2015-2016
HUMAN RESOURCES ADMINISTRATIVE GUIDELINES
GONZALES INDEPENDENT SCHOOL DISTRICT 926 St. Lawrence St., PO Box 157 Gonzales, Texas 78629 830.672.9551
Gonzales Independent School District Administrative Guidelines
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Gonzales Independent School District Administrative Guidelines
Table of Contents Table of Contents ..................................................................................................................... 3 Administrative Leave................................................................................................................ 5 Administrative/Professional Performance Appraisal for Contract Renewal ........................ 6 Campus / Departmental Professional Appraisal Instruments ............................................... 7 Advanced Degree for Masters and Doctoral ......................................................................... 35 Hourly Paid (At-Will) Employees; Disciplining of ................................................................. 36 EMPLOYEE COUNSELING STATEMENT/CORRECTIVE ACTION FORM ...................... 38 Hourly Paid (At-Will) Employee Performance Appraisal ...................................................... 40 Hourly Paid (At-Will) Employee Appraisal Instrument ........................................................ 41 Cell Phones; Use During Work Hours ................................................................................... 43 Compensation Time and Leave ............................................................................................. 44 Contract Renewal Notification ............................................................................................... 45 Criminal History Checks ........................................................................................................ 46 GISD Criminal Background Flowchart .................................................................................. 47 Departmental Hiring Procedure ............................................................................................. 48 Discretionary Days ................................................................................................................. 49 Discretionary Leave Request Form.................................................................................... 50 Dress Code Guidelines .......................................................................................................... 51 Early Release Day Procedure ................................................................................................ 52 Employee Direct Deposit ....................................................................................................... 53 Employee ID Badges .............................................................................................................. 54 Employee Leaves and Absences........................................................................................... 55 Employee Return to Work Notice Procedures ...................................................................... 57 Employment Contracts (Including Provisions for Retire/Rehire Employees) .................... 58 Employment Guidelines ......................................................................................................... 62 Teacher Interview Guide .................................................................................................... 63 17 Teacher Interview Question Samples ........................................................................... 65 Professional Employment Process Chart ...................................................................... 66 Personnel Recommendation (Process on Hiring New Staff to Fill Vacancy) ...................... 67 Personnel Recommendation Form .................................................................................... 68 Staff Transfer Process Chart .......................................................................................... 69 Transfers: Clerical / Technical / Instructional Aide / Auxiliary ............................................. 70 Transfers: Teachers........................................................................................................... 71 Personnel Request for Transfer Form ................................................................................ 72 Professional Interview Check Sheet............................................................................... 73 Clerical/Technical Interview Check Sheet ...................................................................... 74 Gonzales ISD Telephone Reference Check Sheet ......................................................... 75 Exit Process for Professional Employees ............................................................................ 76 Resignation / Retirement Form .......................................................................................... 77 Employee Exit Survey Form .............................................................................................. 78 Grievance Policy for Staff ...................................................................................................... 80 Highly Qualified Teacher Report ........................................................................................... 85 Hiring Process for Employment of a Principal ..................................................................... 86 Job Description ...................................................................................................................... 87 Job Reclassification ............................................................................................................... 88 Letters of Reasonable Assurance for Paraprofessionals and Auxiliary(at-will Staff) ........ 89 New Teacher Induction .......................................................................................................... 91 Non-Contract Days ................................................................................................................. 92 Non-renewal of Non-Contract (at-will) Employees ............................................................... 93 Notice of Termination Form ............................................................................................... 94 Non-renewal of Probationary Contract Employees .............................................................. 95 Non-renewal of Term Contract Employees ........................................................................... 96 September 2015
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Gonzales Independent School District Administrative Guidelines
Notary Services ...................................................................................................................... 97 Personnel Files ....................................................................................................................... 98 Procedure on FTE’s ................................................................................................................ 99 Placement of Student Teachers .......................................................................................... 100 Permanent Files (Employee Appraisals) ............................................................................. 101 Request for Second Appraisal............................................................................................. 102 Principal Survey (Evaluate Education Preparation Programs for 1st Year Teachers) ...... 103 Release From Contract after Deadline ................................................................................ 104 Release Time (extended) ...................................................................................................... 105 Request For Staff Development Exceeding Five School Days Form................................ 106 Reprimands in Personnel Files ........................................................................................... 107 Request for Copies of Credentials ...................................................................................... 108 Request for Copies or Original Credentials ...................................................................... 109 Retirement............................................................................................................................. 110 Constitutional Principles Governing Searches................................................................... 111 Sexual Harassment .............................................................................................................. 114 Substitute Teachers.............................................................................................................. 116 Substitute Teachers: Student Teachers Serving as Substitutes ....................................... 118 Substitute Teacher Appraisal Form.................................................................................. 119 Summer Hours ...................................................................................................................... 120 Awards Recognition Program ............................................................................................. 121 Teacher of the Year and Rookie Teacher of the Year Awards ............................................. 122 Rookie Teacher of the Year Program / Nomination Form ................................................ 123 Those Who Excel Awards (Employee of the Year Nomination Forms0 ............................ 125 Teacher, Paraprofessional, and Auxiliary Staff Work Schedules...................................... 133 Workers Compensation; Procedures for reporting ............................................................ 135
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Gonzales Independent School District Administrative Guidelines
Topic:
Administrative Leave Reference or Contact Director of Human Resources An employee may be put on "administrative leave" when he/she is accused of possible wrong doing. In essence, administrative leave gives the superintendent or designee discretion to place contract employees on administrative leave with pay, and non-contract employees on administrative leave without pay, if such administrative leave is prompted by an allegation of wrong doing or is deemed by the superintendent or designee to be in the best interest of the district. The specifics for administrative leave are listed under "suspension with/without pay" in board policy manual and can be found in the following sections. Term Contract Employees Probationary Contract Employees Teachers At-Will Employees
DFBA (Legal & Local) DFAA (Legal & Local) DFCA (Legal) DCD (Legal)
Absolutely no one is to be placed on administrative leave with or without pay unless there is prior approval from the superintendent or designee. * When an employee is placed on administrative leave with or without pay, after being informed by the superintendent, or designee, the Director of Human Resources will notify Payroll in writing regarding the specific terms (i.e., dates, paid / unpaid, etc.) of the said administrative leave.
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Gonzales Independent School District Administrative Guidelines
Topic:
Administrative/Professional Performance Appraisal for Contract Renewal Reference or Contact Director of Human Resources When relevant to the decision, written evaluations of a professional employee's performance, as documented to date, and any other information the administration determines to be appropriate shall be considered in decisions affecting contract status. Written evaluations and other evaluative information need not be considered prior to decision to terminate a probationary contract at the end of the contract term. --DNB (LOCAL) The superintendent must have a completed appraisal for any contracted administrative/professional employee prior to presenting their contract recommendation to the board. This allows the superintendent to communicate with the board current year job performance. Properly administered performance appraisal is an effective tool for improving performance. Supervisor Responsibilities
Ensure that each administrative/professional employee has received a job description and that the supervisor has a copy;
Maintain well-documented records of each employee's achievements, work output, concerns, incidents, etc.;
Evaluate each employee's performance as indicated on the appraisal instrument;
Conduct appraisal conference with the administrative/professional employee that includes setting performance goals;
Sign/date the appraisal instrument and provide the employee a copy;
Send a copy of each completed employee appraisal to the Human Resources office at the end of the school year in order that it can be placed in the employee’s personnel file.
Human Resources Office Responsibilities 1. Provide copies of campus/department job descriptions to administrators/principals/supervisors so that copies can be given to employees; 2. Send supervisor, who will also provide a copy to particular administrative/professional employee, an updated copy of job description following any revision; 3. Assist supervisors with documentation of employee performance, as needed; 4. Prepare and distribute to respective supervisors no later than the Friday before teachers officially return for the start of the current school year the following documents: A. Teacher Appraisal Calendar for next school year, B. Contract list of Administrative/Professional employee certifications per campus; 6. Notify supervising assistant superintendent / superintendent of any missing appraisals. September 2015
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Gonzales Independent School District Administrative Guidelines
GONZALES ISD CAMPUS / DEPARTMENTAL PROFESSIONAL APPRAISALS
While GISD Teacher appraisals are conducted using the PDAS appraisal system, some other campus / departmental professional appraisals are performed using the following evaluation instruments: A.
Assistant /Associate Principal, p. 8
B.
Behavior Specialist, p. 13
C.
Certified Campus Technologist, p. 16
D.
Counselor, p.19
E.
Educational Diagnostician, p. 21
F.
Librarian, p. 23
G.
LSSP (Licensed Specialist in School Psychology), p. 25
H.
PT / OT (Physical Therapist / Occupational Therapist), p. 27
I.
Registered Nurse, p. 29
J.
SLP-A (Speech Language Pathologist – Assistant), p.31
K.
SLP (Speech Language Pathologist), p. 33
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Gonzales Independent School District Administrative Guidelines GONZALES ISD – ASSISTANT PRINCIPAL / ASSOCIATE PRINCIPAL EVALUATION Employee:__________________________________________________________________________________________________________ Date:___________________ Supervisor/Evaluator:____________________________________________________________________ Title:________________________________________________ Performance Criteria: (Please see Support Staff Evaluation Rubric on the back side of this page) Performance standards are either expressed or implied as an integral part of support staff job descriptions/responsibilities. Performance Level: (Circle appropriate box) 4 = Significant Strength (Almost all of the time) 3 = Proficient (Most of the time) 2 = Basic (Sometimes) 1 = Area of Concern (Less than ½ the time) N/A = Not Applicable
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OVERALL DOMAIN RATING _______ II./SCHOOL CULTURE A. Plans, implements, assesses for improvement of climate in school community. B. Reinforces contributions toward excellence among all members of organization. C. Communicates effectively (courteously, respectfully, professionally) with students, staff, parents, community. D. Fosters collegiality / team building. E. Helps establish positive culture conducive for learning among staff, students, parents, public.
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OVERALL DOMAIN RATING _______ III. ORGANIZATIONAL IMPROVEMENT A. Collaborates in development/articulation of a common vision for school improvement. B. Works collaboratively with the school community to ensure attainment of district and campus goals. C. Helps to develop, maintain, and utilize information systems, records and data. D. Helps with program change, discontinuation, or maintenance based on evaluation findings.
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OVERALL DOMAIN RATING _______ VI. STUDENT MANAGEMENT A. Ensures strategies are implemented that help students develop a sense of selfresponsibility and respect for others. B. Ensures that guidelines for student conduct are developed and communicated to the school community. C. Ensures students are disciplined for misconduct in an effective/fair manner. D. Responds to the student-management concerns of parents, students, and faculty. OVERALL DOMAIN RATING _______ VII. SCHOOL / COMMUNITY RELATIONS A. Helps to effectively communicate info about the school to the community. B. Works with principal to effectively seek community input (including constructive criticism) and participation in school activities, programs and planning. C. Participates with principal in activities which foster rapport between the school and larger community. D. Conducts self in a professional, ethical manner,responds promptly to customer needs in a courteous, respectful manner.
