ATPPS Contract Language
ST. LOUIS PARK TEACHER PROFESSIONAL PAY SYSTEM AGREEMENT
This Agreement is entered into pursuant to Minn. Stat. ¤ 122A.414 and the Public Employment Labor Relations Act (PELRA) of 1971, as amended, Minn. Stat. ¤ 179A.01, et seq., by and between Independent School District No. 283, St. Louis Park, Minnesota (hereinafter “District”) as the public employer under the PELRA and the Park Association of Teachers (hereinafter “PAT”) as the exclusive representative of teachers employed by the District under the PELRA, for the purpose of fully implementing the St. Louis Park Alternative Teacher Professional Pay System (hereinafter “SLPATPPS”).
The terms of this Agreement are as follows:
Section 1. Laws: This Agreement has been negotiated pursuant to and in compliance with the provisions of Minn. Stat. ¤¤ 122A.414, 122A.4144 and 179A.01 et seq. The statutory authority specifically includes an exception to the PELRA in the form of an optional right to re-open negotiations regarding only the SLPATPPS.
Section 2. Informational Summary:
Subd. 1. What it is:
• A bi-partisan legislative initiative to encourage reform in the
professional pay system for teachers.
• A system which is based on:
o Professional development
o Continuous improvement
o Collegial support
o Teacher leadership
o Opportunities for additional compensation
o Relevant, meaningful collegial evaluation system
• A system which incorporates many aspects of our current program
o Data driven decision-making
o School improvement plans
o Team and individual teacher goal setting
o Professional development determined by site teams
o Site-based instructional leadership (BILTeam)
o Emphasis on student growth
o Commitment to continuous improvement
Subd. 2. What it is not:
• It is not merit pay – eligibility for compensation increases is determined by teachers working in grade level, department or job alike teams and establishing meaningful goals.
• It is not subject to quotas (compensation increase is available to all members of our bargaining unit i.e. teachers, deans, nurses, school psychologists and social workers).
• It is not competitive.
• It is not a pay system which is based on all students reaching a specific level of performance.
SCOPE OF AGREEMENT
Section 1. Effect: This Agreement supersedes and replaces any salary or other provision of the PELRA Master Agreement that may currently be in effect between the District and PAT that is inconsistent with any provision of this Agreement, subject to the contingencies specified in this Article.
Section 2. Contingency:
Subd. 1. Effect of Contingencies: In the event that any contingency specified in this Section is not met, then this Agreement will have no force or effect and the terms and conditions of employment of the teachers employed by the District will be governed by the PELRA Master Agreement then in effect. Provided, however, that either party may re-open negotiations for the SLPATPPS agreement as permitted under law in an effort to cure any cause that has nullified this Agreement.
Subd. 2. MDE Approval: This Agreement is contingent upon the legal requirements both of timely and of continuing approval by the Minnesota Department of Education for the 2006-2007 fiscal year and thereafter.
Subd. 3. Ratification: This Agreement is contingent upon its ratification by the bargaining unit represented by PAT and by the School Board of the District.
Subd. 4. Continuing Revenue: This Agreement is contingent upon the initial and continuing receipt of revenue based upon at least two hundred and sixty dollars ($260.00) per pupil as specified in M.S. 122A.415, Subd.1 (2005).
Section 3. Notice of Amendments(“Escape Clause”): In the event that the parties amend this Agreement, the Minnesota Department of Education must be apprised of the amendment(s). In the event that the MDE asserts that any amendment is illegal and that revenue for the SLPATPPS will be suspended, withheld, terminated or otherwise reduced, then this Agreement may be terminated effective with the date of the MDE’s decisions regarding changes in revenue by either party giving written notice to the other party at its official business address.
Section 4. Budget Review: The PAT President or his/her designee and District Superintendent or his/her designee will periodically meet and review regarding the budget and expenditures for the SLPATPPS, through the established Meet and Confer process within the Master Agreement between PAT and District.
TEACHER PROFESSIONAL PAY SYSTEM
Section 1. Schedules:
Subd. 1. Professional Pay System Schedules are attached and incorporated by reference effective for fiscal years July 1, 2006 to June 30, 2007 as Appendice 1.
Subd. 2. The parties have agreed to a matrix of all unit members who are to be placed on the SLPATPPS salary schedule for 2006-07. That matrix is based on the location of members on the salary schedule for 2005-2006. A copy of that matrix will be provided to the PAT President and the Superintendent or his/her designee. It will be used to determine the initial location of each teacher in the matrix on the SLPATPPS salary schedule for 2006-07. Any teacher hired thereafter will be placed on the matrix as provided in Section 2, Subd.1d of this Article.
