.

C. Any evaluation conducted by the college of a unit member instructing a CCP course

shall not have any force or effect on the unit member's District evaluation.

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ARTICLE 19

STUDENT DISCIPLINE

A. The Board of Education and the Association agree that effective pupil control and

discipline is prerequisite to effective teaching and learning. The staff and

administration shall be responsible to handle and correct the behavior of any student

who disregards school rules and regulations.

B. Any pupil who is dismissed for disciplinary reasons from a classroom or teaching

station shall be directed immediately to the appropriate school administrator.

C. Any unit member who refers a pupil to a school administrator for disciplinary action

shall, that same day, submit a discipline referral report to the school administrator in

charge of discipline. One of the copies shall be placed in the pupil’s file and one copy

shall remain in the principal’s office. This report shall include a statement of facts, a

summary of the historical conditions preceding the event which resulted in

disciplinary action, the steps taken by the unit member to remediate the perceived

problem and to motivate the student involved, and a statement describing the

disciplinary steps taken by the unit member before referral to the school

administrator.

D. Administrators and unit members shall assume responsibility for the education and

control of the student body, both in and out of the classroom. It shall be the

responsibility of administrators and the unit member to see that all school rules and

regulations are adhered to during the school day and/or when officially associated

with an authorized school function.

E. The Board, through the chief administrator, shall instruct the building principals and

all other personnel to offer full support and cooperation in an effort to ensure

compliance to all school regulations.

F. In the event the regulations are being ignored by any party, such regulations shall

be evaluated. If found to be sound, immediate compliance shall be stressed to all

parties. However, if found to be obsolete or otherwise unsound, it shall be

immediately withdrawn from operation.

G. Building level discipline committees will be established in each of the District’s

schools. Said committees shall consist of an administrator and one teacher from

each house/team, two special teachers, and one special education teacher in grades

K-8 and each department in grades 9-12 as selected by the building teaching staff.

Other members may be added as deemed necessary by the Committee. The

committee shall review/revise the building’s discipline plan. The committee’s

responsibilities shall also include: review of the building administrator’s discipline

logs, review of classroom management concerns, discussion of problem areas, and

recommendations for building level professional development activities related to

improvement in classroom management/student discipline.

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The committee shall meet at least monthly unless the parties mutually agree to

cancel a meeting. Any recommendations developed by the committee(s) may be

presented to the Superintendent and the Board of Education.

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ARTICLE 20

COMPENSATION FOR DEFERRED CONFERENCE/PLANNING TIME AND

ABSORPTION OF STUDENTS

A. The purpose of this policy establishes guidelines which ensure minimal interruption

of the educational process for students when unit members are absent from their

normal teaching duties and assignments. When unit members are assigned by their

building principals to perform teaching duties during their normal conference/

planning time or required to absorb additional students into their class, unit members

will be compensated in an equitable manner.

B. Conference/planning time in the elementary and intermediate grades means those

blocks of time when special area unit members are assigned to teach in self-

contained classrooms. In a departmental or secondary setting, conference/planning

time is that period designated on the unit member’s master schedule as the

conference/planning period.

C. The following guidelines will apply to administer this type of compensation:

1. Each building principal will first attempt to secure substitute teachers for all

classroom teachers, special area teachers, and intervention specialists who

are absent from their assignments. Assignments of additional students to unit

members will be made as a last resort to provide the most educationally sound

solution to the absence of the regular classroom unit member.

2. Unit members who receive deferred conference/planning time compensation

or absorption will verify on the proper form from the Treasurer’s office that they

had extended a normal school day by the equivalent amount of deferred

conference/planning time before they receive such compensation (time to be

made up, on or off school premises, at discretion of unit member). A deferred

conference/planning time compensation form must be submitted electronically

to and approved by the building principal.

3. Unit members assigned to the elementary building shall receive compensation

equal to 0.0050 of Step Five on the BA Degree Column of the negotiated Salary

Schedule on the second paycheck each December. This payment will

compensate unit members for the first ten (10) occurrences of absorbing

students. An occurrence is defined as each day that a unit member absorbs

students, regardless of how many individual students are absorbed.

Unit members who are assigned additional students to be absorbed into their

regular classes shall be compensated at the current rate as per this Section of

the Contract, starting with the eleventh (11

) time each year that the member

absorbs additional students. The first ten (10) occurrences per member of

absorption each year will not be eligible for this additional compensation. Such

compensation shall be prorated, based upon the portion of the day and portion

of the class being absorbed. Unit members must submit an electronic

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Absorption Compensation form via email to the building principal to receive

pay.

Specials Teachers:

Individual specials teachers who absorb students at the Middle School shall

receive compensation equal to 0.010 of Step Five on the BA Degree Column

of the negotiated Salary Schedule on the second paycheck each December.

This payment will compensate specials teachers for the first ten (10)

occurrences of absorbing students. An occurrence is defined as each class

that a unit member absorbs. At no time shall a specials teacher absorb more

than one (1) additional class of students.

Individual specials teachers at the Middle School who are assigned additional

students to be absorbed into their regular classes shall be compensated at the

current rate as per this Section of the Contract, starting with the eleventh (11

)

time each year that the member absorbs additional students. The first ten (10)

occurrences per specials teacher of absorption each year will not be eligible for

this additional compensation. Such compensation shall be prorated, based

upon the portion of the day and portion of the class being absorbed. Specials

teachers must submit an electronic Absorption Compensation form via email to

the building principal to receive pay.

Except for the specific unit members referenced in this section of the contract,

no other unit member shall be asked or directed to absorb students.

4. Compensation for conference/planning blocks of time shall be reimbursed

based upon the hourly rate at the fifth step of the B.A. degree level.

5. Unit members will not be assigned to substitute during their conference/

planning time more than twice per semester unless the building principal

declares that an emergency exists. Nothing in these provisions shall prohibit

unit members from assisting each other; however, unit members will be

reimbursed as per number 3 or 4 of this Article for all assigned substitutes or

absorption.

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ARTICLE 21

REDUCTION IN FORCE

If the Board determines it necessary to reduce the number of teaching positions under

ORC Section 3319.17 or for financial reasons, the following procedures shall apply:

A. Reductions shall be made by suspending contracts based upon the

Superintendent’s recommendation who shall, within each teaching field affected,

give preference to teachers on continuing contracts. The Board shall not give

preference to any teacher based on seniority, except when making a decision

between teachers who have comparable evaluations. Those contracts to be

suspended will be chosen as follows:

1. All unit members will be placed on a seniority list for each teaching field for

which they are properly certificated. Unit members serving under continuing

contracts will be placed at the top of the list, in descending order of seniority.

Unit members serving under limited contracts will be placed on the list under

continuing contract unit members, also in descending order of seniority. Unit

members will be deemed to have comparable evaluations for the purpose of

RIF with those unit members who have the same rating on the evaluation. In

the event of a reduction, a unit member who has received an evaluation rating

of Skilled and wishes to appeal the rating may do so by requesting an appeal

in writing to the Superintendent. Such appeal shall be heard by the

Superintendent/designee within three (3) calendar days. The Superintendent/

designee shall review all evidence presented and consider it with the rubric.

Within one (1) school day, the Superintendent/designee will announce that

he/she has either upheld the evaluation rating of Skilled or has deemed the

rating Accomplished. The decision of the Superintendent/designee shall be

final and binding. The rating shall remain in place for the unit member until

such time as the next full-cycle holistic evaluation rating has been recorded.

2. Seniority will be defined as the length of continuous service as a certificated

employee under regular contract in this District.

a. Board approved leave of absence will not interrupt seniority, but time

spent on such leave shall not count toward seniority.

b. If two or more unit members have the same length of continuous service,

seniority will be determined by:

i. the date of the Board meeting at which the unit member was hired,

and then by;

ii. the date the unit member signed his/her initial employment contract

in the District, and then by;

iii. the initial date of the personal interview.

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3. The order of reduction in each certification/licensure area shall be as follows:

a. First: members holding limited contracts based on:

i. Licensure/Certification;

ii. Members who have not yet received an evaluation rating.

b. Second: members holding limited contracts based on:

i. Licensure/Certification;

ii. Competency as determined by the evaluation;

iii. When evaluations are comparable, the lowest seniority in the District.

c. Third: Members holding continuing contracts based on:

i. Licensure/Certification;

ii. Competency as determined by the evaluation;

iii. When evaluations are comparable, the lowest seniority in the District.

4. A unit member identified to be reduced may displace another unit member if:

a. He/she possesses a valid license/certificate in another area;

b. He/she has earned a comparable or higher evaluation rating; and

c. He/she has more seniority than the unit member he/she is going to

displace.

5. The Board recognizes teaching fields as determined by the ODE, Division of

Certification.

B. Effective Date of the RIF

The effective date shall be determined by the Board of Education.

C. Notice

The Superintendent/Designee shall notify the HLEA President of the specific

reasons for, and the nature of, any anticipated staff reduction no less than twenty

(20) calendar days prior to Board action on a reduction in force.

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D. The names of unit members whose contracts are suspended in a reduction in force

will be placed on a recall list during the duration of this contract from the date of the

reduction. Unit members on the recall list will have the following privileges:

1. No new teachers will be employed by the Board while there are unit members

on the recall list who are certificated for the vacancy.

2. No transfer, reassignment, or involuntary reassignment shall be made during a

period of RIF until all eligible, qualified unit members are offered recall.

3. No non-bargaining unit employee shall be assigned to fill a bargaining unit

position while an eligible unit member remains on RIF status.

4. Qualifications for a bargaining unit position shall not be upgraded to prevent

the recall of a RIF'd unit member. If the State of Ohio makes any changes

related to the qualifications and/or certifications required for a position, the

District shall have the ability to fill the position in accordance with the state

changes.

5. Unit members on the recall list will be recalled in reverse order of seniority for

vacancies in areas for which they are certificated/licensed.

6. If a vacancy occurs, the Board will send a certified announcement to the last

known address of all unit members on the recall list who are qualified according

to these provisions. It is the unit member’s responsibility to keep the Board

informed of his/her current address. All unit members are required to respond

in writing to the District office within seven (7) calendar days. Any unit member

who fails to respond within seven (7) calendar days, or who declines to accept

the position, will forfeit all recall rights.

7. A unit member on the recall list will, upon acceptance of the notification to

resume active employment status, return to active employment status with the

same seniority, accumulation of sick leave, and salary schedule placement as

he/she enjoyed at the time of layoff.

8. Suspended unit members may elect to pay the total premium for group life,

hospitalization, and other group insurance benefits pursuant to the applicable

COBRA regulations.

E. The Board retains the right to employ the number of unit members it deems

necessary in order to provide the best instructional program on behalf of the school

district and the community it represents.

F. The parties agree that these procedures apply only to the suspension of contracts

under ORC Section 3319.17 or for financial reasons. This Article shall not require

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the Board to fill any vacancy, nor shall it interfere with any other lawful personnel

procedures in the District.

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ARTICLE 22

ASSAULT LEAVE

A. The Board shall grant up to fifteen (15) consecutive days of paid assault leave due

to injury or illness resulting from a physical assault on a unit member which occurs

on Board premises or which occurs off Board premises in connection with the

performance of assigned duties, subject to the following stipulations:

1. The unit member’s conduct was within the bounds of general standards of

professional behavior;

2. The building administrator or other appropriate administrator is notified as soon

as possible of the occurrence;

3. The unit member submits the certificate required in case of sick leave absence,

accompanied by the physician’s statement required below;

4. The unit member provides a physician’s statement describing the duration of

the resulting disability and the necessity of absence from regular employment,

with the findings of the physician subject to review by a Board physician;

5. In the event the foregoing conditions are satisfied, none of the first fifteen (15)

days of absence resulting from such occurrence shall be deducted from the

unit member’s accumulated sick leave or personal leave;

6. Worker’s Compensation cannot be received simultaneously with sick leave and

assault leave benefits. Salary benefits received from Worker’s Compensation

while receiving sick leave and assault leave benefits shall be remitted to the

Treasurer.

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ARTICLE 23

PARENTAL COMPLAINT PROCEDURE

A. When a complaint is made to the Board or any of its members or administrators

concerning a unit member’s conduct or other activities that relate to the unit

member’s employment duties and the concern is thought to be serious enough to

become a matter of record or be reflected in the bargaining unit member’s

evaluation, the unit member shall be informed of the stated concern by the

appropriate administrator within five (5) days. The appropriate administrator and unit

member shall attempt to resolve the party’s complaint.

B. When a principal or administrator finds it necessary to make a notation in a unit

member’s file, which reflects adversely upon a unit member, the unit member will be

offered an opportunity to read such notation. The unit member will acknowledge

having read such notation by signature on the actual document filed, with the

understanding that such signature does not indicate agreement with its contents.