N/A
OVERALL DOMAIN RATING _______
OVERALL DOMAIN RATING _______ IV. HUMAN CAPITAL MANAGEMENT/EFFECTIVENESS- EXECUTIVE LEADERSHIP SKILLS A. Ensures that evaluation represents individual performance accurately. B. Promotes learning/growth through effective use of professional growth planning process. C. Complies with applicable personnel policies and rules. D. Uses appropriate corrective strategies with employees. E. Ensures the effective support and mentoring of new teachers and staff. F. Communicates clear expectations to staff.
V. MANAGEMENT OF ADMINISTRATIVE, FISCAL AND FACILITIES FUNCTIONS A. Helps develop, implement and monitor budgets based on identified program needs with input from stakeholders. B. Helps monitor the use and replacement of equipment and textbooks. C. Helps with Maintenance of accurate records, e.g. attendance, accounting, payroll, activity fund accounts, etc. D. Helps to manage and ensure clean, orderly and safe buildings and grounds. E. Complies with district, state and federal laws and regulations.
Not Applicable
1
Area of Concern
2
Basic
Not Applicable
3
Proficient
Area of Concern
4
Indicators
Significant Strength
Basic
I. INSTRUCTIONAL LEADERSHIP A. Monitors, analyzes and uses student achievement and attendance data. B. Ensures student needs diagnosed/addressed. C. Facilitates teaching and learning through the implementation of district initiatives. D. Encourages the use of promising instructional programs and/or strategies. E. Facilitates the application of emerging technologies in the classroom. F. Evaluates instruction to ensure that classroom activities are effective and are related to intended student outcomes. G. Fosters high expectations for students’ academic performance.
Proficient
Indicators
Significant Strength
Circle the number that best reflects the job performance of the employee. Additional verification pages may be attached, if needed.
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VIII. PROFESSIONAL GROWTH AND DEVELOPMENT/ EXECUTIVE LEADERSHIP SKILLS A. Seeks and uses information, provided 4 3 through assessment instruments, to improve performance. B. Improves instructional leadership skills 4 3 through self-initiated professional development. C. Improves management leadership skills through self-initiated professional 4 3 development. 4 3 D. Time and task management.
OVERALL DOMAIN RATING _________
OVERALL DOMAIN RATING _______
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Gonzales Independent School District Administrative Guidelines GONZALES ISD – ASSISTANT PRINCIPAL / ASSOCIATE PRINCIPAL EVALUATION, Cont.
GENERAL APPRAISAL STATEMENT: Summary statement about overall performance, including statements on unusual strengths and/or weaknesses. ADMINISTRATOR’S COMMENTS: Summary statement of disagreement with any of the performance ratings.
ADMINISTRATOR’S COMMENTS: Summary statement of disagreement with any of the performance ratings.
______________________________________________________________________________________________________________ APPRAISER’S RECOMMENDATION:
The average of the total sum of the indicators for which the employee is eligible divided by the number of indicators for which the employee is eligible equals the employee’s overall performance score recorded in box below:
*I have read this evaluation, and after a conference with my evaluator, I have received a copy of the completed evaluation instrument.
SIGNATURE OF ASST/ASSOC PRINCIPAL APRAISEE: ____________________________________DATE: _____________________ *The employee’s signature indicates only that he/she has seen this evaluation and does not indicate agreement or disagreement with the evaluation.
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Gonzales Independent School District Administrative Guidelines
SIGNATURE OF APPRAISER: _________________________________________________________DATE: _____________________
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Gonzales Independent School District Administrative Guidelines
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Gonzales Independent School District Administrative Guidelines
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Gonzales Independent School District Administrative Guidelines GONZALES INDEPENDENT SCHOOL DISTRICT – Behavior Specialist APPRAISAL FORM Employee:__________________________________________________________________________________________ Date:___________________ Supervisor/Evaluator:_____________________________________________________________ Title:_______________________________________ Performance Criteria: (Please see Support Staff Evaluation Rubric on the back side of this page) Performance standards are either expressed or implied as an integral part of support staff job descriptions/responsibilities. Performance Level: (Please circle appropriate box) 4 = Significant Strength (Almost all of the time) 3 = Proficient (Most of the time) 2 = Basic (Sometimes) 1 = Area of Concern (Less than ½ the time) N/A = Not Applicable Circle the number that best reflects the job performance of the employee. Additional verification pages may be attached, if needed.
N/A N/A N/A
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OVERALL DOMAIN RATING _______ II. Resource Management F. Complies with district / campus policies, procedures, and routines. G. Complies with State/Federal laws/guidelines applying to area(s) of responsibility. H. Provides effective staff development/training. I. Plans, provides and/or promotes student learning based on assessed needs. J. Keeps accurate and up-to-date records. K. Uses appropriate assessment and/or evaluation methods. L. Analyzes/interprets information appropriately. M. Evaluates/monitors in areas of responsibility. N. Uses management procedures which promote accomplishment of goals. O. Carries out other activities as assigned. P. Accepts responsibility in job areas.
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OVERALL DOMAIN RATING _______ III. Professionalism E. Demonstrates regular work attendance. F. Performs physical duties as necessary for the job. G. Exhibits poise, self-control and accepts constructive criticism. H. Uses good judgment/behaves realistically. I. Is punctual. J. Exhibits an overall positive attitude toward others and the job. K. Interacts with others effectively and honestly and responds promptly to customer needs in a courteous, respectful manner. L. Maintains confidentiality. OVERALL DOMAIN RATING _______ IV. Professional Growth and Development
September 2015
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OVERALL DOMAIN RATING _______
Indicators V. Communication F. Uses standard oral and written language appropriately. G. Writes in an understandable, organized, clear style. H. Speaks in a clear and understandable manner. I. Demonstrates effective listening skills. J. Conducts effective meetings and conferences. K. Keeps others informed. L. Communicates/works effectively (courteously, respectfully, professionally) with GISD personnel. M. Communicates/works effectively (courteously, respectfully, professionally) with community agencies and others. N. Communicates clear expectations to staff.
Not Applicable
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Not Applicable
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Basic
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Proficient
Basic
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I.
Initiates professional growth opportunities. Participates in professional development activities. Applies professional knowledge to job.
Significant Strength
Proficient
I. Planning / Productivity H. Assesses needs / problems. I. Ensures student needs diagnosed/addressed. J. Sets goals and objectives. K. Selects resources which reflect budget and needs. L. Organizes activities and materials for efficient time use and effective outcomes. M. Is well-prepared for meetings. N. Meets deadlines. O. Completes tasks accurately and timely. P. Establishes / achieves standards set for position. Q. Helps to accomplish dept / GISD goals.
Significant Strength
Indicators
G. H.
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OVERALL DOMAIN RATING _______ VI. Organizational Morale and Improvement E. Plans, implements, and assesses for the improvement of the climate in the department/District. F. Reinforces contributions toward excellence among all members of the organization. G. Fosters collegiality and team building. H. Collaborates in the development and articulation of a common vision for department/District improvement. I. Works collaboratively with the department/District community to ensure attainment of District/campus goals. J. Develops, maintains, and utilizes information systems, records, and data. K. Changes, discontinues, or maintains programs based on the evaluation of outcomes. OVERALL DOMAIN RATING _______ VII. Job-Specific Skills E. F. G. H. OVERALL DOMAIN RATING _______
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Gonzales Independent School District Administrative Guidelines
APPRAISER’S GENERAL COMMENTS: Summary statement about overall performance, including statements on unusual strengths and/or weaknesses.
APPRAISER’S RECOMMENDATION:
The average of the total sum of the indicators for which the employee is eligible divided by the number of indicators for which the employee is eligible equals the employee’s overall performance score recorded in box below:
*I have read this evaluation, and after a conference with my evaluator, I have received a copy of the completed evaluation instrument.
SIGNATURE OF BEHAVIOR SPECIALIST APRAISEE: ____________________________________DATE: _____________________
SIGNATURE OF APPRAISER: _________________________________________________________DATE: _____________________
*The employee’s signature indicates only that he/she has seen this evaluation and does not indicate agreement or disagreement with the evaluation.
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Gonzales Independent School District Administrative Guidelines GONZALES ISD – CERTIFIED CAMPUS TECHNOLOGIST APPRAISAL FORM Employee:__________________________________________________________________________________________ Date:___________________ Supervisor/Evaluator:_____________________________________________________________ Title:_______________________________________ Performance Criteria: (Please see Support Staff Evaluation Rubric on the back side of this page) Performance standards are either expressed or implied as an integral part of support staff job descriptions/responsibilities. Performance Level: (Please circle appropriate box) 4 = Significant Strength (Almost all of the time) 3 = Proficient (Most of the time) 2 = Basic (Sometimes) 1 = Area of Concern (Less than ½ the time) N/A = Not Applicable Circle the number that best reflects the job performance of the employee. Additional verification pages may be attached, if needed.
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OVERALL DOMAIN RATING _______ II. Resource Management Q. Complies with district / campus policies, procedures, and routines. R. Complies with State/Federal laws/guidelines applying to area(s) of responsibility. S. Provides effective staff development/training. T. Plans, provides and/or promotes student learning based on assessed needs. U. Keeps accurate and up-to-date records. V. Uses appropriate assessment and/or evaluation methods. W. Analyzes/interprets information appropriately. X. Evaluates/monitors in areas of responsibility. Y. Uses management procedures which promote accomplishment of goals. Z. Carries out other activities as assigned. AA. Accepts responsibility in job areas.
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OVERALL DOMAIN RATING _______ III. Professionalism M. Demonstrates regular work attendance. N. Performs physical duties as necessary for the job. O. Exhibits poise, self-control and accepts constructive criticism. P. Uses good judgment/behaves realistically. Q. Is punctual. R. Exhibits an overall positive attitude toward others and the job. S. Interacts with others effectively and honestly and responds promptly to customer needs in a courteous, respectful manner. T. Maintains confidentiality. OVERALL DOMAIN RATING _______ IV. Professional Growth and Development
September 2015
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OVERALL DOMAIN RATING _______
Indicators V. Communication O. Uses standard oral and written language appropriately. P. Writes in an understandable, organized, clear style. Q. Speaks in a clear and understandable manner. R. Demonstrates effective listening skills. S. Conducts effective meetings and conferences. T. Keeps others informed. U. Communicates/works effectively (courteously, respectfully, professionally) with GISD personnel. V. Communicates/works effectively (courteously, respectfully, professionally) with community agencies and others. W. Communicates clear expectations to staff.
Not Applicable
1 1 1
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3
Area of Concern
Not Applicable
2 2 2
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4
Basic
Area of Concern
3 3 3
4
Proficient
Basic
4 4 4
L.
Initiates professional growth opportunities. Participates in professional development activities. Applies professional knowledge to job.