Subd. 3. Any change in location of a teacher on the SLPATPPS matrix for subsequent fiscal years will be determined in accordance with the provisions of this Agreement. The parties will periodically update and agree upon the matrix as necessary to reflect the SLPATPPS schedule advancement by staff under the terms of this Agreement. Any dispute regarding location on the SLPATPPS matrix will be resolved only through the Grievance provision of the Master Agreement.
Section 2. Advancement Through Career Ladder:
Subd. 1. Probationary Teachers:
a. St. Louis Park Probationary Teachers: Effective July 1, 2006, each probationary teacher who has all or part of a three-year probationary period of employment under the law must complete all of the applicable annual requirements of the District and state process in accordance with the District’s standards in order to be eligible for consideration to receive non-probationary status.
b. Probationary Status: The District retains its managerial authority under the PELRA to evaluate and decide on the renewal or non-renewal of probationary teachers as provided by M.S. 122A.40
d. Initial Matrix Placement: Initial placement on the annual staff matrix specified in Article III, Section 1, Subds. 2 and 3 of this added contract language and will be consistent with Article VIII, of the Master Contract.
e. Initial Contract: In the event of the occurrence of a contingency that voids this Agreement, salary under the SLPATPPS will not be a part of any teacher’s rights under the Continuing Contract statute. Salary rights will be determined pursuant to Article VIII of the Master Agreement.
Subd. 2. Advancement to Professional Status: A probationary teacher may be advanced by the District in an exercise of its management function from probationary to non-probationary status as provided by law. The parties characterize the advancement from probation to non-probationary status as moving to Professional status. Thereafter, a teacher may advance on the SLPATPPS schedule then in effect as provided in this Agreement.
Subd. 3. Non-probationary Career I and Career II Teachers:
a. Notice of Assignment: Effective July 1, 2006, each teacher’s Notice of Assignment will specify the teacher’s compensation information consistent with Article III of the SLPATPPS contract language. However, any salary increases under the SLPATPPS will not be part of any teacher’s Continuing Contract rights under M.S. 122A.40 (2006).
b. Contingencies: In the event of the occurrence of a contingency that voids this Agreement, salary under the SLPATPPS will not be a part of any teacher’s rights under the Continuing Contract statute. Salary rights will be determined pursuant to Article VIII of the Master Agreement.
c. Standards: Any advancement on Appendix 1 will be afforded to any St. Louis Park teacher in accordance with the standards of the Teacher Master Agreement.
d. Leadership Positions: Only Career II teachers or teachers deemed to be the equivalent will be eligible to hold Leadership Positions under the provisions of the SLPATPPS.
Section 3. System, Process, Professional Development Observations and Calendar
Subd. 1. Teacher Responsibilities Summary:
a. Be a part of a collaborative team grade level, department, or job alike.
b. Write an annual goal following the format which has been developed to assist you. It is possible for a team to develop a goal which will be the same for all team members.
c. Each collaborative team will be assigned a leader or BILT representative.
d. The BILs will be responsible for leading their colleagues through the SLPATPPS process.
e. Each team member will be observed at least three times each year by the BILT representative or another trained PAT member. These observations are intended to be professional development experiences for both teachers.
f. BILT representatives make sure that all collaborative team members have an acceptable goal and that the observations are scheduled throughout the year and documented. Each observation includes a pre-observation meeting and a post observation meeting with the observer.
g. The goal setting and observation templates, rubrics, and examples explain what teachers must do to be successful in the SLPATPPS system.
Subd. 2. Process:
a. Step One:
• Every teacher in St. Louis Park Schools will be part of a collaborative team either by grade level, department or job alike.
• Each of these teams will be assigned a Leader selected by BIL Selection Committee comprised of two (2) PAT members from site and site’s Principal/Director.
• These individuals are titled Building Instructional Leaders or BILs.
• The group of instructional leaders at each site comprise the Building Instructional Leadership Team (BILT).
• These groups are engaged in ongoing work to support the professional development of their fellow team members and to lead the work of their team in increasing student performance.
b. Step Two:
• The BILT members will be trained evaluators at each site.
• They will support the evaluation process through a “train the trainers” model where they are working with the BILT members to check for inter-rater reliability.
• They will also be training their fellow team members on the intricacies of the observation procession an effort to increase understanding of this approach and positively impact instructional effectiveness throughout the District.
c. Step Three:
• Teachers will develop their goals in September of each year and discuss them with their team members and Building Instructional Leaders.
• After this discussion the BIL will rate their colleague(s) using the goal setting rubrics to determine the success of the process.
• Team discussions are critical in the establishment of the schedule of peer visitations and observations.