The unit member shall also have the right to answer such notation and said answer

shall be attached to the file copy. Upon request of the unit member, notations will

be destroyed after three (3) years if no disciplinary action has been taken concerning

the complaint, and the notation is untimely, incomplete, inaccurate, or irrelevant.

C. Should the complaining party still not be satisfied and take the concern to the Board,

the unit member shall be so informed and have the right to provide the Board

information concerning the issue. In no case shall such complaint be grounds for

action or reprimand or discipline against a unit member without the unit member

having prior notice that would allow the unit member to attempt to resolve the

concern or provide information on the issue to the administration.

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ARTICLE 24

PROFESSIONAL AND ACADEMIC FREEDOM

A. It is recognized by the Board and the Association that academic freedom is a student

and individual bargaining unit member right and that such freedom is granted to

students and unit members by the District in order that they may study, investigate,

and interpret concepts when pursuing Ohio Learning Standards.

B. The unit member shall ensure that all teaching methods and strategies are

consistent with the approved Ohio Learning Standards course content. Unit

members shall ensure that teaching methods match the needs of the learner and

remain within the scope of the Ohio Learning Standards. The Board agrees that it

shall guarantee the Constitutional rights of unit members and students within the

compliance of this policy.

C. In the event that a bargaining unit member’s written grade or written grade level

assignment recommendation is changed, the bargaining unit member will be notified

of the change by the unit member’s principal. The Board will defend and indemnify

any bargaining unit member subjected to suit as the result of a grade or grade level

assignment contrary to the member’s recommendation.

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ARTICLE 25

BEGINNING TEACHER PROGRAM

A program for beginning teachers will be established to reflect current requirements for

licensure.

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ARTICLE 26

ASSOCIATION PRIVILEGES

A. Building representatives of the Association in each building may use the designated

bulletin board space as approved by the building principal to post notices for

Association concerns. Such notices shall be limited to the following:

1. Association meetings.

2. Association elections and appointments.

3. Results of Association elections.

4. Recreational and social events of the Association.

5. General communications relevant to the Association.

The building principal and Superintendent will direct building representatives to

remove inappropriate materials from bulletin boards.

B. Representatives of the Association, with prior approval from the building principals,

may make announcements during school faculty meetings either at the beginning or

ending of such meetings.

C. Representatives may make announcements over the building public address system

before and after the student day after notifying the building principal.

D. The Association President shall receive notice of any scheduled Board meetings

and will receive the agenda of regularly scheduled meetings at the same time as the

members of the Board of Education.

E. Any employee of the teaching staff may request to speak to the Board in compliance

with Board policy governing addressing the Board in public session.

F. Personnel directories, which includes the telephone number for the administrators’

District-provided cell phone number, will be published on the District Directory. Such

directory shall be updated at least quarterly. The Personnel directory shall include,

at a minimum, the employee's name, assigned building, assigned position, and if a

bargaining unit member, the content or grade level being taught.

G. The President of the Association may, upon notification to and approval by the

Superintendent, address unit members during staff development days at the

beginning of each school year.

H. The Association building representative, upon notification to the building principal,

may use individual school equipment. The Association will have the right to use

school buildings at reasonable times for meetings provided prior approval is received

13313500v5

from the building principal. All equipment will be checked as to condition by the

building principal prior to its use so that in the event of damage or breakage, the

Association will be responsible to repair or replace at pro-rated market value.

Supplies in connection with such equipment will be paid for by the Association.

I. The Association may place organization identification on the mailboxes of

Association members and place communiqués within them.

J. Negotiation meetings shall normally be scheduled on other than school time.

However, if by mutual agreement, negotiations are scheduled on school time, unit

members shall be released from their duties without loss of pay.

K. The President and/or designee of the Association may visit the schools of the District

before and after his/her normal unit member duty day, and during his/her duty free

lunch.

L. Association building representatives may call building meetings of the Association

members assigned to the building before or after the normal student day, as long as

said meetings do not conflict with the regularly scheduled unit member duties.

M. Association membership is annual with the membership year being September 1 –

August 31. Once a member enrolls, such membership shall be continuous thereafter

for each subsequent membership year unless the individual cancels his/her

membership.

N. Professional dues will be deducted in equal amounts as specified in Article 10(J),

and the Association is responsible for supplying the proper form for authorization.

Authorization and membership continues from year to year unless an Association

member notifies the Association Membership Chairperson or Association President,

and the Board Treasurer in writing between August 1 and August 31 of any given

school year to discontinue such deduction and membership. Such authorization

shall be effective with the first pay period after receipt of the authorization by the

Treasurer. A member may cancel his/her membership outside of the aforementioned

cancellation period but shall be responsible for all remaining dues and assessments

of the current membership year and by such cancellation acknowledges that he/she

is foregoing any rights specifically reserved to members of the Association.

O. The Board and the Association recognize the right of employees to form, join and

participate in lawful activities of employee organizations and the right of employees

to refuse to form, join and participate in such activities. When a refusal is registered

by an employee, the Association shall not coerce an employee to join, participate in

the activities of the organization, or to pay dues to the organization.

P. There will be no reprisals of any kind by either the Board or the Association against

any employee by reason of participation or nonparticipation in the activities of the

Association.

13313500v5

Q. Release Time: The President of the Association and/or designee will be granted up

to eight (8) Association leave days in one-half or full-day blocks annually to conduct

Association business on behalf of the membership.

R. District HLEA Group:

1. The HLEA Group bulletin board shall not be used by any member of the

bargaining unit on his/her instructional time.

2. The HLEA Group bulletin board shall not be used by any member of the

bargaining unit for political purposes or contain political content, including, but

not limited to, endorsement of a candidate for office or statement of support or

opposition to a school levy or bond issue.

3. Use of the HLEA Group bulletin board shall be subject to the terms of any

applicable Acceptable Use Agreement(s) and/or Board policies, including, but

not limited to, prohibitions on communications that violate federal or state law.

4. No member of the bargaining unit shall post messages or content on the HLEA

Group bulletin board during the work day, except during teachers’ duty-free

lunch period.

5. The HLEA acknowledges and agrees that the Board Superintendent shall have

unrestricted access to the HLEA Group bulletin board.

6. The HLEA agrees to distribute the attached memorandum (Appendix I) at the

beginning of each school year upon signing of this Agreement by all parties, to

inform its members of the conditions for use of the HLEA Group bulletin board.

7. The HLEA further agrees that its officers will take responsibility for policing the

HLEA Group bulletin board with such frequency as reasonably possible for

messages or content in violation of the restrictions set forth in R.2 or R.3 above,

immediately deleting any such messages or content. HLEA will notify the

Board Superintendent of the same as soon as reasonably possible.

8. Both parties agree that, if the Board’s agents or representatives find any

message or content on the HLEA Group bulletin board in violation of the

restrictions set forth in R.2 or R.3 above, the Board may remove the message

or content and a removal notice containing any removed message or content

will be sent to the HLEA President. After HLEA officers have reviewed the

removed message or content, if the HLEA disagrees as to whether the

message or content on the HLEA bulletin board violates a restriction set forth

in R.2 or R.3 above, representatives of the parties shall confer as soon as

reasonably possible to discuss in good faith a means for resolving the dispute.

13313500v5

If, as a result of the conference, no resolution is obtained, each party may

exercise whatever lawful remedies are available to it in the circumstance.

9. This Agreement shall not be construed to proscribe the Board’s remedies or

authority under existing Acceptable Use Agreements and/or Board policies.

10. This Agreement shall not be construed to require the continuation of the

existing electronic bulletin board if technological changes make continuation

impractical and the Board decides to discontinue the existing electronic bulletin

board function for all users.

11. If new software or hardware provides a similar communications function, and

this function is being made available to other school-related groups, the Board

agrees to meet and confer as to how this function can be made available to the

HLEA on the same terms and conditions as is offered to the other school-

related groups.

S. Board Copy Machines

1. Upon signing of this Agreement by all parties, the HLEA will provide the Board

Superintendent with a written list of the HLEA officers/designee (no more than

one per building plus the HLEA President) who have authority to make copies

of documents for union business.

2. The Board will then permit the identified officers/designee to use copy

machines owned or leased by the Board to make copies for union business,

provided the officers do so on their non-work time and provided they keep a

handwritten log of the number of copies made. Said log shall be subject to

Board inspection at any time.

3. The HLEA officers/designee making copies shall also provide advance notice

(verbal or via e-mail) to the building principal of when they wish to use the

building copier and the number of copies to be made.

4. Copying for instructional purposes must be given priority over copying for HLEA

purposes.

5. As with other users, the HLEA may not use the Board copy machines in a

manner that violates Board policies or federal or state law, including the

6. For as long as the amount charged by the Board to the public for copies of

public records remains $.10/page (ten cents per page), the HLEA shall also be

charged $.10/page (ten cents per page) to make copies for union business,

except that, if the HLEA provides its own paper for copies, the HLEA shall be

charged only $.05/page (five cents per page) for copies. If the amount charged

13313500v5

by the Board to the public for copies of public records is increased above

$.10/page because of an actual cost increase to the Board, then the amount

charged to the HLEA to make copies for union business shall be increased by

the actual increased cost amount, whether or not the HLEA provides its own

paper. (Example: If the charge to the public goes up by $.02 to $.12/page

because the Board’s actual cost increased $.02, then the HLEA will pay

$.07/page if it provides its own paper.)

7. The parties further agree that, if a copy machine owned or leased by the Board

malfunctions while being used by an HLEA officer/designee, the officer/

designee should immediately notify the building principal or building secretary.

If this occurs after hours when neither the building principal nor building

secretary are present, then the officer/designee should immediately notify the

building principal of the problem via e-mail.

T. Teacher Professional Organization (TPO)

1. Upon written notification by the Association President/designee, a

supplemental contract shall be issued to any unit member performing work for

the Hamilton Local Education Association and/or affiliate of the Association.

The written notification shall include the name(s) of the unit member(s)

performing the work, the time period of the work to be performed, and the

amount to be paid for the work.

2. To comply with STRS rules, the employer and unit member’s retirement

contributions must be paid on the member’s supplemental contract.

3. The Association shall reimburse the Board for the amount of the supplemental

contract plus the required retirement contributions paid by the employer and

the unit member.

13313500v5

ARTICLE 27

MILEAGE REIMBURSEMENT

The mileage reimbursement rate for traveling unit members or any unit member required

to use his/her personal automobile for school business or conferences, workshops, etc.,

shall be the Internal Revenue Service (IRS) rate as of July 1 of each year.

13313500v5

ARTICLE 28

EMPLOYMENT OF RETIRED TEACHERS

A. For purposes of salary schedule placement upon initial employment, a previously

retired teacher (PRT) will be granted a minimum of five (5) and a maximum of ten

(10) years service credit, at the discretion of the Board. (A PRT with less than five

years of credited teaching experience will be initially placed at their appropriate

experience step on the salary schedule). A PRT will be placed on the appropriate

education column of the salary schedule. A PRT may advance up to but not beyond

Step 10 on the salary schedule.

B. PRTs will only be offered one-year limited contracts of employment that will

automatically expire at the end of the school year without notice of non-renewal.

C. PRTs may be re-employed with Board approval, but shall not become eligible for

continuing contract status.

D. For purposes of Reduction in Force, PRTs will not accrue seniority.

E. PRTs shall not be eligible to participate in any contractual retirement incentive

program, or for severance pay upon separation from employment.

F. Prior employment in the District is no guarantee of post-retirement employment or a

particular assignment, if hired.

G. PRTs shall be entitled to all other contractual benefits available to bargaining unit

members unless otherwise limited by specific provisions of this Article.

H. The parties intend for the provisions of this Article to supersede, to the maximum

extent permitted by law, all sections of the ORC that may be in conflict with this

Article. This includes, but is not limited to, ORC Sections 3319.11, 3319.13/14,

3319.111, 3319.17, and 124.39(B).

13313500v5

ARTICLE 29

HOME INSTRUCTION

Unit members providing home instruction shall not be entitled to the benefits of this

contract except that they shall be paid at an hourly rate equivalent to the BA, Step 5 rate

on the current salary schedule.

13313500v5

ARTICLE 30

STATE TEACHERS RETIREMENT SYSTEM PICK-UP

A. The Board of Education will assume and pay (pick-up) contributions to the STRS on

behalf of its professional and/or certificated employees with the following terms and

conditions:

1. The amount to be assumed and paid on behalf of each employee shall be the

total employee mandatory contribution to the STRS. The employee’s annual

compensation shall be reduced by an amount equal to the amount assumed

and paid by the Board.