Significant Strength
Proficient
I. Planning / Productivity R. Assesses needs / problems. S. Ensures student needs diagnosed/addressed. T. Sets goals and objectives. U. Selects resources which reflet budget and needs. V. Organizes activities and materials for efficient time use and effective outcomes. W. Is well-prepared for meetings. X. Meets deadlines. Y. Completes tasks accurately and timely. Z. Establishes / achieves standards set for position. AA. Helps to accomplish dept / GISD goals.
Significant Strength
Indicators
J. K.
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OVERALL DOMAIN RATING _______ VI. Organizational Morale and Improvement L. Plans, implements, and assesses for the improvement of the climate in the department/District. M. Reinforces contributions toward excellence among all members of the organization. N. Fosters collegiality and team building. O. Collaborates in the development and articulation of a common vision for department/District improvement. P. Works collaboratively with the department/District community to ensure attainment of District/campus goals. Q. Develops, maintains, and utilizes information systems, records, and data. R. Changes, discontinues, or maintains programs based on the evaluation of outcomes. OVERALL DOMAIN RATING _______ VII. Job-Specific Skills I. J. K. L. OVERALL DOMAIN RATING _______
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Gonzales Independent School District Administrative Guidelines__________________
APPRAISER’S GENERAL COMMENTS: Summary statement about overall performance, including statements on unusual strengths and/or weaknesses.
APPRAISER’S RECOMMENDATION:
The average of the total sum of the indicators for which the employee is eligible divided by the number of indicators for which the employee is eligible equals the employee’s overall performance score recorded in box below:
*I have read this evaluation, and after a conference with my evaluator, I have received a copy of the completed evaluation instrument.
SIGNATURE OF CERTIFIED CAMPUS TECHNOLOGIST APRAISEE: _________________________________________ DATE: _____________________
SIGNATURE OF APPRAISER: _________________________________________________________________________ DATE: _____________________
*The employee’s signature indicates only that he/she has seen this evaluation and does not indicate agreement or disagreement with the evaluation.
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Gonzales Independent School District Administrative Guidelines
September 2015 18
Gonzales Independent School District Administrative Guidelines__________________
GONZALES ISD - COUNSELOR EVALUATION FORM Employee:___________________________________________________________________ Date:___________________ Supervisor/Evaluator:_________________________________________________________ Title:____________________ Performance Criteria: (Please see Support Staff Evaluation Rubric on the back side of this page) Performance standards are either expressed or implied as an integral part of support staff job descriptions/responsibilities. Performance Level: (Please circle appropriate box) 4 = Significant Strength 3 = Proficient 2 = Basic 1 = Area of Concern N/A = Not Applicable
Circle the number that best reflects the job performance of the employee. Additional verification pages may be attached, if needed. A. Professional Standards
1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17.
Complies with letter and intent of policies established by local school board policy, and local/state/federal law. Complies with all district/campus routines and regulations. Communicates effectively/maintains positive/effective relationship with administrators, colleagues, students, and parents. Understands roles/responsibilities of others working with students (i.e., teachers, parents, counselors, administrators, specialists). Participates in professional development to improve skills related to job assignment. Improves staff/parent role, guides student goal setting/planning; promotes understanding of standardized test results/other data. Seeks administrative support on matters of concern; handles decisions of superiors appropriately. Maintains utmost student and staff confidentiality within legal parameters. Outside realm of assigned responsibilities, contributes individually and as team member to organizational solutions. Is well-prepared for meetings; uses management procedures which promote accomplishment of goals. Recognizes own leadership role on campus/accepts associated responsibilities. Uses legal procedures in handling student matters. Maintains/interprets accurate up-to-date records/notes within legal parameters, i.e., those specified in FERPA of 1974. Manages time appropriately: time on task/completion of tasks/deadlines met. Evaluates/monitors in areas of responsibility and establishes/achieves standards set for position. Professionalism: adheres to ethical and legal standards; responsible behaviors and work habits; exhibits poise/self-control. Excellent communication skills: uses oral/written language appropriately/understandably; effective listening skills.
1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15.
Maintains guidance curriculum consistent with district’s guidance program plan/tailored to campus needs. Improves staff/parent role, guides student goal setting/planning, promotes understanding of standardized test results/other data. Counsels individual students, classes, and small groups with presenting needs and concerns. Consults parents, teachers, administrators, and other relevant people to enhance their work with students. Works with school and community personnel to bring together resources for students. Develops/maintains positive working relationships with other school professionals and representatives of community resources. Uses an effective referral process to assist students and others to use special programs. Plans school guidance/counseling programs (staff/parents) to ensure identified needs, priorities, and program objectives are met. Implements comprehensive and balanced program. Develops/coordinates continuing evaluation of guidance program/ individual activities/makes changes based on findings. Effectively orients/educates/presents to staff, parents, and community on guidance program through public info programs. Coordinates the scheduling of students and developing the master schedule. Supports the At-Risk program; promotes student learning. Serves as a member of the Campus Improvement Committee. Attends/visits classrooms, campus and district events.
N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A
1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1
2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2
3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3
4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4
1 1 1 1 1 1 1 1 1 1 1 1 1 1 1
2 2 2 2 2 2 2 2 2 2 2 2 2 2 2
3 3 3 3 3 3 3 3 3 3 3 3 3 3 3
4 4 4 4 4 4 4 4 4 4 4 4 4 4 4
1 1 1 1 1 1
2 2 2 2 2 2
3 3 3 3 3 3
4 4 4 4 4 4
1 1 1 1
2 2 2 2
3 3 3 3
4 4 4 4
B. Guidance/Counseling N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A
C. Student Assessment
1. 2. 3. 4. 5. 6.
Participates in planning and evaluation of campus standardized testing programs. Correctly interprets tests and other appraisal results appropriately and communicates to school personnel, students, and parents. Demonstrates understanding of purposes/uses of various types of standardized/non-standardized assessments. Interprets test and other appraisal results to student in manner to assist in identifying traits, i.e., strengths, weaknesses, interests. Integrates additional info on students into test interpretations (info gather during guidance/counseling activities, conferences, etc. Serves as a member of student assessment committees: LPAC, G/T, ARE, RtI.
N/A N/A N/A N/A N/A N/A
D. Professional Growth and Development
1. 2. 3. 4.
Takes initiative to develop needed professional skills appropriate to perform role/responsibilities and meet campus/district needs. Seeks, accepts, and responds to feedback from supervisor and staff utilizing data to improve performance. Involves self actively in professional associations, attends meetings, and makes professional presentations. Collaborates with administrators and other campus staff in development of campus improvement plans and goals.
N/A N/A N/A N/A
Identified Employee Goals: __________________________________________________________________________________ Average of total sum of indicators for which ________________________________________________________________________________________________________ employee is eligible
Evaluator Comments:________________________________________________________________________________________ divided by number of indicators for which
_____________________________________________________________________________________________________________________ employee is eligible equals _______________________________________________________________________________________________________ Employee Signature:____________________________________________________Date:_______________________________
employee’s overall performance score recorded in box below:
Evaluator Signature:____________________________________________________Date:____________________________________ *Employee’s signature indicates only that he/she has seen evaluation; does not indicate agreement or disagreement
September 2015
19
Gonzales Independent School District Administrative Guidelines
September 2015 20
Gonzales Independent School District Administrative Guidelines__________________ GONZALES ISD – EDUCATIONAL DIAGNOSTICIAN EVALUATION Employee:___________________________________________________________________________________ Date:___________________ Supervisor/Evaluator:_________________________________________________________________________ Title:____________________ Performance Criteria: (Please see Support Staff Evaluation Rubric on the back side of this page) Performance standards are either expressed or implied as an integral part of support staff job descriptions/responsibilities. Performance Level: (Please circle appropriate box) 4 = Significant Strength 3 = Proficient 2 = Basic 1 = Area of Concern N/A = Not Applicable Circle the number that best reflects the job performance of the employee. Additional verification pages may be attached, if needed. Domain I: Professional skills (testing, interpreting completing assessments in timely manner, reporting results) 1. Demonstrates knowledge of appraisal instruments, their utilization and interpretation in making appropriate recommendations for student evaluation and placement. 2. Selects and administers appropriate evaluation instruments for the purpose of diagnosing individual student needs. 3. Interprets test results to school personnel, parents, and outside agencies, as appropriate for disabilities and classroom performance. 4. Prepares comprehensive reports which accurately reflect factual data. 5. Maintains eligibility folders in an accurate, complete, and current manner as determined by local, state, and federal regulations. 6. Examines and evaluates new tests for use. 7. Assists in development of new forms and planning documents. 8. Coordinates gathering of data to aide in the planning and placement of eligible students. 9. Demonstrates knowledge of special education instructional process. 10. Effectively participates in ARDs, parent conferences, transition meetings, and other related meetings. Domain II: Staff relationships (consulting with teachers and parents, ethics, confidentiality) 16. Exhibits effective listening skills. 17. Demonstrates the ability to communicate with groups of individuals in an effective manner. 18. Responds professionally to questions and comments. 19. Communicates with staff, students, and parents regarding confidential information in a professional and sensitive manner. 20. Establishes a positive, pleasant atmosphere and rapport with parents and school staff. 21. Shares ideas for materials or methods with teachers, administrators, support staff, parents and students, when appropriate. 22. Assists with access to resources when the student may be eligible for services outside the district. 23. Assists school personnel and parents in planning and implementing the Individual Education Plan (IEP). 24. Serves as a resource for identifying modifications and accommodations that are appropriate for individual education plans. 25. Serves as liaison for the special education program by interpreting, explaining, and describing the function of the special education program to school personnel. 26. Communicates with parents regarding child’s special needs and services available. 27. Develops and maintains productive and cooperative relationships with district personnel and other professionals outside the district. Domain III: Knowledge of special education regulations 1. Is knowledgeable concerning the application of local, state, and federal regulations and guidelines for special education. 2. Ensures that assessment reports are clear and meet compliance standards. 3. Completes assessments within the required time lines. 4. Demonstrates knowledge of special education regulations in ARD meetings. 5. Is knowledgeable of current information in the field of special education and applies such knowledge to district operations. Domain IV: Professional growth/community involvement 7. Abides by the professional Code of Ethics and Standard Practices for Texas Educators. 8. Exhibits a professional and positive attitude. 9. Demonstrates interest in personal and professional growth by attending meetings scheduled by the district, inservice meetings, workshops, and conferences. 10. Uses information provided through assessment instruments, the district appraisal process, and evaluative feedback from supervisors to improve performance. 11. Strives to improve leadership skills through self-initiated professional development activities. 12. Disseminates information to other professionals and the community through written materials, conducting inservice trainings, and through contact with outside agencies.