• Once each team member/individual has a finalized plan rated as 3 or higher on the goal setting rubric and the schedules have been determined, the Building Instructional Leadership Team reviews the plan to make sure that resources are available to support the process, the plan goes forward.
• 100% of teacher compensation increases are based on school achievement gains, student growth and achievement, work with collaborative groups, proficient Professional Development Plan creation, and teacher evaluations through the peer review process.
d. Step Four:
• BIL led teams are expected to meet at least twice per month to discuss/plan including but limited to progress on their goals,, staff development, inter-rater reliability issues, etc….
• These meetings are facilitated by the Building Instructional Leadership Team (BILT) member and establish the basis for the evaluation process.
• The BILT member is responsible for guiding the process throughout the year for their team.
• Meeting schedules and agendas are recorded.
e. Step Five:
• Each teacher in a collaborative team will be observed at least three (3) times during the school year.
• The site BILTs will be responsible for leading/facilitating this process and assuring that observations are conducted, documented and the post-observation discussion/reflections are completed.
• Each teacher will also be asked to complete self-ratings during the year to support the professional reflection process.
• A four-point rubric from Danielson’s Model will be utilized for both observer ratings and self-rating.
• Teachers must be rated at an average of 3 or higher by the end of the school year by the observer(s) in order to be eligible for compensation increases.
f. Step Six:
• In the April-May timeframe, each teacher completes the self-evaluation form and discusses it with their BIL and colleagues.
• After this discussion, the BIL rates their colleague using the goal setting rubrics to determine the success of the process.
• This process results in a determination of whether or not goals have been attained, guides future professional development activities, and acts as a summative review of the years SLPATPPS goal.
• The observation evaluation payment equals 40% of the total amount that the teacher is eligible to receive.
• The total ATPPS payment will be a lump sum and paid by the last day of June.
Subd. 3. Professional Development Observations and Calendar
a. Peer Review:
1. Pre-Observation Conference
• The teacher to be observed describes the lesson/learning activity that will be happening
• The teacher to be observed delineates those aspects of lessons/learning activity which he/she would like the observer(s) to particularly notice
• The observers asks questions which help clarify the lessons/learning activity and to make sure the observer is aware of the teacher’s desired outcome
• The Charlotte Danielson “Instruction” rubric should be used as a starting point for the discussion and for the observation.
2. Classroom Observation
• At the classroom teacher pre-arranged time, the observer (or observers) comes to the teacher’s classroom
• The lesson/learning activity takes place
• The observer notes those aspects of the lesson which were discussed in the pre-observation conference and makes notes that will be helpful in the post-observation conference
• The observer may also notice other aspects of the lesson which could be helpful to the teacher or that were helpful to the observer
• No discussion need be held at this time-at the discretion of the teacher/observer
3. Post-Observation Conference
• The teacher describes aspects of the lesson/learning activity as they happened in the classroom-things may have gone differently than expected, or as expected
• The observer describes what he/she saw and what was helpful to his/her own practice
• The professional discussion proceeds from this starting point and may take other directions
• This post-observation conference is the most important part of the peer-review process: both observer and observed will take away a rich experience
• The Danielson Frameworks rubric rating will form the basis of some of this conference.
• Calendar of SLPATPPS activites will be determined collaboratively on an annual basis, between sites, CAIRE dept., and PAT executive board.
SLPATPPS DISPUTE RESOLUTION
Section 1. Limitations:
Subd.1. Scope: The dispute resolution mechanism of this Agreement extends only to disputes regarding a teacher’s compliance with the standards of the SLPATPPS. A teacher placed on a Building or District Performance Improvement Plan retains any rights under the Grievance Procedure of the Master Contract.
Subd. 2. Exclusive Remedy: The dispute resolution mechanism of this Agreement is the exclusive remedy for resolving disputes regarding a teacher’s compliance with the standards of the SLPATPPS.
Section 2. Procedures:
Subd. 1. Disputes regarding the interpretation or application of the SLPATPPS must be submitted first to the Coordinating Council, comprised of all BIG BILs (BBILT), within ten (10) calendar days from the first date of the event giving rise to the dispute. A hearing must be conducted within twenty (20) calendar days and a decision issued within five (5) working days of the conclusion of the hearing.
Subd. 2. The failure to timely file a dispute under the SLPATPPS constitutes a waiver of the claim and acquiescence to the original event unless the parties mutually agree to waive the timelines requirements.
Subd. 3. An adverse determination may be further appealed throught the Grievance Procedure under the Master Contract within ten (10) calendar days from the date of the determination of the Coordinating Council. The failure to timely appeal constitutes a waiver of the claim and acquiescence to the decision of the Coordinating Council.
Park Association of Teachers Independent School District No. 283
PAT President Board Chair
Authorized Representative Superintendent