2. The Board shall compute and remit all applicable contributions to the STRS

based upon annual salary and/or earned compensation, which includes the

amount of pick-up computed herein.

3. The assumed or pick-up percentage shall apply uniformly to all certificated

employees. No employee covered by this provision shall have the option to

elect a wage increase or any other benefit in lieu of the employer pick-up.

4. The pick-up shall apply to all compensation, including supplemental earnings.

13313500v5

ARTICLE 31

LABOR/MANAGEMENT COMMITTEE

A. There shall be a ten (10) person labor/management committee, with five (5)

members appointed by the Board and five (5) members appointed by the

Association.

1. Purpose and Responsibility

Under the negotiated agreement, a labor management committee will be

created each school year. The purpose of this committee is to have an open

round table discussion of items in the buildings. The committee meets four (4)

times a year (once a grading period). The topics that are discussed are items

that teachers would like to see resolved.

2. Composition of the Committee

The committee will be made up of ten (10) members. There will be one (1)

representative from each building (High School, Middle School, Intermediate

School, Elementary School, and Preschool) and five (5) administrators.

3. Selection of members and Filling of Vacancies

The Superintendent will appoint the administrators to the Committee and an

administrative team leader, and the Association will appoint the teachers and

a teacher team leader to the Committee. Vacancies and new appointments will

be filled in the same manner. Each party shall use whatever appointment

process it chooses.

4. Terms of Members

Members will serve terms as determined by their appointing body.

5. Chairperson and Quorum

The Chair of the Committee will be rotating. An administrator will chair the first

meeting of the school year. At the first meeting, the person to chair the

subsequent meetings will be decided upon.

The Chair for the meeting will be responsible for posting a reminder for the

meeting at least a week in advance, as well as preparing the agenda for that

meeting.

A quorum will consist of at least three (3) teachers and three (3) administrators.

The committee cannot take any official action unless a quorum is present.

13313500v5

If an appointed team member cannot be present, a substitute may be sent in

his/her place.

Meetings will be run by whatever procedure the group agrees to by consensus.

If a consensus cannot be reached, Robert’s Rules of Order will be used.

If an issue concerns a specific group of people, representatives from that group

may be members of the committee for that meeting. (i.e., a specific building

issue that principal and teachers from that building may need to be present for

the discussion)

6. Decision Making

Decision making will be made by consensus.

7. Meetings

The scheduled meetings will be held the first week after the end of the nine (9)

weeks. If there are no issues to be discussed, the meeting can be cancelled if

the team leaders agree. Once a topic has been submitted for the agenda, the

meeting must be held.

If issues arise that need to be addressed, additional meetings can be

scheduled.

8. Record Keeping

The Chair for that meeting shall also serve as secretary and will be responsible

for recording the actions of the meeting. Meeting notes will be posted on the

LMC Icon.

9. Procedures

For a topic to be brought to the LMC for discussion, it must first have been

discussed at the building level. The building administrator, the staff LMC

representative, along with other staff members who may be involved, will have

a meeting to discuss the issue and try to come to a resolution. This attempt to

solve the problem will be documented on the LMC form attached as Appendix

J. This step may be bypassed if the issue is of a critical or time sensitive nature.

During the 2018-2019 school year, the LMC shall contact the FMCS and

schedule training for the committee in consensus-decision making.

If the issue cannot be resolved at the building level meeting, or it is not resolved

after a tentative solution has been agreed upon, then the issue can be brought

to the LMC.

13313500v5

10. Resolutions/Solutions

Issues that are brought to the LMC can still be taken through the grievance

process if a resolution is not reached.

13313500v5

ARTICLE 32

TUITION WAIVER FOR FACULTY CHILDREN

Tuition waiver for faculty children shall be available under the following conditions:

A. Unit members shall apply for tuition waiver on the form attached as Appendix F.

Application for tuition waiver must be made by June 30 of each year, unless an

exception is granted in writing by the Superintendent. A new application must be

turned in each year even if the student is already enrolled in this program.

B. Students who are already enrolled in this program and who timely apply for

enrollment for the succeeding school year may only be denied enrollment if the

student fails to meet the criteria outlined in this Article.

C. The school district is not required to enroll students under this program if the

admission of the student would require any new or additional programs or classes,

the hiring of any additional staff or the spending of any money other than for routine

supplies.

D. Special needs students will be enrolled under this program only if enrollment levels

in the applicable existing special needs class is less than seventy-five percent (75%)

of the capacity as prescribed by Ohio Administrative Code (OAC) Rule 3301-51-09.

E. Once a student is enrolled in this program, if the student is evaluated for special

education purposes the district of the custodial parents’ residence must be involved

in the evaluation process.

F. The District is not responsible for transportation of students enrolled pursuant to this

program.

G. The District may deny admission to students who have been suspended or expelled

from their previous or current school district within the last three (3) school years,

and may terminate the tuition waiver of a current student who has been

recommended for expulsion from the District.

H. The availability of programs at Eastland/Fairfield Career Centers to students who do

not reside in the applicable residence area is solely subject to the rules and

regulations of those career centers.

I. Ohio High School Athletic Association (OHSAA) eligibility guidelines will be in effect

for all students transferring to the District under this program.

13313500v5

ARTICLE 33

TUITION REIMBURSEMENT

A. The Board will provide tuition reimbursement to unit members up to fifty thousand

dollars ($50,000) each fiscal year for the duration of this agreement. Dependent

upon IRS Rules and Regulations, tuition reimbursement may be a taxable benefit.

In the event the amount of tuition reimbursement is not exhausted in any given fiscal

year, the unused portion shall be carried over and available for use during the next

fiscal year. At the beginning of any fiscal year when the carryover amount is greater

than one hundred thousand dollars ($100,000), the Board will not provide an

additional fifty thousand dollars ($50,000).

B. The reimbursement is intended for use by unit members who cannot use fee scrip

for the courses. The fee scrip committee will administer the fund on the same basis

as it administers fee scrips.

C. If the Board pays for a unit member to attend a conference, and the unit member

wants to obtain graduate hours also for that conference, the unit member will not be

eligible for tuition reimbursement. However, the unit member may elect to apply for

tuition reimbursement instead of asking the Board to pay for the conference.

D. If fee scrips are provided to the Board in exchange for participating in a student-

teacher program, the hosting teacher shall have the right to use those scrips. If the

hosting teacher declines the scrips, the scrips shall be distributed according to the

Fee Scrip Committee.

E. Unit members who request and are granted an unpaid leave of absence for childcare

purposes beyond the six week period after the birth shall not be eligible for tuition

reimbursement or fee scrip for classes begun and completed during the unpaid child

care leave. Host teachers on extended leave will remain eligible for fee scrip earned.

F. The Treasurer shall inform the Association President of the final disbursement

amount for tuition reimbursement per individual unit member within thirty (30)

calendar days of each disbursement.

13313500v5

ARTICLE 34

INCLUSION

A. Unit members may voluntarily attend team meetings where possible (outside of the

workday or during conference time, etc.). No extra pay will be made for such

attendance.

B. The Board will provide relevant information about a special needs student to the unit

member who is going to be getting the student.

C. Within three (3) school days of the evaluation team meeting the unit member may

submit written comments to be attached to the team meeting report for consideration

in writing the IEP.

D. Unit members will not be required to handle bodily fluids or blood borne pathogens,

perform medical procedures, administer meds, diaper, or lift students, on a regular

basis.

13313500v5

ARTICLE 35

HORIZONTAL MOVEMENT ON THE SALARY SCHEDULE

Horizontal movement on the salary schedule can occur twice per school year. If

appropriate documentation is provided to the Treasurer's office by September 15, pay will

increase effective at the beginning of the school year. If appropriate documentation is

provided to the Treasurer's office by January 15, pay will increase effective with the first

payroll in February.

13313500v5

ARTICLE 36

BACKGROUND CHECKS, FINGERPRINTING, AND LICENSURE

The Board shall pay employee costs for performing fingerprinting and State Bureau of

Criminal Identification and Investigation (BCI&I) background checks conducted by the

District once every five (5) years for those bargaining unit members who have five or more

years of experience in the District. If a bargaining unit member resigns from the District

within twelve (12) months of the District paying this cost, the bargaining unit member must

reimburse the District for the cost.

13313500v5

ARTICLE 37

TEACHER OF RECORD

A. The “Teacher of Record” shall be the teacher who is responsible for assigning the

grade to the student or is responsible for providing daily instruction to a specific

student.

B. The Teacher of Record is required to have proper certification/licensure to teach

the subject/grade level for which he/she has been designated to assign a grade to

a student. If the individual assigned to teach a course/class does not have proper

certification/licensure to teach the subject/grade level, the Superintendent/

designee shall inform the Association President within five (5) days of becoming

aware that the individual does not have the proper certification/licensure. The

parties will meet to attempt to come to agreement regarding how to address the

issue. Should agreement not be reached, the parties shall retain all rights under

the laws of the State of Ohio, this Agreement, and any/all rules or regulations set

forth by the Department of Education to seek remedy.

ARTICLE 38

DURATION AND IMPLEMENTATION

This Agreement shall be effective from July

2022 through June 30, 2024.

This Agreement supersedes any policy, rule, regulation,

practice

this Board,

which may be contrary or inconsistent with the terms

this Agreement.

If any provision

this Agreement or any application

this contract to the Board,

the Association, or any

the unit members who are covered by this contract is found

to be contrary to

law, then such provision or application shall not

deemed valid,

but all other pro"'.isions

this contract shall continue

full force and effect.

FOR THE BOARD:

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13313500v5

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13313500v5

APPENDIX A-1

SALARY SCHEDULE

Effective 7/1/22 through 6/30/23

3% Pay Raise

YEARS

5YR

MA+30

$45,317

$47,130

$50,755

$52,795

1.000

1.040

1.120

1.165

$47,130

$48,942

$52,795

$54,833

1.040

1.080

1.165

1.210

$48,942

$50,755

$54,833

$56,873

1.080

1.120

1.210

1.255

$50,755

$52,795

$56,873

$59,139

1.120

1.165

1.255

1.305

$52,795

$54,833

$59,139

$61,404

1.165

1.210

1.305

1.355

$54,833

$56,873

$61,404

$63,670

1.210

1.255

1.355

1.405

$56,873

$59,139

$63,670

$66,163

1.255

1.305

1.405

1.460

$59,139

$61,404

$66,163

$68,882

1.305

1.355

1.460

1.520

$61,404

$63,670

$68,882

$71,601

1.355

1.405

1.520

1.580

$63,670

$66,163

$71,601

$74,320

1.405

1.460

1.580

1.640

$66,163

$68,882

$74,320

$77,039

1.460

1.520

1.640

1.700

$68,882

$71,601

$77,039

$80,211

1.520

1.580

1.700

1.770

$71,601

$74,320

$80,211

$83,383

1.580

1.640

1.770

1.840

$74,320

$77,039

$83,383

$86,555

1.640

1.700

1.840

1.910

$77,039

$79,758

$86,555

$89,727

1.700

1.760

1.910

1.980

$78,398

$81,117

$88,141

$91,313

1.730

1.790

1.945

2.015

$79,268

$81,987

$89,011

$92,183

$80,138

$82,857

$89,881

$93,053

$81,008

$83,727

$90,751

$93,923

$81,878

$84,597

$91,621

$94,793

$82,748

$85,467

$92,491

$95,663

$83,618

$86,337

$93,361

$96,533

$84,488

$87,207

$94,231

$97,403

$85,358

$88,077

$95,101

$98,273

$86,228

$88,947

$95,971

$99,143

$87,098

$89,817

$96,841

$100,013

$87,968

$90,687

$97,711

$100,883

$88,838

$91,557

$98,581

$101,753

$89,708

$92,427

$99,451

$102,623

$90,578

$93,297

$100,321

$103,493

13313500v5

$91,448

$94,167

$101,191

$104,363

$92,318

$95,037

$102,061

$105,233

$93,188

$95,907

$102,931

$106,103

$94,058

$96,777

$103,801

$106,973

$94,928

$97,647

$104,671

$107,843

$95,798

$98,517

$105,541

$108,713

$96,668

$99,387

$106,411

$109,583

$97,538

$100,257

$107,281

$110,453

$98,408

$101,127

$108,151

$111,323

$99,278

$101,997

$109,021

$112,193

$100,148

$102,867

$109,891

$113,063

EACH YEAR OF ADDITIONAL EXPERIENCE IN THE DISTRICT ABOVE 15 YEARS

QUALIFIES FOR AN ADDITIONAL LONGEVITY INCREMENT OF $870.