N/A
1
2
3
4
N/A
1 1 1 1 1 1 1 1 1
2 2 2 2 2 2 2 2 2
3 3 3 3 3 3 3 3 3
4 4 4 4 4 4 4 4 4
N/A
1 1 1 1 1 1 1 1 1
2 2 2 2 2 2 2 2 2
3 3 3 3 3 3 3 3 3
4 4 4 4 4 4 4 4 4
N/A
1
2
3
4
N/A
1 1
2 2
3 3
4 4
1 1 1 1 1
2 2 2 2 2
3 3 3 3 3
4 4 4 4 4
N/A
1 1
2 2
3 3
4 4
N/A
1
2
3
4
N/A
1
2
3
4
N/A
1
2
3
4
N/A
1
2
3
4
N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A
N/A N/A N/A N/A N/A N/A N/A
The average of the total Identified Employee Goals: ________________________________________________________________________________ sum of the indicators for
_____________________________________________________________________________________________________ which the employee is
eligible divided by the number of indicators for Evaluator Comments:_________________________________________________________________________________ which the employee is eligible equals the ___________________________________________________________________________________________________________________ employee’s overall performance score recorded in box below: _________________________________________________________________________________________________________
Employee Signature:____________________________________________________Date:__________________________ Evaluator Signature:____________________________________________________Date:__________________________ *The employee’s signature indicates only that he/she has seen this evaluation and does not indicate agreement or disagreement with the evaluation.
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Gonzales Independent School District Administrative Guidelines
September 2015 22
GONZALES ISD – LIBRARIAN EVALUATION Employee:__________________________________________________________ Date:___________________ Supervisor/Evaluator:________________________________________________ Title:____________________ Performance Criteria: (Please see Support Staff Evaluation Rubric on the back side of this page) Performance standards are either expressed or implied as an integral part of support staff job descriptions/responsibilities. Performance Level: (Please circle appropriate box) 4 = Significant Strength 3 = Proficient 2 = Basic
1 = Area of Concern
N/A = Not Applicable
Circle the number that best reflects the job performance of the employee. Additional verification pages may be attached, if needed. DOMAIN I: CURRICULUM INTEGRATION 11. Works with teachers to implement meaningful, timely instruction for students, individually and/or in groups. 12. Collaborates with other faculty and administration to improve student performance on the campus. 13. Offers education, training, and guidance to students and staff in the use of technology and information resources. 14. Teaches information skills primarily within curriculum context. DOMAIN II: RESOURCES 28. Offers a balanced collection to support the curriculum and its users’ needs. 29. Offers a multicultural collection that reflects a diverse community. 30. Offers a balance of print, multimedia, and electronic resources based on district-adopted, board-approved selection policies. 31. Strives to maintain a current collection that reflects up-to-date information. DOMAIN III: MANAGEMENT 6. Effectively manages personnel to support the needs of the school. 7. Organizes the media center, its reports, budgets, policies, and circulation according to the district policy. 8. Effectively and efficiently manages time and materials. 9. Establishes an environment which promotes and encourages self-discipline and self-directed learning. 10. Effectively implements the discipline-management procedures approved by the district.
N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A
1 1 1 1
2 2 2 2
3 3 3 3
4 4 4 4
1 1 1 1
2 2 2 2
3 3 3 3
4 4 4 4
1 1 1 1 1
2 2 2 2 2
3 3 3 3 3
4 4 4 4 4
1 1 1 1 1 1 1
2 2 2 2 2 2 2
3 3 3 3 3 3 3
4 4 4 4 4 4 4
1 1 1 1
2 2 2 2
3 3 3 3
4 4 4 4
DOMAIN IV: PUBLIC RELATIONS
1. 2. 3. 4. 5. 11. 12.
Ensures a user-friendly library. Provides an active, stimulating atmosphere for information user. Uses appropriate and accurate written, verbal, and non-verbal communication with parents, staff, and community. Interactions are supportive, courteous, respectful, and encouraging to students, staff, and community. Contributes to making the whole school a learning community. Stimulates students to be active, lifelong readers. Projects a positive school and district image to all patrons, internal or external.
N/A N/A N/A N/A N/A N/A N/A
DOMAIN V: PROFESSIONAL OBLIGATIONS
1. 2. 3. 4.
Determines/participates in professional development activities that are aligned with the goals of the district, campus, library. Exhibits a willingness to collaborate with colleagues and other professionals for continuous growth and development. Participates in professional organizations. Correlates professional development activities with the prior performance appraise.
N/A N/A N/A N/A
Identified Employee Goals: ________________________________________________________________________________ The average of the
total sum of the indicators for which _____________________________________________________________________________________________________ the employee is eligible divided by the Evaluator Comments:_________________________________________________________________________________ number of indicators for which the employee is eligible ___________________________________________________________________________________________________________________ equals the employee’s overall _________________________________________________________________________________________________________ performance score recorded in box below:
Employee Signature:____________________________________________________Date:__________________________ Evaluator Signature:____________________________________________________Date:_________________________ *The employee’s signature indicates only that he/she has seen this evaluation and does not indicate agreement or disagreement with the evaluation.
September 2015
23
Gonzales Independent School District Administrative Guidelines
September 2015 24
GONZALES ISD – LICENSED SPECIALIST IN SCHOOL PSYCHOLOGY EVALUATION Employee:_______________________________________________________________________ Date:___________________ Supervisor/Evaluator:_____________________________________________________________ Title:____________________ Performance Criteria: (Please see Support Staff Evaluation Rubric on the back side of this page) Performance standards are either expressed or implied as an integral part of support staff job descriptions/responsibilities. Performance Level: (Please circle appropriate box) 4 = Significant Strength 3 = Proficient 2 = Basic 1 = Area of Concern N/A = Not Applicable
Circle the number that best reflects the job performance of the employee. Additional verification pages may be attached, if needed. 15. 16. 17. 18. 19. 32. 33. 34. 35. 36. 37. 38. 39. 40.
13. 14. 15. 16. 17. 18. 19. 20. 13. 14. 15. 16. 17. 5. 6. 7. 8. 9. 10.
A. Assessment Selects and administers assessments and observations to evaluate the intellectual, emotional, and behavioral functioning of referred students and to determine student eligibility for special education services according to district, state, and federal regulations. Scores and interprets test data according to best practices in the field of school psychology. Develops psychological evaluation reports; provides or facilitates completion of functional behavioral assessments/behavioral intervention plans. Conducts/participates in Admission, Review, and Dismissal (ARD) Committee to assist with appropriate placement and development of Individual Education Plans (IEP) for students according to district procedures. Serves as case manager and implements the special education assessment process for students on assigned campus. B. Consultation Conducts group, individual and family counseling sessions and facilitates therapy for students with diagnosed problems. Serves as a consultant on mental health topics for instructors in the school health program. Consults with school staff regarding implementation of behavior intervention plans and in managing behaviorally disruptive students. Serves as a consultant on mental health topics for instructors in the school health program. Provides staff development training in assigned schools to assist school personnel with identification and understanding of students with emotional, social, and behavioral disturbances. Provides staff development training in assigned schools to assist school personnel with identification/understanding of students with emotional, social, and behavioral disturbances. Meets with parents to discuss pertinent background information and test results. Consults with teachers and relevant staff concerning the educational needs of students and interpretation of assessment data. Consults with psychologists, psychiatrists, medical doctors, and community agencies concerning intellectual, emotional, and behavioral functioning of students as needed. C. Program Management Develops and maintains effective individual and group relationships with students and parents. Develops/coordinates a continuing evaluation or psychological services/assessment procedures/make changes based on findings. Assists in the selection of assessment materials and equipment. Compiles, maintains, and files all physical and computerized reports, records, and other documents required, including case records, test results, statistical data and test inventories. Complies with policies established by federal and state laws, State Board of Education rules, and local board policy in areas of psychological services, assessment, placement, and planning special education services. Complies with all district and local campus routines/regulations. Participates in professional development activities to improve skills related to job assignment. Attends scheduled LSSP district meetings. D. Communication Maintains/reports Medicaid paperwork to the appropriate person within required timelines (e.g., MACM, SHARS, and assessment logs). Maintains a positive and effective relationship with supervisors. Maintains documentation of students served and service provided. Submits reports and communicates information to Coordinator assigned to LSSPs as requested. Effectively communicates with colleagues, students, and parents. E. Counseling (counseling responsibilities may be assigned) Develops a program of counseling for each eligible student in accordance with his/her IEP goals and objectives. Uses research based, effective counseling/therapy techniques that reflect current methods/best practices in field of school psychology. Develops and maintains a schedule of counseling services in accordance with the ARD committee recommendations. Maintains records of counseling contact via counseling notes and weekly logs. Monitors student progress in counseling via teacher observations/reports, parent conference/personal assessment of student progress. Reports students’ progress toward counseling IEP goals/objectives through written progress reports and attendance at ARD meetings.
N/A
1
2
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4
N/A
1
2
3
4
N/A
1
2
3
4
N/A
1
2
3
4
N/A
1
2
3
4
N/A
N/A
1 1 1 1
2 2 2 2
3 3 3 3
4 4 4 4
N/A
1
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4
N/A
1
2
3
4
N/A
1
2
3
4
N/A
1
2
3
4
N/A
1
2
3
4
N/A N/A
1 1 1
2 2 2
3 3 3
4 4 4
N/A
1
2
3
4
N/A
1
2
3
4
N/A
1 1 1
2 2 2
3 3 3
4 4 4
1 1 1 1 1
2 2 2 2 2
3 3 3 3 3
4 4 4 4 4
1 1 1 1 1 1
2 2 2 2 2 2
3 3 3 3 3 3
4 4 4 4 4 4
N/A N/A
N/A
N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A
The average of the total Identified Employee Goals: ________________________________________________________________________________ sum of the indicators for
_____________________________________________________________________________________________________ which the employee is
eligible divided by the number of indicators for Evaluator Comments:_________________________________________________________________________________ which the employee is eligible equals the ___________________________________________________________________________________________________________________ employee’s overall performance score recorded in box below: _________________________________________________________________________________________________________
Employee Signature:____________________________________________________Date:__________________________ Evaluator Signature:____________________________________________________Date:__________________________
September 2015
*Employee’s signature only indicates he/she has seen evaluation; does not indicate agreement / disagreement
25
Gonzales Independent School District Administrative Guidelines
September 2015 26
Gonzales Independent School District Administrative Guidelines__________________
GONZALES ISD –
Physical Therapist / Occupational Therapist Evaluation Employee:__________________________________________________________ Date:___________________ Supervisor/Evaluator:________________________________________________ Title:____________________ Performance Criteria: (Please see Support Staff Evaluation Rubric on the back side of this page) Performance standards are either expressed or implied as an integral part of support staff job descriptions/responsibilities. Performance Level: (Please circle appropriate box) 4 = Significant Strength 3 = Proficient 2 = Basic
1 = Area of Concern
N/A = Not Applicable
Circle the number that best reflects the job performance of the employee. Additional verification pages may be attached, if needed.
Criterion I: P.T. / O.T. Duties and Responsibilities A.
B.
