Essential components of personnel contracts in K-12 school districts

Human Resources

Essential Components in a Certified Personnel Contract K-12 School District

There are three essential components that should be incorporated in any personnel contract utilized for K-12 school districts. These three components are as follows: discussion of the evaluation procedure, discipline and suspension programs and opportunities for professional growth and development. Each of these elements is vital to the success of a school district as a collaborative organization and to the success of individual teachers. Each of these elements when included in a personnel contract will ensure that teachers and District officials are working to the best of their ability to ensure that students attain the maximum opportunities for achievement and growth in the classroom.

In a competitive district as is the case of K-12 in California, it is vital that educators and administrators be provided with as many tools as possible to perform successfully in the academic environment. The three elements described in this document are vital to the successful outcome and achievement of both teachers and students in the school district. Without a formal analysis of teaching protocols that begins at the hiring phase, teachers are left without direction in a competitive classroom environment. It is essential that the certified contract contain information pertaining to each of these elements to provide teachers a framework for success in the educational atmosphere.

Evaluation procedures provide instructors with feedback regarding performance and student achievement. Discipline and suspension information give detailed information in the event unsatisfactory performance is realized. In order to retain high quality staff it is also vital to provide professional growth opportunities and development opportunities for staff. This will also enhance the overall performance of students.

The critical elements of a certified personnel contract are explored below.

Evaluation Procedure

All teachers in the school system must be evaluated on at minimum an annual basis. They may be evaluated by a supervisor, principal or other District member who is assigned a level of authority over the teacher. Evaluations are critical because they provide instructors with feedback vital to their livelihood and success as a model instructor in the classroom. In a situation where a teacher is performing at an unsatisfactory level, the performance evaluation allows opportunity for improvement. In the event that a teacher is performing satisfactorily, the performance review process provides an opportunity for encouragement and personal development.

Several criteria must be established for an effective evaluation procedure. Evaluations should occur on an annual and continuing basis, except in the instance where a teacher is rated unsatisfactory; at that time an additional evaluation of performance need be administered to the instructor within a six-month time frame, in order to provide adequate room for development and improvement in problem areas identified.

Tenured instructors may be evaluated on a bi-annual basis if their history reveals consistent above average performance. The evaluation process should include the following elements: (1) individual orientation and opportunity to establish time frame for evaluation, (2) formal classroom observation period, (3) evaluation conference between teacher and evaluator and (4) follow up evaluation in the event that the initial results of the evaluation prove unsatisfactory (Orange, 2004).

The classroom evaluation will be an essential component of the evaluation process, intended to provide the instructor with feedback related to overall classroom administration and performance. All information drafted for purposes of evaluation will be stored in the teachers confidential personnel file.

Discipline and Suspension

Times may arise when disciplinary action or suspension are required. At all times the school District should maintain the right to suspend or discipline teachers for just cause. Any members that are behaving in a manner deemed 'unsatisfactory' may be disciplined for just cause. This section is a vital component of a certified contract because it protects both the teacher and the District from misunderstanding and potential liability in the event that performance becomes unsatisfactory or other disciplinary events arise.

There are several critical elements of the discipline and suspension procedure that should be incorporated in the contract as follows.

The immediate supervisor must provide in writing adequate explanation for the reason for disciplinary measures. This may include receipt of an unsatisfactory performance review. Probationary employees that receive an unsatisfactory review may be suspended immediately upon receipt. The Superintendent of the school district as well as the immediate supervisor of the employee have an obligation to provide in writing the reason for dismissal and the terms of suspension or discipline when required.

Any teacher facing disciplinary hearings or suspension may appeal to the school District with proof of the reason for dispute. Teachers in good standing will have an opportunity to improve their performance over a time frame of six months.

Professional Growth and Development

Professional growth and development is a vital element for the success of teachers and the students they teach. Professional development and growth opportunities should be available to all staff members that are not on probationary status. Professional growth and development information should be included in the contract to encourage a reduction in turn over and affirm a teacher's commitment to continuing education.

The elements of professional development that need be included in a certified contract are as follows.

During the evaluation period or on an annual basis, each teacher should meet with their immediate supervisor or District representative to develop 1-2 objectives related to professional growth and development. These objectives should be related in some way to classroom objectives and student achievement.

Professional development and growth opportunities may take the form of professional conferences, formal classes including those offered at accredited university's or colleges, workshops and mentoring programs.

Teachers will also have the opportunity to participate in leadership roles within the organization when applicable, and may be provided opportunities to observe other teachers in classroom settings in order to learn from experience and observation.