13313500v5

APPENDIX A-2

SALARY SCHEDULE

Effective 7/1/23 through 6/30/24

3% Pay Raise

YEARS

5YR

MA+30

$46,677

$48,544

$52,279

$54,380

1.000

1.040

1.120

1.165

$48,544

$50,412

$54,380

$56,480

1.040

1.080

1.165

1.210

$50,412

$52,279

$56,480

$58,580

1.080

1.120

1.210

1.255

$52,279

$54,380

$58,580

$60,914

1.120

1.165

1.255

1.305

$54,380

$56,480

$60,914

$63,248

1.165

1.210

1.305

1.355

$56,480

$58,580

$63,248

$65,582

1.210

1.255

1.355

1.405

$58,580

$60,914

$65,582

$68,149

1.255

1.305

1.405

1.460

$60,914

$63,248

$68,149

$70,950

1.305

1.355

1.460

1.520

$63,248

$65,582

$70,950

$73,750

1.355

1.405

1.520

1.580

$65,582

$68,149

$73,750

$76,551

1.405

1.460

1.580

1.640

$68,149

$70,950

$76,551

$79,352

1.460

1.520

1.640

1.700

$70,950

$73,750

$79,352

$82,619

1.520

1.580

1.700

1.770

$73,750

$76,551

$82,619

$85,886

1.580

1.640

1.770

1.840

$76,551

$79,352

$85,886

$89,154

1.640

1.700

1.840

1.910

$79,352

$82,152

$89,154

$92,421

1.700

1.760

1.910

1.980

$80,752

$83,552

$90,787

$94,055

1.730

1.790

1.945

2.015

$81,622

$84,422

$91,657

$94,925

$82,492

$85,292

$92,527

$95,795

$83,362

$86,162

$93,397

$96,665

$84,232

$87,032

$94,267

$97,535

$85,102

$87,902

$95,137

$98,405

$85,972

$88,772

$96,007

$99,275

$86,842

$89,642

$96,877

$100,145

$87,712

$90,512

$97,747

$101,015

$88,582

$91,382

$98,617

$101,885

$89,452

$92,252

$99,487

$102,755

$90,322

$93,122

$100,357

$103,625

$91,192

$93,992

$101,227

$104,495

$92,062

$94,862

$102,097

$105,365

$92,932

$95,732

$102,967

$106,235

13313500v5

$93,802

$96,602

$103,837

$107,105

$94,672

$97,472

$104,707

$107,975

$95,542

$98,342

$105,577

$108,845

$96,412

$99,212

$106,447

$109,715

$97,282

$100,082

$107,317

$110,585

$98,152

$100,952

$108,187

$111,455

$99,022

$101,822

$109,057

$112,325

$99,892

$102,692

$109,927

$113,195

$100,762

$103,562

$110,797

$114,065

$101,632

$104,432

$111,667

$114,935

$102,502

$105,302

$112,537

$115,805

EACH YEAR OF ADDITIONAL EXPERIENCE IN THE DISTRICT ABOVE 15 YEARS

QUALIFIES FOR AN ADDITIONAL LONGEVITY INCREMENT OF $870.

13313500v5

APPENDIX B

EXTRACURRICULAR SALARY SCHEDULES

A. Incoming personnel may be awarded up to five (5) years experience for like services

rendered in previous districts.

B. Previous experience will continue from that point forward within the District.

C. The Board has the right to determine if any particular supplemental position will be filled.

Positions may be split between unit members if the affected members agree to the split. The

positions listed in the schedule below will continue to be listed unless there is mutual

agreement between the HLEA and the Board to delete a listing.

D. Supplemental positions may be offered on a contingent basis. If the Board ultimately

determines not to field a team/program, the Board can cancel the supplemental contract.

However, if the contract is cancelled, the coach/supervisor will receive twenty-five percent

(25%) of the total supplemental salary for performing "pre-season" responsibilities.

E. The Athletic Director will interview candidates for vacant coaching positions. Where the

position is an assistant coaching position, the head coach for the sport will also be given the

opportunity to interview the candidate if the head coach is available.

F. Job descriptions for supplemental coaching contracts will be developed by the Athletic

Director with the assistance of head coaches and approved by the Board.

G. Reporting requirements for coaching positions shall be clearly delineated so that the chain

of authority is set forth for each person holding a coaching position.

H. The Athletic Director shall develop an evaluation instrument for coaching positions and shall

be responsible for evaluating athletic supplemental contracts. Any changes to the evaluation

instrument shall be done with consultation of the head coaches.

I. Employees will receive all supplemental pay in separate paychecks. Please note the

deadlines for turning in a supplemental pay request to the appropriate supervisor (Director

of Athletics, Principal, etc.). Supplemental paychecks will be run within 10 days after the

deadline. There will only be five (5) times a year (listed below) when supplemental

paychecks are run - - no exceptions.

 Fall Supplementals (Fall Sports, etc.)

 Mid-Winter (Lunchroom Supplementals, etc.)

 Winter Supplementals (Winter Sports, etc.)

 Spring Supplementals and Yearly Supplementals (Spring Sports and Yearly Academic

Grade Level Chair, National Honor Society, etc.)

 Summer Supplementals

Please note that the pay forms must be completed and approved by the appropriate Supervisor

by the deadline.

13313500v5

APPENDIX B (continued)

Classification of Current Extracurricular Assignments by Groups and Levels: (The numbers listed in

parentheses after certain positions are for guideline purposes only. The Board has the discretion to offer

a different number of supplemental contracts per activity in any given year.)

Description Group

Head Boys Football A

Head Boys Basketball A

Head Girls Basketball A

Head Boys Wrestling A

Head Marching Band A

Event Manager (3) B

Head Cheerleading C

Head Boys Baseball C

Head. Strength/Cond. Coordinator C

Head Co-Ed Track C

Head Girls Softball C

Head Girls Volleyball C

Head Soccer C

Head Co-Ed Cross Country D

Strength/Cond. Coaches (4) D

Head Drama D

Head Boys Tennis D

Head Girls Tennis D

Head Co-Ed Golf D

Head Yearbook D

Asst. Boys Football (6) E

Asst. Boys Basketball (2) E

Asst. Girls Basketball (2) E

Asst. Boys Wrestling (2) E

Asst. Marching Band E

M.S. Head Football E

M.S. Strength/Cond. E

H.S. Vocal Music E

Co-Ed Bowling E

Asst. Boys Baseball (2) F

Asst. Co-Ed Track (3-4) F

Asst. Cheerleading F

Asst. Girls Volleyball F

Asst. Girls Softball (2) F

Asst. Soccer F

Freshman Cheerleading F

H.S. Asst. Golf F

Asst. Boys & Girls Tennis F

M.S. Football (5) G

Description Group

M.S. Boys Basketball (2) G

9th Boys Basketball G

M.S. Girls Basketball (2) G

M.S. Boys Wrestling G

9th Girls Basketball G

Head HS Student Council G

Drama Construction Chief G

8th Grade Class Trip Advisor G

M.S. Boys Baseball (2) [1-7th & 1-8th] H

M.S. Girls Softball (2) [1-7th & 1-8th] H

M.S. Cheerleading (2) H

9th Girls Volleyball H

M.S. Girls Volleyball (2) H

M.S. Head. Co-Ed Track H

M.S. Co-Ed Cross Country H

H.S. Academic Team H

Jr. Class Advisor H

Sr. Class Advisor H

H.S. Intramurals Co-Ed H

Transition Coordinator H

H.S. Asst. Co-Ed Cross Country H

M.S. Soccer H

M.S. Yearbook J

Asst. Drama (2) J

Asst. Drama (Vocal Specialist) J

M.S. Assistant Wrestling J

M.S. Asst. Co-Ed Track (2-3) K

M.S. Intramurals Co-Ed K

Fr. Class Advisor K

Soph. Class Advisor K

H.S. Instrumental Concert Band K

H.S. Instrumental Pep Band K

M.S. Vocal Music K

M.S. Instrumental Music K

M.S. Student Council L

M.S. Power of the Pen Advisor L

H.S. Department Chairs L

M.S., I.S., & E.S. Team Leaders L

E.S. Specials Team Leader L

I.S. Specials Team Leader L

M.S. Specials Team Leader L

H.S. National Honor Society L

13313500v5

M.S. National Jr. Honor Society L

E.S. Special Education Dept. Chair L

I.S. Special Education Dept. Chair L

M.S. Special Education Dept. Chair L

H.S. Special Education Dept. Chair L

Ohio Model United Nations L

Preschool Team Leader L

Visually Impaired L

I.S. Vocal Music M

I.S. Instrumental Music M

E.S. Vocal Music M

Robotics M

13313500v5

EXTRACURRICULAR INDEX

Exp.

Levels

0.130

0.140

0.150

0.160

0.170

0.180

0.190

0.110

0.120

0.130

0.140

0.150

0.160

0.170

0.100

0.110

0.120

0.130

0.140

0.150

0.160

0.090

0.100

0.110

0.120

0.130

0.140

0.150

0.080

0.090

0.100

0.110

0.120

0.130

0.140

0.068

0.078

0.088

0.098

0.108

0.118

0.128

0.061

0.071

0.081

0.091

0.101

0.111

0.121

0.054

0.064

0.074

0.084

0.094

0.104

0.114

0.049

0.059

0.069

0.079

0.089

0.099

0.109

0.044

0.054

0.064

0.074

0.084

0.094

0.104

0.033

0.043

0.053

0.063

0.073

0.083

0.093

0.020

0.025

0.030

0.035

0.040

0.045

0.050

Calculations for all supplemental contracts will be calculated on the Bachelors Beginning

Base in effect at the beginning of each school year.

13313500v5

Hamilton Local School District

APPENDIX C

(Article 3.1)

Ohio Teacher Evaluation System Self-Assessment Summary Tool

Directions: Teachers should record evidence to indicate strengths and areas for growth for each standard. Then, look across

all of the standards holistically and identify two priorities for the upcoming year. Note these two priorities with check marks

in the far-right column.

Standard

Strengths

Areas for Growth

Priorities (Check 2)

Standard 1:

Students

 Knowledge of how students learn and of student development

 Understanding of what students know and are able to do

 High expectations for all students

 Respect for all students

 Identification, instruction and intervention for special populations

Standard 2:

Content

 Knowledge of content

 Use of content- specific instructional strategies to teach concepts and skills

 Knowledge of school and district curriculum priorities and Ohio’s Learning Standards

 Relationship of knowledge within the discipline to other content areas

 Connection of content to life experiences and career opportunities

Standard 3:

Assessment

 Knowledge of assessment types

 Use of varied diagnostic, formative and summative assessments

 Analysis of data to monitor student progress and to plan, differentiate, and modify instruction

 Communication of results

 Inclusion of student self-assessment and goal-setting

Standard 4:

Instruction

 Alignment to school and district priorities and Ohio’s Learning Standards

 Use of student information to plan and deliver instruction

 Communication of clear learning goals

 Application of knowledge of how students learn to instructional design and delivery

 Differentiation of instruction to support learning needs of all students

 Use of activities to promote independence and problem-solving

 Use of varied resources to support learner needs

Standard 5:

Learning

Environment

 Fair and equitable treatment of all students

 Creation of a safe learning environment

 Use of strategies to motivate students to work productively and assume responsibility for learning

 Creation of learning situations for independent and collaborative work

 Maintenance of an environment that is conducive to learning for all students

Standard 6:

Collaboration &

Communication

 Clear and effective communication

 Shared responsibility with parents/caregivers to support student learning

 Collaboration with other teachers, administrators, school and district staff

 Collaboration with local community agencies

Standard 7:

Professional

Responsibility

and Growth

 Understanding of and adherence to professional ethics, policies and legal codes

 Engagement in continuous, purposeful professional development

 Desire to serve as an agent of change, seeking positive impact on teaching quality and student

achievement

Name:

Date:

13313500v5

Professional Growth Plan

The Professional Growth Plan helps the teacher identify areas of professional development that will enable the teacher to enhance practice. The teacher is

accountable for implementing and completing the plan. The plan must align to any district and/or building improvement plan(s). The Professional Growth

Plan is developed annually. It is to be reviewed regularly and updated as necessary based on collaborative conversations between the evaluator and the

teacher.

The Professional Growth Plan should reflect the evidence available and focus on the most recent evaluation and observations. The Professional Growth

Plan should be individualized to the needs of the teacher. The school or district should provide for professional development opportunities and support the

teacher by providing resources (e.g., time, financial). The Professional Growth Plan must be clear and comprehensive. It is aligned to the most recent

evaluation results and proposes a sequence of appropriate activities leading to progress toward the goals.

Teacher Name: Evaluator Name: Self-Directed Jointly Developed Evaluator Guided

(Accomplished) (Skilled) (Developing)

Choose the Domain(s) aligned to the goal(s).