Provides P.T. / O.T. services 20. Reviews student’s file medical information and physician’s referral. 21. Performs tests and measurements and other evaluative procedures to ascertain student’s status and to establish performance baselines. 22. Records, evaluates, and interprets findings of evaluative procedures and provides same to the appropriate personnel on a timely and periodic basis. 23. Plans, prepares, and establishes appropriate written individual program plans. 24. Administrators and implements programs according to the student’s needs. 25. Demonstrates the necessary knowledge and ability to perform all P.T. / O.T. procedures. 26. Maintains a record of treatment sessions. 27. Recognizes any contraindications or necessary precautions prior to treatment. 28. Reassess and revises programs, as necessary, as student’s status changes and provides a written progress report on each student on a timely and periodic basis. Provides indirect P.T./O.T. services and technical assistance 1. Instructs and teaches students, parents, teachers, and others as indicated in appropriate intervention strategies. 2. Confers with physicians and other health practitioners as needed to obtain information and make recommendations. 3. Integrates P.T. / O.T. programs with other aspects of the student’s program. 4. Confers and makes recommendations regarding orthotic/prosthetic and other adaptive/assistive devices. 5. Supervises P.T. / O.T. assistants and P.T. / O/T. aides in an appropriate and professional manner according to state laws and regulations. 6. Teaches special skills necessary in the handling and positioning of students; demonstrates the use of adaptive/assistive devices, and the use and care of supportive bracing, orthotic/prosthetic devices.
N/A
1
2
3
4
N/A
1
2
3
4
N/A
1
2
3
4
N/A
N/A
1 1 1 1 1
2 2 2 2 2
3 3 3 3 3
4 4 4 4 4
N/A
1
2
3
4
N/A
N/A
1 1 1 1
2 2 2 2
3 3 3 3
4 4 4 4
N/A
1
2
3
4
N/A
1
2
3
4
N/A
1
2
3
4
N/A
1
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N/A
1
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4
N/A
1
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4
N/A
1 1
2 2
3 3
4 4
N/A N/A N/A
N/A N/A
Criterion II: Management Skills and Professional Characteristics, Attitudes, and Conduct 41. 42. 43. 44.
45. 46.
Understands and practices principles and theories of specialized subject area of professional discipline; is knowledgeable of and adheres to state laws, regulations and district policies. Keeps current on recent developments in the field of expertise through professional meetings, journals, and publications, and interaction with others. Demonstrates a polite and considerate manner, indicating concern and interest is displayed with students, parents, and other professionals. Works together as a team with other professionals involved in the student’s program. Demonstrates ability to work with others in a positive, productive manner by sharing resources, exhibiting willingness to share responsibility, and coordination activities with others. Treats information pertaining to the student with confidentiality. Maintains grooming and personal attire appropriate for professional position.
N/A
The average of the total sum of the indicators for which the employee is Identified Employee Goals: ________________________________________________________________________________ eligible divided by the _____________________________________________________________________________________________________number of indicators for which the employee is eligible equals the Evaluator Comments:_________________________________________________________________________________ employee’s overall performance score ___________________________________________________________________________________________________________________ recorded in box below:
_________________________________________________________________________________________________________ Employee Signature:____________________________________________________Date:__________________________ Evaluator Signature:____________________________________________________Date:__________________________ *Employee’s signature indicates only that he/she has seen evaluation; does not indicate agreement or disagreement
September 2015
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Gonzales Independent School District Administrative Guidelines
September 2015 28
Gonzales Independent School District Administrative Guidelines__________________
GONZALES ISD – REGISTERED NURSE EVALUATION Employee:_______________________________________________________________________ Date:___________________ Supervisor/Evaluator:_____________________________________________________________ Title:____________________ Performance Criteria: (Please see Support Staff Evaluation Rubric on the back side of this page) Performance standards are either expressed or implied as an integral part of support staff job descriptions/responsibilities. Performance Level: (Please circle appropriate box) 4 = Significant Strength 3 = Proficient 2 = Basic
1 = Area of Concern
N/A = Not Applicable
Circle the number that best reflects the job performance of the employee. Additional verification pages may be attached, if needed. A. Purposeful Planning and Preparation 29. Provides direct, expert medical care utilizing professional assessment skills, nursing process, and established school protocols. 30. Demonstrates knowledge of child and adolescent development. 31. Establishes goals for the nursing program appropriate to the setting and the students served. 32. Demonstrates knowledge of government, community, and district regulations and resources. 33. Serves as health advocate for students. Serves/counsels individuals or student groups integrated with regular school program. 34. Develops a plan to evaluate self in the implementation of the nursing program. 35. Educates faculty and staff, as needed, on health topics. 36. Manages time effectively; ensures that deadlines are met and tasks are completed. 37. Attendance does not to exceed allowable state and local days. 38. Serves as a resource person in special areas of expertise to faculty and staff. B. Student Health Program: The Environment 47. Creates an environment of respect and rapport. 48. Establishes a culture for health and wellness. 49. Notifies parents of student accident/illness, secures emergency medical care (if parents/emergency contact cannot be reached) 50. Follows health protocols and procedures. 51. Organizes physical space. 52. Demonstrates flexibility and responsiveness. 53. Participates in assessment and reporting of suspected child abuse. 54. Communicates as needed with principal, counselor, teachers, parents, food services, and other staff per health services issues. 55. Serves as health liaison between school, physicians, parents, and community. C. Support Services: Delivery of Services/Professional Responsibility 21. Assesses student needs/makes appropriate referrals working with students, teachers, parents/develops individual Health Plans. 22. Follows district, state, and federal policies on dispersing and storing medications. 23. Maintains all necessary files and records. 24. Conducts annual student screenings to detect physical/sensory problems that affect health/learning: scoliosis, vision, hearing. 25. Reviews and evaluates immunization records. 26. Prepares and submits required reports. 27. Promotes wellness/health education through classes or classroom presentations to parents, staff, and students. 28. Manages and remains in control during emergency situations. 29. Maintains equipment and orders supplies as needed and required. 30. Maintains professional affiliations. 31. Participates in conferences, workshops, and in-service programs. 32. Participates in student meetings as required: ARE< crises teams, and other meetings, as necessary. 33. Collaborates with other professionals regarding implementation of health–related IEPs. 34. Coordinates with district personnel and community members in the Student Health Advisory Committee (SHAC). 35. Coordinates with local, state, and federal health agencies to inform the district and community of health issues. 36. Coordinates with teachers to develop specialized educational programs and services for students with diverse medical needs.
N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A
N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A
1 1 1 1 1 1 1 1 1 1
2 2 2 2 2 2 2 2 2 2
3 3 3 3 3 3 3 3 3 3
4 4 4 4 4 4 4 4 4 4
1 1 1 1 1 1 1 1
2 2 2 2 2 2 2 2
3 3 3 3 3 3 3 3
4 4 4 4 4 4 4 4
1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1
2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2
3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3
4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4
The average of the total Identified Employee Goals: ________________________________________________________________________________ sum of the indicators for
_____________________________________________________________________________________________________ which the employee is
eligible divided by the number of indicators for which the employee is eligible equals the ___________________________________________________________________________________________________________________ employee’s overall performance score recorded in box below: _________________________________________________________________________________________________________
Evaluator Comments:_________________________________________________________________________________
Employee Signature:____________________________________________________Date:__________________________ Evaluator Signature:____________________________________________________Date:__________________________ *Employee’s signature indicates only that he/she has seen evaluation; does not indicate agreement or disagreement
September 2015
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Gonzales Independent School District Administrative Guidelines
September 2015
30
Gonzales Independent School District Administrative Guidelines__________________ GONZALES ISD – SPEECH-LANGUAGE PATHOLOGIST ASSISTANT EVALUATION Employee:________________________________________________________________________________________ Date:____________________________ Supervisor/Evaluator:____________________________________________________________ Title:_______________________________________________ Performance Criteria: (Please see Support Staff Evaluation Rubric on the back side of this page) Performance standards are either expressed or implied as an integral part of staff job descriptions/responsibilities. Performance Level: (Please circle appropriate box) 4 = Significant Strength 3 = Proficient 2 = Basic
1 = Area of Concern
N/A = Not Applicable
Circle the number that best reflects the job performance of the employee. Additional verification pages may be attached, if needed. Criterion 1: Instructional Management (Effective instructional management is maintained through a series of activities) 39. Models effective communication skills. 40. Establishes a working relationship, based upon mutual respect, trust, and confidence, which encourages optimum performance. 41. Coordinates services to provide maximum efficiency in scheduling and service delivery. 42. Provides communication therapy in the parameters of articulation, auditory processing, fluency, language, and voice. 43. Demonstrates flexibility in planning and conducting therapy sessions to meet student needs. 44. Implements therapy strategies which address individual educational objectives. 45. Selects produces, and utilizes appropriate therapy materials and equipment to be used with therapy objectives. 46. Demonstrates knowledge of technology as appropriate to meet student needs 47. Evaluates and provides feedback on student progress during instruction. 48. Monitors generalization of student communication skills in various settings. 49. Collects data and documents student performance. Criterion II: School/Organization Climate (A productive positive, caring environment exists) 56. Uses practices that promote positive teamwork and collaborative decisions for students with communication disabilities. 57. Relates to staff, students, and parents in ways that convey equality and mutual respect. 58. Provides carry over activities to classroom teachers. Criterion III: Personnel Management (Effective personnel management practices are implemented) 1. Complies with Medicaid procedures for implementation of School Health and Related Service (SHARS), as required.
1 1 1 1 1 1 1 1 1 1 1
2 2 2 2 2 2 2 2 2 2 2
3 3 3 3 3 3 3 3 3 3 3
4 4 4 4 4 4 4 4 4 4 4
N/A
1 1 1
2 2 2
3 3 3
4 4 4
N/A
1
2
3
4
N/A
1 1 1 1 1 1
2 2 2 2 2 2
3 3 3 3 3 3
4 4 4 4 4 4
1 1 1 1 1 1 1 1 1
2 2 2 2 2 2 2 2 2
3 3 3 3 3 3 3 3 3
4 4 4 4 4 4 4 4 4
1 1 1 1 1 1
2 2 2 2 2 2
3 3 3 3 3 3
4 4 4 4 4 4
1 1 1 1
2 2 2 2
3 3 3 3
4 4 4 4
N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A
Criterion IV: Administration and Fiscal Facilities Management (Administrative, fiscal, and facilities are effectively and efficiently managed) 1. Maintains clinical records in compliance with TEA guidelines. 2. Ensures the integrity and confidentiality of student data. 3. Maintains individual working files on all speech therapy students. 4. Maintains therapy facility to provide an atmosphere for optimal learning. 5. Organizes and maintains materials and equipment to facilitate efficient therapy delivery. 6. Initiates the requisition and purchase of appropriate materials to meet student program needs. Criterion V: Management of Student Services (Positive student conduct, self-concept and collaborative interaction are promoted through a variety of activities) 37. Complies with federal and state laws and district policies and procedures in all areas of speech-language services. 38. Assist in reviewing referrals for those suspected of having a communication disorder. 39. Administers routine tests without interpreting results or determining severity. 40. Complete and submit requested reports evaluation logs, surveys, etc., by the specified due date. 41. Assist in managing existing speech therapy caseload by implementing documented treatment plans. 42. Participate in the Admission, Review, and Dismissal (ARD) committee with the physical presence of the supervising Speech Language Pathologist. 43. Assist in developing appropriate goals and objectives for each qualifying student. 44. Comply with Public Education Information Management System (PEIMS) procedures. 45. Assist in writing progress reports in compliance with Texas Education Agency (TEA) guidelines. Criterion VI: Professional Growth and Development (Professional growth and development are maintained) 18. Plans and engages in professional development related to Speech Language Pathology. 19. Uses appropriate technology to increase effectiveness. 20. Adheres to ethical and professional standards. 21. Demonstrates knowledge of current literature and incorporates applicable clinical ideas. 22. Participates in district, department, staff, or committee assignments as approved by Special Education Director. 23. Responds to supervision and facilitates communication concerning administrative and therapy issues.
N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A
Criterion VII: School and Community Relations (Effective communication which promotes a positive tone for school/ community relations is utilized) 1. 2. 3. 4.
Maintains a working knowledge of community agencies and resources available to students with communication disabilities. Works cooperatively with school personnel, private schools/agencies, etc., in the provision of speech-language services. Includes the parent on the team in habilitating, rehabilitating, and educating the child with a communication disorder. Complies with district policies and campus procedures.
N/A N/A N/A N/A
The average of the total Identified Employee Goals: ___________________________________________________________________________________________________
sum of the indicators for which the employee is ___________________________________________________________________________________________________________________________ eligible divided by the number of indicators for Evaluator Comments:__________________________________________________________________________________________________________ which the employee is eligible equals the employee’s overall ___________________________________________________________________________________________________________________________________________ performance score recorded in box below: ___________________________________________________________________________________________________________________________
Employee Signature:____________________________________________________Date:_________________________________ Evaluator Signature:____________________________________________________Date:__________________________________ *Employee’s signature indicates only that he/she has seen evaluation; does not indicate agreement or disagreement
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GONZALES ISD – SPEECH-LANGUAGE PATHOLOGIST EVALUATION Employee:________________________________________________________________________________________ Date:____________________________ Supervisor/Evaluator:____________________________________________________________ Title:_______________________________________________ Performance Criteria: (Please see Support Staff Evaluation Rubric on the back side of this page) Performance standards are either expressed or implied as an integral part of staff job descriptions/responsibilities. Performance Level: (Please circle appropriate box) 4 = Significant Strength 3 = Proficient 2 = Basic 1 = Area of Concern N/A = Not Applicable Circle the number that best reflects the job performance of the employee. Additional verification pages may be attached, if needed. Criterion 1: Instructional Management (Effective instructional management is maintained through a series of activities) 50. Models effective communication skills. 51. Establishes a working relationship, based upon mutual respect, trust, and confidence, which encourages optimum performance. 52. Coordinates services to provide maximum efficiency in scheduling and service delivery. 53. Provides communication therapy in the parameters of articulation, auditory processing, fluency, language, and voice. 54. Demonstrates flexibility in planning and conducting therapy sessions to meet student needs. 55. Implements therapy strategies which address individual educational objectives. 56. Selects produces, and utilizes appropriate therapy materials and equipment to be used with therapy objectives. 57. Demonstrates knowledge of technology as appropriate to meet student needs 58. Evaluates and provides feedback on student progress during instruction. 59. Monitors generalization of student communication skills in various settings. 60. Develops and displays discipline management plan in compliance with campus guidelines. Criterion II: School/Organization Climate (A productive positive, caring environment exists) 59. Uses practices that promote positive teamwork and collaborative decisions for students with communication disabilities. 60. Relates to staff, students, and parents in ways that convey equality and mutual respect. Criterion III: Personnel Management (Effective personnel management practices are implemented) 2. Complies with Medicaid procedures for implementation of School Health and Related Service (SHARS), as required.
1 1 1 1 1 1 1 1 1 1 1
2 2 2 2 2 2 2 2 2 2 2
3 3 3 3 3 3 3 3 3 3 3
4 4 4 4 4 4 4 4 4 4 4
N/A
1 1
2 2
3 3
4 4
N/A
1
2
3
4
N/A
1
2
3
4
N/A
1 1 1 1
2 2 2 2
3 3 3 3
4 4 4 4
1 1 1 1 1 1 1 1 1 1 1 1 1
2 2 2 2 2 2 2 2 2 2 2 2 2
3 3 3 3 3 3 3 3 3 3 3 3 3
4 4 4 4 4 4 4 4 4 4 4 4 4
1 1 1 1 1 1 1
2 2 2 2 2 2 2
3 3 3 3 3 3 3
4 4 4 4 4 4 4
1 1 1 1 1
2 2 2 2 2
3 3 3 3 3
4 4 4 4 4
N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A
Criterion IV: Administration and Fiscal Facilities Management (Administrative, fiscal, and facilities are effectively and efficiently managed) 7.
Provides timely, accurate completed forms for maintaining compliance of state eligibility files for each student for whom speech therapy is the primary special education service with consideration of case load size and supervision duties. 8. Ensures the integrity and confidentiality of student data. 9. Maintains individual working files on all speech therapy students. 10. Maintains therapy facility to provide an atmosphere for optimal learning. 11. Organizes and maintains materials and equipment to facilitate efficient therapy delivery. 12. Initiates the requisition and purchase of appropriate materials to meet student program needs. Criterion V: Management of Student Services (Positive student conduct, self-concept and collaborative interaction are promoted through a variety of activities)1 46. Complies with federal and state laws and district policies and procedures in all areas of speech-language services. 47. Accepts and reviews referrals for those suspected of having a communication disorder. 48. Administers appropriate diagnostic instruments and procedures, both formal and informal, in all parameters of communication. 49. Conducts an in-depth assessment and accurately records results of any parameter in which disorder is detected. 50. Initiates referrals to various district, community health and rehabilitation professionals, as authorized. 51. Completes an accurate Speech-Language Comprehensive Individual Assessment Report. 52. Determines eligibility for speech-language service through review of student data, observation, and assessment data. 53. Prepares and conducts admission, review and dismissal (ARD) committee meetings in a timely manner. 54. Interprets appropriate diagnostic results and recommends therapeutic objectives for the development of the individual education plan (IEP). 55. Develops appropriate goals and objectives for each qualifying student. 56. Recommends appropriate placement and service delivery model to the ARD committee. 57. Complies with Public Education Information Management System (PEIMS) procedures. 58. Provides written progress reports in compliance with Texas Education Agency (TEA) guidelines. Criterion VI: Professional Growth and Development (Professional growth and development are maintained) 24. Plans and engages in professional development related to Speech Language Pathology. 25. Uses appropriate technology to increase effectiveness. 26. Collaborates with district level administration to integrate and implement policies and practices with priorities of the district. 27. Adheres to ethical and professional standards. 28. Demonstrates knowledge of current literature and incorporates applicable clinical ideas. 29. Develops and maintains skill by applying knowledge gained through staff development specifically related to Speech Language Pathology. 30. Responds to supervision and facilitates communication concerning administrative and therapy issues.
N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A
Criterion VII: School and Community Relations (Effective communication which promotes a positive tone for school/ community relations is utilized) 5. 6. 7. 8. 9.
Maintains a working knowledge of community agencies and resources available to students with communication disabilities. Works cooperatively with school personnel, private schools/agencies, etc., in the provision of speech-language services. Assumes responsibility for disseminating information regarding speech-language services to school personnel and parents. Includes the parent on the team in habilitating, rehabilitating, and educating the child with a communication disorder. Complies with district policies and campus procedures.
N/A N/A N/A N/A N/A
Identified Employee Goals: ___________________________________________________________________________________________________ The average of the total sum of the
___________________________________________________________________________________________________________________________indicators for which the employee is
Evaluator Comments:__________________________________________________________________________________________________________ eligible divided by the number of indicators ___________________________________________________________________________________________________________________________________________ for which the
___________________________________________________________________________________________________________________________employee is eligible
Employee Signature:____________________________________________________Date:_________________________________ Evaluator Signature:____________________________________________________Date:__________________________________
September 2015 *Employee’s signature indicates only that he/she has seen evaluation; does not indicate agreement or disagreement
equals the employee’s overall performance score recorded in box below:
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Gonzales Independent School District Administrative Guidelines__________________
Topic:
Advanced Degree for Masters and Doctoral Reference or Contact Director of Human Resources EDUCATION SALARY FOR MASTER'S DEGREE: An annual salary increase of $500.00 is provided to full time campus-based employees with an earned master's degree from an accredited educational institution in a field related to education or an instructional subject provided that their current position does not require a master's degree. The decision as to whether it is an educational institution that is qualified will be made by the Director of Human Resources. Payment will be included in monthly payroll checks.
Included are teachers, librarians, nurses and other instructional positions closely related to the campus instruction.
Excluded are principals, counselors, diagnosticians, LSSP’s, Facilitators, etc.
EDUCATION SALARY FOR DOCTORAL DEGREE: - TBD, if need arises.