Focus for Learning

Knowledge of Students

Lesson Delivery

Classroom Environment

Assessment of Student Learning

Professional Responsibilities

Goal Statement(s) Demonstrating

Performance on Ohio Standards for the

Teaching Profession

Action Steps & Resources to Achieve

Goal(s)

Qualitative or Quantitative

Measurable Indicators:

Evidence Indicating Progress on the Goal(s)

Dates Discussed

Describe the alignment to district and/or building improvement plan(s):

Comments:

Teacher’s Signature: Date:

Evaluator’s Signature: Date:

The evaluator’s signature on this form verifies the proper procedures as detailed in the local contract have been followed.

13313500v5

100

Improvement Plan

Teacher Name:

Grade Level/ Subject:

School year:

Building:

Date of Improvement Plan

Conference:

A written Improvement Plan is to be developed when an educator has a Final Holistic Rating of Ineffective. However, districts have discretion to place any

teacher on an Improvement Plan at any time based on deficiencies in any individual component of the evaluation system. The notice requirements for being

placed on an Improvement Plan, the components of the plan and the implementation process for the plan may be subject to the terms of a collective

bargaining agreement.

The purpose of the Improvement Plan is to identify specific deficiencies in performance and foster growth through professional development and targeted

support. If the teacher does not take corrective actions in the timeline specified in the Improvement Plan, the evaluator may recommend the teacher be

dismissed or continue working under the plan.

Section 1: Improvement Statement—List specific area(s) for improvement related to the Ohio Standards for the Teaching Profession. Attach

documentation.

Performance Standard(s) Addressed in this Plan

Date(s) Improvement Area(s) or

Concern(s) Observed

Specific Statement of the Concern(s):

Area(s) of Improvement

Section 2: Desired Level of Performance—List specific goal(s) to improve performance. Indicate what will be measured for each goal.

List Goal Statement(s) Indicating

Performance on Ohio Standards for the

Teaching Profession

Beginning

Date

Ending Date

Level of Performance:

Specifically Describe Successful Improvement Target(s)

13313500v5

101

Section 3: Specific Plan of Action—Describe in detail specific actions the teacher must take to improve performance. Indicate the sources of evidence the

evaluator will use to document the completion of the Improvement Plan.

Actions to be Taken

Qualitative or Quantitative Measurable Indicators: Evidence Indicating Progress on

the Goal(s)

Section 4: Assistance and Professional Development—Describe in detail specific supports that will be provided as well as opportunities for professional

development.

Section 5: Alignment to District and/or Building Improvement Plan(s)— Describe the alignment to district and/or building improvement plan(s).

Comments:

Date for Improvement Plan to be evaluated:

Teacher’s Signature: Date:

Evaluator’s Signature: Date:

The evaluator’s signature on this form verifies the proper procedures as detailed in the local contract have been followed.

13313500v5

102

Improvement Plan: Evaluation of Plan

Teacher

Name:

Grade Level/ Subject:

School year:

Building:

Date of Evaluation:

The Improvement Plan will be evaluated at the end of the time specified in the plan. Outcomes from the Improvement Plan will be one of the following.

□ Improvement is demonstrated and performance standards are met to a satisfactory level of performance.

□ The Improvement Plan should continue for time specified: .

□ Dismissal is recommended.

Comments: Provide justification for recommendation indicated above and attach evidence to support the recommended action.

I have reviewed this evaluation and discussed it with my evaluator. My signature indicates I have been advised of my performance status; it does not

necessarily imply I agree with this evaluation.

Teacher’s Signature: Date:

Evaluator’s Signature: Date:

The evaluator’s signature on this form verifies the proper procedures as detailed in the local contract have been followed.

103

13313500v5

FINAL March 27, 2020

Using High-Quality Student Data to Inform Instruction and Enhance Practice

Choosing and using high-quality student data (HQSD) to guide instructional decisions and meet

student learning needs is key in making sound instructional decisions for students. The teacher

evaluation will use at least two measures of district-determined high-quality student data to

provide evidence of student learning attributable to the teacher being evaluated. When

applicable to the grade level or subject area taught by a teacher, HQSD shall include the value-

added progress dimension and the teacher shall use at least one other measure of HQSD to

demonstrate student learning. HQSD may be used as evidence in any component of the

evaluation where applicable.*

It is recognized there are many types of data that can be used to support student learning, and

the data include much more than just test scores. These types of data and their uses are

important and should continue to be used to guide instruction and address the needs of the

whole child but may not meet the definition of high-quality student data for the purpose of

teacher evaluation.

The high-quality student data instrument used must be rigorously reviewed by locally

determined experts in the field of education to meet all of the following criteria:

☐Align to learning standards

☐Measure what is intended to be measured

☐Be attributable to a specific teacher for course(s) and grade level(s) taught

☐Demonstrate evidence of student learning (achievement and/or growth)

☐Follow protocols for administration and scoring

☐Provide trustworthy results

☐Not offend or be driven by bias

AND

The teacher must use the data generated from the high-quality student data instrument

by:

☐Critically reflecting upon and analyzing available data, using the information as part of an

ongoing cycle of support for student learning

☐Considering student learning needs and styles, identifying the strengths and weaknesses

of an entire class, as well as individual students

☐Informing instruction and adapting instruction to meet student need based upon the

information gained from the data analysis

☐Measuring student learning (achievement and/or growth) and progress towards achieving

state and local standards

*LEGAL REFS. ORC 3319.111; 3319.112

13313500v5

104

FINAL March 27, 2020

High-Quality Student Data Verification Form

Teacher Name: Click or tap here to enter text.Evaluator Name: Click or tap here to enter

text.

Content Area(s): Click or tap here to enter text.Grade Level(s): Click or tap here to enter

text.

List sources of High-Quality Student Data used to inform instruction. Value-added data

must be used as one source if available.

1. Click or tap here to enter text.

2. Click or tap here to enter text.

The high-quality student data instrument used must be rigorously reviewed by

locally determined experts in the field of education to meet all of the following

criteria:

 Align to learning standards

 Measure what is intended to be measured

 Be attributable to a specific teacher for course(s) and grade level(s) taught

 Demonstrate evidence of student learning (achievement and/or growth)

 Follow protocols for administration and scoring

 Provide trustworthy results

 Not offend or be driven by bias

AND

The teacher must use the data generated from the high-quality student data

instrument by:

 Critically reflecting upon and analyzing available data, using the information as

part of an ongoing cycle of support for student learning

 Considering student learning needs and styles, identifying the strengths and

weaknesses of an entire class as well as individual students

 Informing instruction, adapting instruction to meet student need based upon the

information gained from the data analysis

 Measuring student learning (achievement and/or growth) and progress towards

achieving state/local standards

Comments: Click or tap here to enter text.

Teacher Signature: Date: Click or tap to enter a date.

HQSD Approval Signature: Date: Click or tap to enter a date.

105

13313500v5

Ohio Teacher Evaluation System

Assessment of Teacher Performance

Teacher Performance Evaluation Rubric

The Teacher Performance Evaluation Rubric is to be scored holistically. This means evaluators will assess which level provides the best overall description of the teacher.

The rating process is to occur on completion of each 30-minute observation and post-conference. To determine the rating for each 30-minute observation, the evaluator is

to consider evidence gathered during the pre-conference, observation, post-conference and classroom walkthroughs, if applicable. Note that when completing the

performance rubric, evaluators are not expected to gather evidence on all indicators for each observation cycle. Likewise, teachers may, but are not required to, bring

additional pieces of evidence to address all indicators. The professionalism section of the rubric may use evidence collected during the pre-conferences and post-conferences

as well as information from the Professional Growth and/or Improvement Plan, if applicable.

ORGANIZATIONAL AREA: INSTRUCTIONAL PLANNING

Domains

Components

Ineffective

Developing

Skilled

Accomplished

FOCUS FOR

LEARNING

(Standard 1:

Students,

Standard 2:

Content,

Standard 3:

Assessment,

Standard 4:

Instruction)

Possible Sources

of Evidence:

pre-conference,

artifacts,

portfolios,

analysis of student

data,

lesson plans,

student surveys,

common

assessments

Use of High-

Quality

Student Data

Element 1.1

Element 1.2

Element 1.3

Element 3.3

The teacher does not

use high-quality student

data to develop

measurable and

developmentally

appropriate student

growth goal(s).

The teacher uses one

source of high-quality

student data and attempts to

analyze patterns to develop

measurable and

developmentally appropriate

student growth goal(s). The

analysis may be incomplete

or inaccurate.

The teacher thoroughly and

correctly analyzes patterns

in at least two sources of

high-quality student data to

develop measurable and

developmentally

appropriate student growth

goal(s) and monitors

student progress toward

goal(s).

The teacher thoroughly and

correctly analyzes trends and

patterns in at least two

sources of high-quality student

data to develop measurable

and developmentally

appropriate student growth

goal(s) and monitors student

progress toward goal(s).

The teacher plans for the

facilitation of developmentally

appropriate student data

collection and strategies to

assist in student goal setting

and progress monitoring.

Evidence

Click or tap here to

enter text.

Click or tap here to enter

text.

Click or tap here to

enter text.

Click or tap here to enter

text.

Connections

to prior and

future learning

Element 1.2

Element 2.1

Element 2.2

Element 2.4

Element 2.5

The teacher plans

lessons that

demonstrate no

connections to student

prior learning or future

learning.

The teacher plans lessons

that attempt to make

connections with student

prior learning or future

learning. These connections

are not clear.

The teacher plans lessons

that intentionally make clear

and coherent connections

with student prior learning

and future learning and

includes strategies that

communicate the

connections to students.

The teacher plans lessons that

intentionally make clear and

coherent connections with

student prior and future

learning and includes

strategies that communicate

the connections to students -

among lesson content, other

disciplines and/or real-world

experiences. The teacher

plans lessons that use the

input and contributions of

families, colleagues and/or

other professionals to

understand each student’s

prior knowledge while

13313500v5

106

ORGANIZATIONAL AREA: INSTRUCTIONAL PLANNING

Domains

Components

Ineffective

Developing

Skilled

Accomplished

supporting the student’s

development.

Evidence

Click or tap here to

enter text.

Click or tap here to enter

text.

Click or tap here to

enter text.

Click or tap here to enter

text.

Connections

to state

standards and

district

priorities

Element 2.3

Element 4.1

Element 4.7

The teacher’s

instructional plan does

not reference Ohio’s

Learning Standards.

The teacher’s instructional

plan references Ohio’s

Learning Standards, but

goals and activities do not

align with student needs,

school and district priorities

or the standards.

The teacher’s instructional

plan incorporates activities,

assessments and

resources, including

available technology, that

align with student needs,

school and district priorities,

and Ohio’s Learning

Standards.

The teacher’s instructional

plan incorporates

activities, assessments and

resources, including available

technology, that align with

student needs, school and

district priorities, and Ohio’s

Learning Standards.

The teacher participates in

studying and evaluating

advances in content and/or

provides input on school and

district curriculum.

Evidence

Click or tap here to

enter text.

Click or tap here to enter

text.

Click or tap here to

enter text.

Click or tap here to enter

text.

KNOWLEDGE OF

STUDENTS

(Standard 1:

Students,

Standard 4:

Instruction,

Standard 6:

Collaboration

and

Communication)

Planning

instruction for

the whole

child

Element 1.2

Element 1.4

Element 1.5

Element 4.2

Element 4.4

Element 6.4

The teacher’s

instructional plan makes

no connections to and

the teacher is not

familiar with student

experiences, culture,

developmental

characteristics or

backgrounds.

The teacher’s instructional

plan makes minimal

connections to student

experiences, culture,

developmental

characteristics or student

backgrounds.

The teacher’s instructional

plan reflects connections to

student experiences,

culture and developmental

characteristics. These may

include prior learning,

abilities, strengths, needs,

talents, backgrounds, skills,

language proficiency and

interests.

The teacher’s instructional

plan reflects consistent

connections to student

experiences, culture and

developmental characteristics.

These may include prior

learning, abilities, strengths,

needs, individual talents,

backgrounds, skills, language

proficiency and interests. The

instructional plan draws upon

13313500v5

107

ORGANIZATIONAL AREA: INSTRUCTIONAL PLANNING

Domains

Components

Ineffective

Developing

Skilled

Accomplished

Possible Sources

of Evidence:

analysis of student

data,

pre-conference,

artifacts, student

surveys

input from school

professionals and outside

resources.

Evidence

Click or tap here to

enter text.

Click or tap here to enter

text.

Click or tap here to

enter text.

Click or tap here to enter

text.