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Gonzales Independent School District Administrative Guidelines
Topic:
HOURLY SUPPORT Employees (Paraprofessional, Auxiliary); Disciplining of... Reference or Contact Director of Human Resources Gonzales Independent School District seeks to establish and maintain positive and productive standards of employee conduct and supervisory practices. These procedures will support the efficient delivery of support services to the Gonzales ISD through a fair and consistent administration of employee relations. The desired goal is to address job performance problems proactively and prevent the necessity of termination whenever possible. Supervisory personnel in the Gonzales ISD responsible for employees considered to be under the "employment-at-will" doctrine should exercise caution in the disciplining of workers. Every effort should be made to balance the employer's freedom to dismiss an employee without reason and at any time with the rights of the employee. Generally, attempts at correcting problems should be applied in a progressive manner with documentation that supports the supervisor's attempts to improve the employee's performance. With the exception of a very serious offense, an employee is rarely terminated for a single instance of misconduct. In a progressive system of employee discipline, increasingly severe penalties will be imposed as the seriousness of the offense increases or as repeated offenses occur. As supervisors encounter employee performance that warrants a corrective action, the following steps should be taken unless the behavior is considered to be severe: Step 1: Verbal Directive - When a supervisor notices a problem with an employee's performance, a brief verbal directive is usually sufficient to correct a normal, nonrecurring problem. Again, the objective is always to improve the employee's deficient performance in a positive and productive manner. Step 2: Notes to File - When verbal directives are not successful and problems continue, a note to the file should be used. This should be a simple handwritten note made by the supervisor giving a clear and concise statement of the infraction and the date. Step 3: Disciplinary Warning - When a serious violation occurs or when other corrective actions have not been successful, the supervisor should report the behavior to the director and a Disciplinary Warning Form should be completed and issued to the employee (see sample form). Step 4: Disciplinary Conference - Communication plays a key role in the sequence of corrective steps taken to improve an employee's job-related deficiencies. As soon as the Disciplinary Warning Form is completed, a conference should be scheduled with the employee, employee's immediate supervisor, and director. The conference should attempt to clearly communicate the district's policies and procedures and the conduct/performance expected of the employee. The employee should sign the Disciplinary Warning Form acknowledging that the conference took place and his/her participation and comments. Step 5: Decision to Terminate - When all efforts for improving an employee's performance fail or in the case of a severe violation of district policies, a termination is necessary, Board policy states that only the superintendent may terminate an employee. To proceed with a termination, the supervisor informs the human resources director of the recommendation to terminate. With approval from superintendent to proceed, the supervisor completes the NOTICE OF TERMINATION form and secures the necessary signatures. September 2015
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Gonzales Independent School District Administrative Guidelines
Step 6: Termination Conference – When all efforts for improving an employee’s performance fails or in the case of a severe violation of district policies, a termination conference should be held. The supervisor and particular director and/or Director of Human Resources should meet with the employee to present the signed notice of termination. During this conference, the Exit/Termination Report should also be completed with all information and signature (sample listed in Table of Contents). At this time the employee is expected to turn in all district property and keys in his/her possession. Auxiliary employees (i.e., at-will employees) can be terminated at the will of the employer at any time and for any reason. However, a terminated auxiliary employee is entitled to express concerns or complaints through the employee complaints procedures. In addition, there are constitutional provisions that protect employees from violations of their civil rights. Department director must ensure that a constitutionally impermissible reason such as ADA, sexual harassment, or whistleblower action is not being used to support the decision to terminate an employ. (See p. 92) There is a predetermined process for terminating contract/professional employees. (See pp. 93-94)
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GONZALES INDEPENDENT SCHOOL DISTRICT EMPLOYEE COUNSELING STATEMENT/CORRECTIVE ACTION FORM Employee Name:
Type of Incident:
Campus: ________________________
Absenteeism
Tardiness
Other
Date of Incident: Describe incident that occurred. Include date(s), people involved and effects on the employee’s work or other employees (Attach additional details and/or documentation): _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ Type of Action Verbal Warning:
1st Written Warning:
Proposed Termination or Non-Renewal: Previous action for same violation: 1st action: Date 2nd action: Date
2nd Written Warning:
(Include all documentation) 3rd action: Date
Improvement Expectations: Specify goals and actions to be accomplished to improve behavior or performance:
Consequences if employee fails to meet goal: Further counseling/discipline actions up to and including termination. Immediate termination Other: I understand that my signature indicates that this incident has been reviewed with me and does not indicate agreement or disagreement with action taken. Employee may attach comments. This document reflects the author’s judgment; it is to be used to evaluate the performance of a teacher or administrator and is intended to be confidential under Texas Education Code § 21.355. Employee signature:
Date:_______________________
Supervisor signature:
Date :___________________
Witness signature:
Date:
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Gonzales Independent School District Administrative Guidelines
REVIEW BEFORE COMPLETING A DISCIPLINARY WARNING FORM Clear communication is important in the effective completion of the Corrective Action Form. General rules for documentation on the Corrective Action Form are: Conference First, Then Write - Experienced supervisors know there are two sides to every story and that if is not advisable to write "the facts" without conducting an adequate investigation. At a minimum, the supervisor should first discuss the alleged facts with the employee. Give The Facts First, Then Conclusions - Written documentation should briefly state the facts that caused the supervisors concern and then state the conclusion based on those facts. Avoid Fighting Words - Supervisors should strive to be a problem-solver and not incite further problems. All documentation should be factual and stated objectively with the conclusions reported. Assume The Documentation Will Be Read - All information documenting employee performance deficiencies and corrective actions should be written in a manner free from bias, with a clear understanding that the written communication could be used in hearings and/or court. Do Not Write When Angry - Supervisors should delay writing disciplinary documentation or conducting a conference until they are able to discuss the issue in a level-headed and fair manner. Treat All Employees Alike - All rules and procedures should be applied to all employees evenly and fairly. Be Timely - Supervisors should not delay in telling employees about problems and should follow through on all documentation and conferences. Do Not Backdate - Backdating documentation constitutes falsification of an official record. If an infraction happened earlier without being documented, the supervisor should not "go back" and prepare backdated documentation. Do Not Document Unlawful Reasons to Support Termination - Numerous state and federal laws protect employees from retaliation or adverse employment actions. Supervisors should not "write up" employees, for example:
for refusing to perform illegal acts;
for filing or cooperating in the investigation of an employment discrimination claim;
for filing a complaint or assisting an inspector under health or environmental laws;
for reporting a violation of law to an appropriate law enforcement authority in good faith;
for filing a worker compensation claim;
for exercising rights to receive overtime or fair compensation under the Fair Labor Standards Act;
for providing information about potential school district violations of the Asbestos Hazard Response Act.
for exercising constitutionally protected First Amendment free speech right; or,
for any action that appears discriminatory on the basis of race, color, ethnicity, handicap, national origin, age or gender.
Documentation is a valuable tool for attempting to improve employee performance. Through effective documentation, a supervisor can provide directives that contribute to solving potential problems before they result in a termination action.
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Gonzales Independent School District Administrative Guidelines
Topic:
Performance Appraisal Hourly Paid Staff: Auxiliary / Paraprofessional / Secretarial Reference or Contact Director of Human Resources Overview The purpose for evaluating auxiliary personnel is to provide supervisors with information on the performance and potential of employees. The evaluations are also used in making sound employment decisions. An effective appraisal system can provide the opportunity to establish good relationships with employees by giving and receiving feedback, pinpointing performance problems and developing plans to resolve them, developing a solid basis for decisions about promotions, transfers, reassignments, salary increases, terminations, etc. Supervisors and employees can both benefit from an effective performance appraisal system. If properly administered, performance appraisals can be one of the most effective tools for improving an employee's performance. Evaluation Steps 1. Review the employee's job description, identifying the main duties and responsibilities for the job. 2. Keep well-documented records of each employee's achievements, work output, problems, incidents, etc. 3. The formal evaluation process is completed in May of each school year. 4. Evaluate each employee's performance as indicated in the appraisal instrument. 5. Schedule a conference with the employee to discuss the appraisal and to define performance goals for the individual. 6. Sign/date the appraisal instrument and give the employee a copy of the form. 7. All signed dated appraisals are due to the Human Resources Office no later than 2nd Monday of June
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Gonzales Independent School District Administrative Guidelines
Gonzales ISD Hourly/Support Employee Evaluation Staff Member Name:____________________________________________ Date:___________________ Supervisor/Evaluator:___________________________________________ Title:____________________ Performance Criteria: (Please see Support Staff Evaluation Rubric on the back side of this page) Performance standards are either expressed or implied as an integral part of support staff job descriptions/responsibilities. Performance Level: (Please circle appropriate box) 4 = Significant Strength 3 = Proficient 2 = Basic 1 = Area of Concern N/A = Not Applicable
Circle the number that best reflects the job performance of the employee. Additional verification pages may be attached, if needed.
Domain 1: Relationships 1. 2. 3. 4. 5. 6. 7. 8. 9. 10.
Works cooperatively with other employees Works cooperatively with customers (students, teachers, co-workers, parents, community) Works cooperatively with supervisor Projects a positive, professional attitude and demeanor Participates as a part of the team Communicates effectively with all stakeholders Provides constructive input to trainings, meetings, or other events Follows through on written/oral instructions from supervisors Helps manage and/or solve conflicts Promotes a positive image of the district
11. 12. 13. 14. 15. 16. 17. 18. 19. 20.
Follows district policies and procedures Follows attendance and punctuality guidelines Continually demonstrates job knowledge Masters appropriate software programs Maintains confidentiality Identifies need for professional growth Understands the organizational structure of the district Follows appropriate lines of authority Stays informed of current innovations and developments Possesses good listening skills
N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A
1 1 1 1 1 1 1 1 1 1
2 2 2 2 2 2 2 2 2 2
3 3 3 3 3 3 3 3 3 3
4 4 4 4 4 4 4 4 4 4
1 1 1 1 1 1 1 1 1 1
2 2 2 2 2 2 2 2 2 2
3 3 3 3 3 3 3 3 3 3
4 4 4 4 4 4 4 4 4 4
1 1 1 1 1 1 1 1 1 1
2 2 2 2 2 2 2 2 2 2
3 3 3 3 3 3 3 3 3 3
4 4 4 4 4 4 4 4 4 4
Domain 2: Knowledge N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A
Domain 3: Skills 21. 22. 23. 24. 25. 26. 27. 28. 29. 30.
Provides for the safety and security of self and others Completes work assignments in an accurate and timely manner Maintains a neat and orderly work area Helps manage and solve work problem areas effectively and efficiently Maintains effectiveness and efficiency with work time Demonstrates the ability to prioritize and delegate as appropriate Uses, maintains inventory and stores work material appropriately Exhibits fiscal responsibility with district funds and materials Takes initiative with job tasks as appropriate Consistently works to provide the best possible product or outcome
N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A
The average of the total sum of the indicators for _____________________________________________________________________________________________________ which the employee is eligible divided by the Evaluator Comments:____________________________________________________________________________________ number of indicators for which the employee is ___________________________________________________________________________________________________________________________ eligible equals the ______________________________________________________________________________________________________ employee’s overall performance score Employee Signature:____________________________________________________Date:____________________________ recorded in box below:
Identified Employee Goals: ________________________________________________________________________________
Evaluator Signature:____________________________________________________Date:_____________________________ *The employee’s signature indicates only that he/she has seen this evaluation and does not indicate agreement or disagreement with the evaluation.
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Topic:
Cell Phones; Use During Work Hours Reference or Contact Supervising Administrator Employees are not to be using their personal cellular phones during the work day. They may use their cellular phone during their conference period, lunch time, and during breaks. All other times including staff development, cellular phones should be turned off.
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Gonzales Independent School District Administrative Guidelines
Topic:
Compensation Time and Leave Reference or Contact Payroll & Benefits Supervisor o Compensation time (Comp-Time) for hours worked in excess of the standard work week for hourly employees should be taken within the same pay period as accumulated whenever possible. o Compensation time (Comp-Time) is a direct result of overtime hours worked and must be preapproved by the campus principal or department supervisor. o Guidelines for overtime work must follow those listed in the GISD Employee Handbook pp. 17 and 19. o Compensation time (Comp-Time) does not carry from year to year and is paid in monetary form on the employee's last paycheck for the school year (only after all vacation days are used). o “Negative” compensation time is non-existent by definition; however, if time shortages should occur available leave is required to be used for shortages that equal 4 hours or 8 hours. o “Negative” compensation balances are cleared in August each year at which point all “settle up” for the preceding school year occurs between district / employees. o Staff members that use Skyward for leave and substitute reasons will use Leave code "Unpaid" for time shortages of 4 hours or 8 hours.