ORGANIZATIONAL AREA: INSTRUCTION AND ASSESSMENT

Domains

Components

Ineffective

Developing

Skilled

Accomplished

LESSON

DELIVERY

(Standard 2:

Content,

Standard 3:

Assessment,

Standard 4:

Instruction,

Standard 5:

Learning

Environment,

Standard 6:

Collaboration

and

Communication)

Possible Sources

of Evidence:

pre-conference,

post-conference,

formal

observation,

classroom walk-

throughs/informal

observations,

peer review

Communication

with students

Element 2.2

Element 4.3

Element 4.6

Element 6.1

The teacher does not

communicate learning

goals and expectations

for mastery and does not

model exemplary

performance to students.

Students cannot discern

learning goals.

Differentiated learning

goals are not used.

The teacher does not

demonstrate content

knowledge by using

content-specific,

developmentally

appropriate language or

content-specific

strategies. There is no

student engagement.

The teacher does not

give students feedback.

The teacher inconsistently

communicates learning

goals, expectations for

mastery and models of

exemplary performance to

students. There is limited

use of differentiated learning

goals.

The teacher demonstrates

some content knowledge by

using limited content-

specific, developmentally

appropriate language and

limited content-specific

strategies. Students

demonstrate little

engagement in the lesson.

Feedback to students is

general, occasional or

limited and may not always

support student learning.

The teacher is consistent

and effective in

communicating appropriate,

needs-based, differentiated

learning goals, expectations

for mastery and models of

exemplary performance to

students.

The teacher consistently

demonstrates content

knowledge by using

content-specific,

developmentally

appropriate language and

content-specific strategies

to engage students.

The teacher’s

communication strategies

and questioning techniques

check for understanding

and encourage higher-level

thinking.

The teacher gives students

substantive, specific and

timely feedback to support

their learning.

The teacher is consistent and

effective in communicating

differentiated learning goals

(such as needs based, interest

based, strength based),

expectations for mastery and

models of exemplary

performance to students

through multiple communication

techniques.

The teacher consistently

demonstrates content

knowledge by using content-

specific, developmentally

appropriate language and

content-specific strategies to

engage students. The

teacher’s communication

strategies and questioning

techniques engage students in

higher-level and creative

thinking and stimulate student-

to-student interactions.

The teacher gives students

substantive, specific and timely

feedback to support individual

student learning. The teacher

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ORGANIZATIONAL AREA: INSTRUCTION AND ASSESSMENT

Domains

Components

Ineffective

Developing

Skilled

Accomplished

LESSON

DELIVERY

(continued)

gives students opportunities to

engage in self-assessment,

provide feedback to each other

and reflect on their own

strengths and challenges.

Evidence

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Monitoring

student

understanding

Element 3.2

Element 3.3

The teacher fails to

monitor and address

student confusion and

misconceptions.

The teacher inconsistently

monitors or incorrectly

addresses student confusion

and misconceptions.

The teacher consistently

monitors and addresses

common student confusion

and misconceptions by

presenting information in

multiple formats and

clarifying content as he or

she sees challenges.

The teacher consistently

monitors, addresses, articulates

and anticipates individual

student confusion or

misconceptions by presenting

information in multiple formats

and clarifying content as he or

she sees challenges.

Evidence

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Student-

centered

learning

Element 3.5

Element 4.5

Element 4.6

Element 5.3

Element 5.4

Learning is entirely

teacher directed.

Students are not

participating in learning

activities.

There are no

opportunities for student

choice about what will

be learned and how

learning will be

demonstrated. There is

no evidence of

differentiated

Learning is primarily teacher

directed. Students

participate in whole class

learning activities.

There are few opportunities

for student choice about

what will be learned and how

learning will be

demonstrated. The teacher

uses limited differentiated

instructional strategies or

resources.

Learning is a balance

between teacher-directed

instruction and student-

directed interaction as

students apply their

knowledge and skills as

developmentally

appropriate. The teacher

effectively combines

collaborative and whole

class learning opportunities

to maximize student

learning.

Teacher gives opportunities

for student choice about

student learning paths or

ways to demonstrate their

learning. Teacher uses

differentiated instructional

strategies and resources for

groups of students.

Learning is primarily self-

directed with the teacher in the

role of facilitator encouraging

students to apply their

knowledge and skills as

developmentally appropriate.

The teacher encourages

students to persist in the

learning tasks. The teacher

effectively combines

independent, collaborative and

whole class learning

opportunities to maximize

student learning.

Teacher routinely promotes

opportunities for students to

actively take part in developing

goals toward mastery, and

students are responsible for

deciding how to demonstrate

their learning. Instructional

strategies, pacing and

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ORGANIZATIONAL AREA: INSTRUCTION AND ASSESSMENT

Domains

Components

Ineffective

Developing

Skilled

Accomplished

instructional strategies

or resources.

resources are differentiated to

make the lesson accessible and

challenging for all students,

while supporting the various

learning needs of individual

students.

Evidence

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ORGANIZATIONAL AREA: INSTRUCTION AND ASSESSMENT

DOMAINS

Components

Ineffective

Developing

Skilled

Accomplished

CLASSROOM

ENVIRONMENT

(Standard 1:

Students,

Standard 5:

Learning

Environment)

Possible Sources

of Evidence:

pre-conference,

post-conference,

formal

observation,

classroom walk-

throughs/informal

observations,

peer review,

student surveys

Classroom

routines and

procedures

Element 5.5

The teacher has not

established routines and

procedures. Effective

transitions are not

evident, resulting in a

significant loss of

instructional time and

frequent off-task

behavior.

The teacher establishes

routines and procedures but

uses them inconsistently.

Transitions are sometimes

ineffective, resulting in a loss

of instructional time. Off-task

behavior is sometimes

evident. The teacher makes

decisions about classroom

operations.

The teacher consistently

uses routines, procedures

and transitions that

effectively maximize

instructional time. On-task

behavior is evident.

Students assume

appropriate levels of

responsibility for effective

operation of the

classroom.

The teacher and students have

collaboratively established

consistent use of routines,

procedures and transitions that

are effective in maximizing

instructional time. On-task

behavior is evident and ensured

by students. Students initiate

responsibility for effective

operation of the classroom.

Evidence

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Classroom

climate and

cultural

competency

Element 1.4

Element 5.1

Element 5.2

There is no evidence of

rapport or expectations

for respectful, supportive

and caring interactions

with and among

students and the

teacher.

There is no

demonstration of regard

for student perspectives,

experiences and culture.

The teacher does not

There is some evidence of

rapport and expectations for

respectful, supportive and

caring interactions with and

among students and the

teacher.

There is inconsistent

demonstration of regard for

student perspectives,

experiences and culture.

There is consistent

evidence of rapport and

expectations for respectful,

supportive and caring

interactions with and

among students and the

teacher.

There is demonstration of

regard for student

perspectives, experiences

The teacher intentionally creates

a classroom environment that

shows consistent evidence of

rapport and expectations for

respectful, supportive and caring

interactions with and among

students and the teacher.

There is demonstration of regard

for student perspectives,

experiences and culture. The

teacher models expectations

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ORGANIZATIONAL AREA: INSTRUCTION AND ASSESSMENT

DOMAINS

Components

Ineffective

Developing

Skilled

Accomplished

address needs related to

student sense of well-

being.

The teacher is aware of

needs related to student

sense of well-being but does

not address them effectively.

and culture. The teacher

models expectations and

behaviors that create a

positive climate of

openness, respect and

care. The teacher

anticipates and effectively

addresses needs related

to student sense of well-

being.

and behaviors that create a

positive climate of openness,

respect and care. The teacher

anticipates and effectively

addresses needs related to

student sense of well-being. The

teacher seeks and is receptive to

the thoughts and opinions of

individual students and the

class. When appropriate, the

teacher includes other school

professionals and/or community

resources to ensure all students

are recognized and valued.

Evidence

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ASSESSMENT

OF STUDENT

LEARNING

(Standard 1:

Students,

Standard 3:

Assessment)

Possible Sources

of Evidence:

pre-conference,

formal

observation,

classroom walk-

throughs/informal

observations,

assessments,

student portfolios,

post-conference

Use of

assessments

Element 3.1

Element 3.2

Element 3.3

Element 3.4

The teacher does not

use varied assessments.

The teacher fails to

analyze data and makes

little or no attempt to

modify instruction to

meet student needs.

The teacher does not

share evidence of

student learning with

students.

The teacher makes limited

use of varied assessments.

The teacher attempts to

analyze data and modify

instruction, though the

modifications do not meet

student needs.

The teacher shares

evidence of student learning

with students.

The teacher selects,

develops and uses

multiple assessments,

including routine use of

various diagnostic,

formative and summative

assessments.

The teacher analyzes

patterns to measure

targeted student learning,

anticipate learning

obstacles, modify

instruction and

differentiate to meet the

needs of groups of

students.

The teacher shares

evidence of student

learning with parents and

The teacher intentionally and

strategically selects, develops

and uses multiple assessments,

including routine use of various

diagnostic, formative and

summative assessments. The

teacher offers differentiated

assessment choices to meet the

full range of student needs.

The teacher analyzes data

trends and patterns to measure

targeted student learning,

anticipate learning obstacles,

modify instruction and

differentiate to meet individual

student needs.

The teacher shares evidence of

student learning with colleagues,

parents and students to

collaboratively plan instruction to

meet individual student needs.

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ORGANIZATIONAL AREA: INSTRUCTION AND ASSESSMENT

DOMAINS

Components

Ineffective

Developing

Skilled

Accomplished

students to plan instruction

to meet student needs.

Evidence

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Evidence of

student

learning

Element 1.3

The teacher’s

assessment data

demonstrates no

evidence of growth

and/or achievement over

time for most students.

The teacher uses one

source of high-quality

student data to demonstrate

clear evidence of

appropriate growth and/or

achievement over time for

some students.

The teacher uses at least

two sources of high-quality

student data to

demonstrate growth and/or

achievement over time,

showing clear evidence of

expected growth and/or

achievement for most

students.

The teacher uses at least two

sources of high-quality student

data to demonstrate growth

and/or achievement over time,

showing clear evidence of above

expected growth and/or

achievement for most students.

Evidence

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ORGANIZATIONAL AREA: PROFESSIONALISM

Domains

Components

Ineffective

Developing

Skilled

Accomplished

PROFESSIONAL

RESPONSIBILITIES

(Standard 6:

Collaboration

and

Communication,

Standard 7:

Professional

Responsibility

and Growth)

Possible Sources

of Evidence:

Professional

Growth Plan or

Improvement

Plan,

pre-conference,

post-conference,

artifacts, self-

assessment,

peer review

Communication

and

collaboration

with families

Element 6.1

Element 6.2

The teacher does not

communicate with

students and families.

The teacher inconsistently or

unsuccessfully uses

communication and

engagement strategies with

students and families. These

do not contribute adequately

to student learning, well-

being and development.

The teacher uses effective

and appropriate

communication and

engagement strategies

with students and families,

resulting in partnerships

that contribute to student

learning, well-being and

development.

The teacher uses multiple

effective and appropriate

communication and engagement

strategies with individual

students and families. These

ongoing strategies promote two-

way communication, active

participation and partnerships

that contribute to each student’s

learning, well-being and

development.

Evidence

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Communication

and

collaboration

with colleagues

Element 6.3

The teacher does not

communicate and/or

collaborate with

colleagues.

The teacher inconsistently or

unsuccessfully

communicates and/or

collaborates with colleagues,

resulting in limited

improvement of professional

practice.

The teacher effectively

communicates and

collaborates with

colleagues to examine

instructional practice and

analyze patterns in student

work and student data to

identify and implement

The teacher initiates effective

communication and collaboration

with colleagues outside the

classroom, resulting in

improvements in student

learning, individual practice,

school practice and/or the

teaching profession.

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ORGANIZATIONAL AREA: PROFESSIONALISM

Domains

Components

Ineffective

Developing

Skilled

Accomplished

targeted strategies for

improving professional

practice.

Evidence

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District policies

and

professional

responsibilities

Element 7.1

The teacher

demonstrates a lack of

understanding and

regard for district

policies, state and

federal regulations, and

the Licensure Code of

Professional Conduct for

Ohio Educators.

The teacher demonstrates

minimal understanding of

district policies, state and

federal regulations, and the

Licensure Code of

Professional Conduct for

Ohio Educators.

The teacher demonstrates

understanding by following

district policies, state and

federal regulations, and

the Licensure Code of

Professional Conduct for

Ohio Educators.

The teacher demonstrates

understanding by following

district policies, state and federal

regulations, and the Licensure

Code of Professional Conduct

for Ohio Educators.

The teacher exemplifies effective

leadership characteristics

beyond the classroom. The

teacher helps shape policy at the

school, district or state level.

Evidence

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Professional

learning

Element 7.2

Element 7.3

The teacher sets short-

term and long-term

professional goals but

fails to monitor progress

or take action to meet

the goals.

The teacher sets and

monitors short-term and

long-term professional goals

but fails to take appropriate

action to meet the goals.

The teacher sets short-

term and long-term

professional goals and

monitors progress in

meeting them based on

self-reflection and data

analysis. The teacher

takes appropriate action to

meet the goals.

The teacher consistently

pursues best practices and sets,

monitors and reflects on

progress toward meeting short-

term and long-term professional

goals based on data analysis to

improve student learning. The

teacher takes appropriate action

to meet the goals. The teacher

collaborates with colleagues and

others to share best practices.

Evidence

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13313500v5

Planning for the Post-Conference

Ohio Teacher Evaluation System 2.0

Post-Conference Planning

The goal for the conference leader is to cognitively coach the teacher through the use of reflective questions.

Considerations

Before deciding which reflective questions are best matched to the educator’s performance and goals,

consider the following:

• What focus area(s) might be/were identified after the Formal Holistic Observation? What evidence

has been demonstrated to support growth in the focus area(s)?

• What are the teacher’s goals on the Professional Growth Plan (PGP)? Do the measurable

indicators identified on the PGP demonstrate progress on the plan?

• What does the teacher’s high-quality student data (HQSD) demonstrate about instruction and

student learning?

• How has the teacher provided evidence of use of the HQSD to impact student learning and teacher

practice?

• What further supports might this teacher need to enhance practice and demonstrate growth?

Reflective Questions

The number and type of focus area(s) (strength and/or area of growth) are determined locally.

• Record 3 to 5 reflective questions aligned to the identified focus area(s) that would enhance a

strength and/or support an area of growth.

Three Key Elements of the Instructional Post-Conference

Conducting the Post-Conference

1. Introduction/Greeting/Establish Length

• Review Conference Process

• General Impression Question: “How do you think the lesson went?”

2. Focus area(s)

• Discuss identified focus area(s)

• Ask self-reflection question/s

• Provide evidence from notes

• Share resources and supports

3. Present evidence and rating connected to the rubric.

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Walkthroughs/Informal Observations: Overview and Resources

Ohio Teacher Evaluation System 2.0

Overview: Walkthroughs/Informal Observations:

Observations of teaching provide important evidence when assessing a teacher’s performance and

effectiveness. As an evaluator observes a teacher engaging students in learning, valuable evidence may be

collected on multiple levels. While many of these interactions may take place in the classroom, a more formal

instructional setting, it should be noted that evidence of teacher practice is visible in many settings. Some

teacher behaviors are observable in the classroom while other evidence may be obtained from formal

conferences, informal conversations, and evidence of practice, as well as input from colleagues,

parents/guardians and students.

As part of the observation process, ongoing communication and collaboration between evaluator and teacher

help foster a productive professional relationship that is supportive and enhances a teacher’s professional

growth and development.

A walkthrough/informal observation is a

• Tool to inform evaluation that provides the opportunity to gather evidence of instruction over a series

of short classroom visits;

• Method to allow evaluators opportunity to gather additional evidence on identified focus area(s) to

enhance teacher practice;

• Process for giving targeted evidence-based feedback to teachers; and

• Means for evaluators to visit classrooms more frequently and more purposefully.

As part of the teacher evaluation system, walkthroughs/informal observations should, whenever possible, be

focused on gathering evidence related to the teacher’s identified focus area(s). However, evaluators are not

limited to only collecting evidence on the identified focus area(s). Evaluators must ensure they have sufficient

evidence to provide a Final Holistic Rating at the end of the evaluation cycle.

Guidelines for Walkthroughs/Informal Observations

Informally Observe Teachers

Teachers who are fully evaluated will have a minimum of two walkthroughs. Walkthroughs are informal

observations less than 30 minutes; these may be announced or unannounced.

Informally Observe Often

The evaluator’s presence in the classroom should send a positive message to teachers. Conducting

walkthroughs consistently and frequently can have a positive impact on teacher practice and student

learning. Find time to observe teachers at varying times of the day because what occurs in the morning can

be different from what occurs in the afternoon.

Focusing on Identified Areas for Support

Focus area(s) may be determined during the required conference following the first Formal Holistic

Observation or during the previous year’s Final Summative Conference. The focus may be area(s) of relative

strength and/or area(s) for improvement. Determination of focus area(s) should mirror the level of autonomy

used to develop Professional Growth Plans:

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• Teachers rated Accomplished - Self-Directed by teacher

• Teachers rated Skilled – Jointly determined by teacher and evaluator

• Teachers rated Developing – Guided by evaluator

• Teachers rated Ineffective – Determined by evaluator

Evidence gathered during walkthroughs that occur after the Formal Holistic Observation should be focused

on the teacher’s identified area(s) for support when applicable. Evaluators are not limited to collecting

evidence on the identified focus area(s). Evaluators must ensure they have sufficient evidence to provide a

Final Holistic Rating at the end of the evaluation cycle.

Make Time to Follow Up

Follow-up communication to walkthroughs is a critical component. Follow-up will often be in writing, but the

evaluator should extend to the teacher an invitation to discuss any comments provided face-to-face. The

evaluator may also offer resources to support teachers in enhancing their practice. If possible, evaluators

should follow up with the teacher on either the same day or the next day. To impact practice, teachers should

receive feedback in a timely manner.

Teacher-Driven Observations

While it is recognized that evaluators have many demands on their time, encouraging teachers to identify

instructional periods for the evaluator to observe can be a means for the evaluator to collect evidence related

to the teacher’s identified focus area(s).

Types of Data

Data collected as evidence of teacher practice may be quantitative, qualitative, or a combination of both.

Quantitative data includes measures of values or counts expressed as numbers. For example, the evaluator

could use a checklist to tally the types of questions asked (higher versus lower levels). The evaluator might

also chart the number and types of assessments used. Qualitative data can include scripted notes detailing

patterns of activities, feedback shared and events observed. In both cases, accuracy is essential to ensure

the credibility of the process and the evaluator.

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Walkthroughs/Informal Observations

Ohio Teacher Evaluation System 2.0

Walkthrough: General Form

Teacher Name: Grade(s)/Subject Area(s): Date:

Evaluator Name: Time Walkthrough Begins: Time Walkthrough Ends:

Directions: This form serves as a record of a walkthrough by the teacher’s evaluator. The evaluator will likely not observe all the

teaching elements listed below in any one informal observation, nor is this an exhaustive list of evidence that may be observed.

This record, along with records of additional informal observations, will be used to inform the holistic evaluation of the teacher.

EVALUATOR OBSERVATIONS

☒ Teacher is consistent and effective in communicating

appropriate, needs-based, differentiated learning goals

☐ Communication strategies and questioning techniques

check for understanding and encourage higher-level

thinking

☐ Instructional time is used effectively

☐ Information is presented in multiple formats

☐ Teacher combines collaborative and whole class

learning opportunities

☐ Routines, procedures and transitions are consistent,

effective and maximize instructional time

☐ Rapport and expectations for respectful, supportive

and caring interactions with and among students and

the teacher are evident

☐ Feedback is substantive, specific, timely and supports

student learning

☐ Lesson makes clear and coherent connections with

student prior learning and future learning

☐ Teacher selects, develops and uses multiple

assessments

☐ Teacher demonstrates content knowledge and uses

content-specific language and strategies to engage

students

☐ Teacher uses differentiated instructional strategies and

resources for groups of students

☐ Other:

Identified Focus Area(s) and Aligned Evidence, if Applicable:

Evaluator Summary Comments:

Evaluator Signature: __________________________ ☐ Photocopy to Teacher

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Walkthroughs/Informal Observations

Ohio Teacher Evaluation System 2.0

Walkthrough: Open-Ended Form

Teacher Name: Grade(s)/Subject Area(s): Date:

Evaluator Name: Time Walkthrough Begins: Time Walkthrough Ends:

OBSERVATIONS

Evaluator Summary Comments:

Evaluator Signature: ________________________________ ☐ Photocopy to Teacher

119

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Final Holistic Rating of Teacher Effectiveness—Full Evaluation

I N E F F E C T I V E

D E V E L O P I N G

S K I L L E D

AC C O M P L I S H E D

Formal Holistic Observation (followed by conference)

Formal Focused Observation

Focus Area(s):

Focus for Learning

Knowledge of Students

Lesson Delivery

Classroom Environment

Assessment of Student Learning

Professional Responsibilities

Professional Growth Plan (or Improvement Plan) Goal(s):

(Goal prepopulates from the earlier entry)

Evaluator Comments:

Teacher Comments:

Final Holistic (Overall) Rating

I N E F F E C T I V E

D E V E L O P I N G

S K I L L E D

AC C O M P L I S H E D

Check here if Improvement Plan has been recommended.

Teacher Signature Date _______________________________

Evaluator Signature Date _______________________________

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Final Holistic Rating of Teacher Effectiveness—Accomplished or Skilled Carry Forward

Professional Growth Plan Goal(s) Alignment:

Dates:

Mark Domain Area(s):

Focus for Learning

Knowledge of Students

Lesson Delivery

Classroom Environment

Assessment of Student Learning

Professional Responsibilities

Focus Area(s) Comments:

Date of Observation:

Date of Conference:

Comments:

Professional Growth Plan Goal(s):

(Goal(s) prepopulate from previous entry)

Progress on Professional Growth Plan Goal:

Progress Made

(By checking this box, the teacher will continue

with rating as per schedule until time for a full

evaluation cycle.)

Insufficient Progress Made

(By checking this box, the teacher will automatically

be placed on a full evaluation cycle the following

school year.)

Evaluator Comments:

Teacher Comments:

Final Holistic (Overall) Rating: Pre-Populated in

OhioES Portal

 Carry forward from previous rating

I N E F F E C T I V E

D E V E L O P I N G

S K I L L E D

A C C O M P L I S H E D

End of Cycle (Full evaluation required in the next school year)

Check here if Improvement Plan has been recommended.

Teacher Signature Date ____________________

Evaluator Signature Date _____________________

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Hamilton Local School District

APPENDIX C

(Article 3.1)

Assessment of School Counselor Performance

School Counselor Evaluation Rubric

The School Counselor Evaluation Rubric is intended to be scored holistically. This means the evaluator will assess which level provides

the best overall description of the school counselor. The evaluator is to consider evidence gathered during the pre-observation conference,

the observation, the post-observation conference, and informal observations of school counselor activities (if applicable) when completing the

rubric.

Standard One: Comprehensive School Counseling Program Plan – School counselors collaboratively envision a plan for a comprehensive

school counseling program that is developmental, preventative, responsive and in alignment with the school’s goals and mission.

Ineffective

Developing

Skilled

Accomplished

The school counselor

cannot articulate

components of a

comprehensive school

counseling program.

The school counselor

articulates all components of a

comprehensive school

counseling program.

The school counselor

articulates all components of a

comprehensive school

counseling program, reflects

on future program needs and

works to design a plan of

implementation.

The school counselor implements

all components of a comprehensive

school counseling program and

frequently reflects on future program

development.

The school counselor does

not collaborate with key

stakeholders to set the

goals, priorities and

implementation strategies

when a comprehensive

school counseling program

is being designed.

The school counselor

collaborates with key

stakeholders on a limited basis

to set goals, priorities and

implementation strategies that

partially align to the school’s

goals and mission when a

comprehensive school

counseling program is being

designed.

The school counselor

collaborates with key

stakeholders to set the goals,

priorities and implementation

strategies that align to the

school’s goals and mission

when a comprehensive school

counseling program is being

designed.

The school counselor collaborates

with key stakeholders to set the

goals, priorities and implementation

strategies that align to the school’s

goals and mission when a

comprehensive school counseling

program is being designed and

suggests enhancements and

adjustments for program based on

needs and results.

The school counselor

identifies no resources to

implement the program.

The school counselor identifies

resources needed to partially

implement the program.

The school counselor

identifies resources to fully

implement the program.

The school counselor utilizes

resources to fully implement the

program from an innovative or

diverse set of partners.

Evidence

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Standard Two: Direct Services for Academic, Career and Social/Emotional Development – School counselors develop a curriculum, offer

individual student planning and deliver responsive services to assist students in developing and applying knowledge, skills and mindsets for

academic, career and social/emotional development.

Ineffective

Developing

Skilled

Accomplished

The school counselor lacks

knowledge of academic

program and/or does not

deliver counseling, activities,

and/or experiences that

support students’ academic

progress and goals.

The school counselor uses

knowledge of the academic

program to plan and deliver

counseling, activities and/or

experiences that support

students’ academic progress

and goals.

The school counselor plans

and delivers effective

comprehensive counseling,

activities and/or experiences to

support students’ academic

progress and goals and makes

adjustments as needed.

The school counselor plans and

delivers effective comprehensive

counseling, activities and/or

experiences in collaboration with

stakeholders to support students’

academic progress and goals and

makes adjustments as needed.

The school counselor does

not deliver developmentally

appropriate counseling,

activities, and/or experiences

that build students’

awareness of Ohio-specific

college, career and

education options and

resources.

The school counselor

inconsistently or ineffectively

provides developmentally

appropriate counseling,

activities and/or experiences

that build students’ awareness

of Ohio-specific college,

career and education options

and resources.

The school counselor plans

and delivers effective

comprehensive counseling,

activities and/or experiences to

support students’ awareness of

Ohio-specific college, career

and education options and

resources and makes

adjustments as needed.

The school counselor plans and

delivers effective comprehensive

counseling, activities and/or

experiences to enhance students’

and parents/guardians’ awareness

of Ohio-specific college, career

and education options and

resources and makes adjustments

as needed.

The school counselor does

not deliver counseling,

activities and/or experiences

that promote student well-

being.

The school counselor

attempts to deliver counseling,

activities and/or experiences

that promote student well-

being with limited success.

The school counselor

consistently delivers

counseling, activities, and/or

experiences that promote

students’ social/emotional

development and well-being.

The school counselor plans and

delivers effective comprehensive

counseling, activities and/or

experiences in collaboration with

stakeholders to promote students’

social-emotional development and

well-being and makes adjustments

as needed.

Evidence

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Standard Three: Indirect Services: Partnerships and Referrals – School counselors collaborate and consult with school personnel,

parents/guardians, community partners and agencies/organizations to coordinate support for all students.

Ineffective

Developing

Skilled

Accomplished

The school counselor

provides no information to

parents/guardians and

school personnel for

students’ academic, career

and social-emotional

development.

The school counselor provides

relevant information upon

request to parents/guardians

and school personnel for

students’ academic, career

and social-emotional

development.

The school counselor provides

relevant information on a

regular basis through

collaboration with

parents/guardians and school

personnel for students’

academic, career and social-

emotional development.

The school counselor provides

relevant information on a regular

basis and initiates collaboration

with parents/guardians and school

personnel for students’ academic,

career and social-emotional

development.

The school counselor does

not coordinate school and

community resources to

support students and

promote their success.

The school counselor attempts

to coordinate school and

community resources to

support students and promote

their success, but has limited

success.

The school counselor

coordinates school and

community resources to

support students and promote

their success.

The school counselor coordinates

school and community resources,

and positively influences the types

of services the partners provide to

support students and promote

their success.

The school counselor does

not make referrals on behalf

of students to

parents/guardians or school

personnel to appropriate

mentors, professionals,

agencies and services.

The school counselor makes

referrals and connections on

behalf of students to

parents/guardians or school

personnel to appropriate

mentors, professionals,

agencies and services only

upon request.

The school counselor makes

referrals and connections on

behalf of students to

parents/guardians or school

personnel to appropriate

mentors, professionals,

agencies and services.

The school counselor makes

referrals and connections on

behalf of students to

parents/guardians or school

personnel to appropriate mentors,

professionals, agencies and

services and follows up within the

guidelines of confidentiality when

appropriate.

Evidence

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Standard Four: Evaluation and Data – School counselors collaboratively engage in a cycle of continuous improvement using data to identify needs,

plan and implement programs, evaluate impact and adjust accordingly.

Ineffective

Developing

Skilled

Accomplished

The school

counselor does not

monitor student

performance and

progress.

The school counselor does limited

monitoring of individual and group

student performance and progress

data to identify gaps and develops

some appropriate interventions to

enhance or improve student

success.

The school counselor monitors

individual and group student

performance and progress data

to identify gaps and develops

appropriate interventions to

enhance or improve student

success.

The school counselor monitors

individual and group student

performance and progress data to

identify gaps and develops appropriate

interventions to enhance or improve

student success, and fosters student

self-monitoring.

The school

counselor does not

monitor

effectiveness of the

program.

The school counselor uses some

data with minimal effectiveness to

conduct program monitoring,

assesses implementation and

effectiveness, and makes

adjustments for program

improvement accordingly.

The school counselor effectively

uses data to conduct program

monitoring, assesses

implementation and

effectiveness, and makes

adjustments for program

improvement accordingly.

The school counselor uses

comprehensive data to conduct

regular program monitoring, assesses

implementation and effectiveness, and

collaborates with stakeholders to make

adjustments for program improvement

accordingly.

Evidence

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Standard Five: Leadership and Advocacy – School Counselors lead school efforts and advocate for policies and practices that support an

equitable, safe, inclusive and positive learning environment for all students.

Ineffective

Developing

Skilled

Accomplished

The school counselor

does not attempt to

establish professional

relationships within the

school through

communication, teamwork

and collaboration.

The school counselor

attempts to establish

professional relationships

within the school through

communication, teamwork

and collaboration with

limited success.

The school counselor

establishes and maintains

professional relationships

within and outside of the

school through

communication, teamwork

and collaboration.

The school counselor establishes and

strengthens strategic professional

relationships within and outside of the

school through communication, teamwork

and collaboration.

The school counselor

does not advocate for nor

responds to the needs of

diverse populations.

The school counselor

attempts to respond to the

needs of diverse

populations and has

demonstrated progress in

promoting an inclusive,

responsive and safe

school environment for its

diverse members.

The school counselor

effectively advocates for and

responds to the needs of

diverse populations,

resulting in a positive impact

on practices that promotes

an inclusive, responsive and

safe school environment for

its diverse members.

The school counselor effectively advocates

for practices within and outside of the school

community and proactively addresses the

changing needs of diverse populations

resulting in a positive impact that promotes

an inclusive, responsive and safe school

environment for its diverse members.

The school counselor is

unable to identify

community, environmental

and institutional factors

that enhance or impede

development and does

not advocate for equity of

opportunity for all

students.

The school counselor

identifies community,

environmental and

institutional factors that

enhance or impede

development but does not

advocate for equity of

opportunity for all

students.

The school counselor

identifies community,

environmental and

institutional factors that

enhance or impede

development and advocates

for equity of opportunity for

all students.

The school counselor identifies community,

environmental and institutional factors that

enhance or impede development and

collaborates with stakeholders to advocate

for programs, policies and practices that

ensure equity of opportunity for all students.

The school counselor

does not promote the

program or the role of the

school counselor in

achieving the school’s

mission and student

success.

The school counselor

occasionally promotes the

program and is beginning

to articulate the role of the

school counselor in

achieving the school’s

mission and student

success.

The school counselor

effectively and consistently

promotes the program and

articulates the role of the

school counselor in

achieving the school’s

mission and student

success.

The school counselor effectively and

consistently promotes the program and

articulates the role of the school counselor in

achieving the school’s mission and student

success, and contributes to the

advancement of the school counseling

profession.

Evidence

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Standard Six: Professional Responsibility, Knowledge and Growth – School Counselors adhere to the ethical standards of the profession, engage

in ongoing professional learning and refine their work through reflective analysis.

Ineffective

Developing

Skilled

Accomplished

The school counselor does

not adhere to the American

School Counselor

Association and other

relevant ethical standards

for school counselors nor

the relevant federal, state

and local codes and

policies.

he school counselor has limited

adherence to American School

Counselor Association and

other relevant ethical standards

for school counselors and all

relevant federal, state and local

codes and policies.

The school counselor

adheres to American School

Counselor Association and

other relevant ethical

standards for school

counselors and all relevant

federal, state and local codes

and policies.

The school counselor adheres to

American School Counselor

Association and other relevant ethical

standards for school counselors and

all relevant federal, state and local

codes and policies. The counselor

also helps colleagues access and

interpret codes and policies and

understand implications.

The school counselor does

not engage in self-reflection

of practice, review data to

set goals for improvement

or participate in professional

learning.

The school counselor engages

in limited self-reflection of

practice, reviews minimal data

ineffectively to set goals for

improvement and participates

in professional learning to meet

some goals, enhance skills and

stay current on professional

issues.

The school counselor

engages in thoughtful self-

reflection of practice, reviews

data to set goals for

improvement and participates

in professional learning to

meet goals, enhance skills

and stay current on

professional issues.

The school counselor engages in

thoughtful and ongoing self-reflection

of practice; consistently reviews data

to set and monitor goals for

improvement; and participates in

professional learning to meet goals,

enhance skills and stay current on

professional issues, educating others

on learnings when appropriate.

The school counselor does

not attend professional

meetings nor belong to

organizations at the local,

state or national level.

The school counselor attends

professional meetings and/or

belongs to organizations at the

local, state or national level.

The school counselor actively

participates in both

professional meetings and

organizations at the local,

state or national levels.

The school counselor coordinates,

facilitates and/or provides leadership

in professional meetings and

organizations at the local, state or

national level.

Evidence

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Metric(s) of Student Outcomes – School counselors demonstrate an ability to produce positive student outcomes using pre-determined metrics.

Ineffective

Developing

Skilled

Accomplished

The school counselor does

not collect data nor

demonstrate a positive

change in students’

knowledge, behavior or skills.

The school counselor collects

data but cannot demonstrate

a positive change in students’

knowledge, behavior or skills.

The school counselor clearly

demonstrates a positive change

in students’ knowledge, behavior

or skills within at least one

student domain.

The school counselor clearly

demonstrates a positive change in

students’ knowledge, behavior or

skills within three student

domains.

Evidence

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Hamilton Local School District

School Counselor Final Summative Rating

Final Summative Rating of School Counselor Effectiveness

Once you determine a rating for each of the rubric areas, based on the available evidence from multiple interactions, look at the

larger picture of performance across all areas of the rubric. Although all areas are important for effective school counseling practice,

you may find it appropriate to more strongly weight patterns of behavior in one area over another. The key point is that the evaluator

should consider no one area in isolation, but should analyze each in relation to all other areas of performance. Determine which

of the four performance levels is most appropriate for the school counselor based on this holistic process.

Rubric Areas

I N E F F E C T I V E

DE V E L O P I N G

SK I L L E D

AC C O M P L I S H E D

Standard 1: Comprehensive School

Counseling Program Plan

Standard 2: Direct Services for Academic,

Career and Social/Emotional Development

Standard 3: Indirect Services: Partnerships

and Referrals

Standard 4: Evaluation and Data

Standard 5: Leadership and Advocacy

Standard 6: Professional Responsibility,

Knowledge and Growth

Metrics of Student Outcomes

Area of reinforcement:

Area of refinement:

Final Summative (Overall) Rating

I N E F F E C T I V E

DE V E L O P I N G

SK I L L E D

AC C O M P L I S H E D

Check here if Improvement Plan has been recommended.

School Counselor Signature Date

Evaluator Signature Date

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APPENDIX C

(Article 3.2)

TEACHER EVALUATION FORM

Observation Dates:

Teacher _________________Evaluator ________________School _______________

PERFORMANCE AREAS PERFORMANCE RATING

Exceeds

District

Expectations

Meets District

Expectations

Does Not Meet

District Expectations

(Comment

Required)

Comments

1. Teacher-Pupil

Relationships

2. Staff Relationship

Skills

3. Teacher-Parent

Relationship

4. Knowledge of Job

Responsibilities

5. Follows

established

school policies

and procedures

SECTION A - EVALUATOR'S COMMENTS/RECOMMENDATIONS:

SECTION B - TEACHER’S COMMENTS (optional):

Evaluator’s Signature Date Teacher’s Signature* Date

*My signature indicates only that I have seen this

document.

The final evaluation must include the principal’s/evaluator’s recommendation to the Superintendent regarding

continued employment.

The Principal/evaluator will be recommending the bargaining unit member to the Superintendent for continued

employment, subject to the Superintendent and Board approval. YES_____ NO _____

______ Improvement Plan Required

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APPENDIX D

OFF-CYCLE TEACHER EVALUATION FORM

Observation Date(s):

Teacher Name:

Evaluator:

School:

STANDARD

The evaluator may not observe all the teaching elements listed

below in any one observation.

EVIDENCE/COMMENTS

Knowledge of Students

 Knowledge of how students learn and of student

development

 Understanding of what students know and are able to do

 High expectations for all students

 Respect for all students

 Identification, instruction and intervention for special

populations

Content

 Knowledge of content

 Use of content-specific instructional strategies to

teach concepts and skills

 Knowledge of school and district curriculum priorities

and Ohio's Learning Standards

 Relationship of knowledge within the discipline to