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Gonzales Independent School District Administrative Guidelines
Topic:
Contract Renewal Notification Reference or Contact Director of Human Resources
Human Resources will produce and provide contracts for to be signed by the Board President upon contract renewal at the particular School Board meeting. o FEBRUARY - ADMINISTRATOR CONTRACTS:
Following the February Board Meeting, approved administrator / counselor contracts are distributed for individual personnel signatures:
Deputy Superintendent Assistant Superintendent Director Principal Coordinator Assistant Principal Police Chief Counselor
Individual Administrators / Counselors will return the signed contracts to Human Resources by the specified March deadline to be filed in each employee’s personnel file after the March deadline for returning the signed contract (signifies the certified employee is planning on returning to work in the next school year).
o MARCH - TEACHER / OTHER PROFESSIONAL CONTRACTS: o Following the Board meeting in March, approved professional staff contracts are distributed for individual personnel signature:
Teacher Nurse Licensed Specialist in School Psychology (LSSP) Educational Diagnostician Occupational Therapist Speech Language Pathologist (SLP) Speech Language Pathologist Assistant (SLPA) Police Officer
Campus principals / Directors will distribute in mid-March the approved, signed contracts to teachers for their signatures accepting the contracts for employment in the next school year.
Campus principals will return the signed contracts to Human Resources in April to be filed in each employee’s personnel file after the April deadline for returning the signed contract (signifies that certified employee is planning on returning to work in the next school year).
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Gonzales Independent School District Administrative Guidelines
Topic:
Criminal History Checks Reference or Contact Director of Human Resources The district will complete a criminal history check on an applicant prior to the applicant being presented to the board for employment or before an applicant begins working. After reviewing the criminal history of the applicant, the director of human resources will designate whether or not the applicant is eligible for employment with Gonzales ISD. The district also obtains all criminal history information on individuals who have completed an online volunteer application. Under TEA Code ' 22.053, a district MAY obtain criminal history information on these individuals. The district will also obtain criminal history information on any individual, who may come in contact with the district’s children. Board Policy DC (LEGAL) states: The district may obtain criminal history information that relates to a person the district intends to employ or a person who has indicated, in writing, an intention to serve as a volunteer with the district. The district may obtain criminal history information that relates to: 1. A district volunteer or employee; or 2. An employee or applicant for employment by a person that contracts with the district to provide services if:
The employee or applicant has or will have continuing duties related to contracted services; and
The duties are or will be performed on school property or at another location where students are regularly present. The district may discharge an employee if the district obtains information of the employee’s conviction of a felony or misdemeanor involving moral turpitude that the employee did not disclose to the State Board for Educator Certification or to the district. An employee so discharged shall be considered to have been discharged for misconduct for the purposes of Labor Code ' 207.044 (unemployment compensation). Education Code 22.085
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Gonzales Independent School District Administrative Guidelines
GONZALES ISD CRIMINAL BACKGROUND FLOWCHART CURRENT EMPLOYEE
APPLICANT
Did employee comply with DH (Local) by reporting to the supervisor and superintendent that criminal charges were brought against the employee?
IF CONVICTED Did the applicant disclose the offense on the application?
NO Employee may be subject to disciplinary action for failure to comply with Board Policy.
YES YES Was it a non-renewable Offense? Homicide-Murder- Rape – Sexual Assault – Public Lewdness – injury to a child – Robbery – Indecency with a Child – Endangerment of a Child – Sale or Purchase of Child – Kidnapping – False imprisonment – Prohibited Sexual Conduct
NO Applicant may not be considered for employment / Volunteer Services at this time.
YES
NO
Ineligible for initial or continued employment – Consult with Director of HR, Superintendent, Attorney. Take appropriate action.
Is the offense a felony?
Did the offense take place 7 or more years ago? YES
Employee may continue and applicant may be considered for employment at GISD
YES
NO
NO
Ineligible for initial or continued employment.
Employee may continue employment / applicant considered for employment unless position sought/held is incompatible with offense (e.g., alcohol-related offenses for persons required to drive district vehicles cannot have occurred within 10 years/theft type offenses for persons required to handle district funds. Consult with HR Dir.)
The offense is a misdemeanor.
If Class A Misdemeanor, has 3 years passed?
. If Class B or C Misdemeanor, did it involve Moral Turpitude? Including dishonesty fraud, deceit, misrepresentation, deliberate violence, base, vile, depraved acts intended to arouse / gratify sexual desire of actor; possession, transfer, sell / distribution of controlled substance defined in Ch. 481 of Health & Safety Code; Acts constituting public intoxication, operating a motor vehicle while under influence of alcohol, or disorderly conduct. If any 2/ more acts committed in 12-month period; or Acts under the TX Family Code
YES
YES
NO
Employee may continue employment; applicant can be considered for employment with GISD
NO
Did the B or C Misdemeanor occur 2 or more years ago? Does the report show that one or more criminal charges were withdrawn? If so, a letter must be sent to the employee requesting a written explanation of the circumstances of the arrest and charges. Additionally, the letter must require the employee to provide HR with a certified copy of the court paperwork showing the final disposition of each and every charge. Is the disposition of any reported offense missing (does not show up on report? If so, a letter must be sent to employee requesting that employee explain in writing the circumstances for each charge and employee must also provide a certified copy of court paperwork showing final disposition of the charge.
September 2015
Ineligible for initial employment
YES
NO
Employee may retain employment; applicant considered for employment
Ineligible for initial employment
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Topic:
Departmental Hiring Procedure Reference or Contact Director of Human Resources
Departmental hiring should involve the GISD Personnel Recommendation Form and interview process listed on pages 64-71 of this booklet.
An interview team should consist of no fewer than 3 individuals in supervisory position within the department
References must be checked on past work history (need at least 3 references).
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Gonzales Independent School District Administrative Guidelines
Topic:
Discretionary Days Reference or Contact Director of Human Resources Leave that is taken at an employee’s discretion must be scheduled three (3) days in advance. An employee wishing to take discretionary personal leave must submit a notice of the request in advance of the anticipated absence to his or her principal or supervisor in person. Discretionary personal leave will be granted subject to the following limitations: When considering employee requests for discretionary leave, supervisors will gauge the following key days as important to the district educational program and/or district operations: 1. Days scheduled for end-of-semester or end-of-year exams 2. Days scheduled for STARR/EOC tests 3. Professional or staff development days Principal/Director will approve/deny all requests for discretionary leave. The supervisor shall consider the effect of the employee’s absence on the educational program (regarding whether it will be detrimental), as well as the availability of substitutes before granting leave.
Any exception to the discretionary leave procedures must first be approved/denied by principal/director and final approval/denial shall be made by the Superintendent, or designee.
The employee will automatically be docked his/her daily rate for each discretionary absence taken on a day that has not received final approval from the Superintendent, or designee, and a negative write up will be placed in the employee’s personnel folder. GISD School Board Policy DEC (LOCAL)
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Special Discretionary Leave Request Form Name:_________________________________________________ Campus/ Department:_________________________________ Dates of Leave:_______________________________________ The employee shall submit an electronic request (via Employee Access in True Time) for discretionary use of state personal leave to the immediate supervisor or designee in advance in accordance with administrative regulations.
In deciding whether to approve or deny state personal leave, the supervisor, or designee, shall not seek or consider the reasons for which an employee requests to use leave.
The supervisor, or designee, shall, however, consider the effect of the employee’s absence on the educational program or District operations, as well as the availability of substitutes. GISD School Board Policy DEC (LOCAL)
Employee MUST complete form and send to Campus Principal / Supervisor: Signature of Employee:________________________________________Date:__________________
Approved Denied
Principal/Supervisor:_________________________________________Date:__________________
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Topic:
Employee Dress Code Guidelines: Reference or Contact Director of Human Resources Employee Dress Code Gonzales ISD employees shall be the example of professional appearance by displaying the utmost standards of dress, hygiene and grooming. General Guidelines: District employees shall be expected to dress in a neat and professional manner appropriate for their job assignment. Please refer to the standards listed below for specific expectations. Clothes that resemble lingerie including but not limited to spaghetti straps, halters, see-through fabric, revealing necklines, bare backs/midriff and tank tops are not permitted. Clothing with pictures/slogans endorsing tobacco, alcohol or any illegal substance are unacceptable. No hats or caps worn inside the building. Hair shall be clean and groomed neatly. Facial hair shall be neatly trimmed. No shower shoe type flip-flops/slippers. Dress sandals are permitted. Dresses/skirts shall be knee length. Spandex, leggings, and tights or other tight clothing shall not be worn as pants unless under a knee length dress as hosiery. Shorts are not appropriate with the exception of Dress or Capri pants (knee length or below knee). Warm-ups, exercise clothes shall not be worn unless it meets the job assignment requirement. Special days designated by the principal are appropriate. Blue denim jeans may be worn on spirit days. Other days as designated by the principal are appropriate for colored jeans. Male shirts should have a collar unless wearing a sweater during cold season. Tattoos shall be covered. No jewelry/studs in piercings other than the ear. Exceptions:
Physical Education staff may wear attire approved by the administration to meet the needs of their job assignment during the physical education class.
Safety attire may be worn as meets the needs of the instructors of any shop or lab courses.
Auxiliary employees in maintenance, custodial, transportation, food service and other positions shall comply with the guidelines specified by their supervisors as set in their handbooks for their departments.
Other exceptions related to religious beliefs or medical need as determined by administration.
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Topic:
Early Release Day Procedure Reference or Contact Director of Human Resources / Deputy Superintendent of Finance & Operations / Assistant Superintendent of Academic Excellence & Accountability
Salaried employees on campuses / in departments will be allowed to leave campus / department on early release days, thirty minutes after the students are released unless otherwise notified by the Superintendent, or designee.
Hourly employees on campuses / in departments will be allowed to leave campus / department on early release days, thirty minutes after the students are released unless otherwise notified by the Superintendent, or designee.
September 2015
Hourly employees will be allowed to work additional hours during the preceding week to earn comp time to use to complete their full number of hours for the work week (i.e., 20 hours for some / 38 hours for some / 40 hours for some, etc.) during the week of the early release.
Thus, Compensated Time may also be used for purpose of completing the full (i.e., 20 hours for some / 38 hours for some / 40 hours for some, etc.) work week.
If employee does not work the full number of required weekly hours for his / her particular position on his/her employee calendar, the employee must use “TIME OFF”, or pay will be docked at his / her daily rate.
NO “FREE” EARLY RELEASE DAY.
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Topic:
Employee Direct Deposit Reference or Contact Payroll & Benefits Supervisor All employees of Gonzales Independent School District are highly encouraged to set up their pay through Direct Deposit. Those not having an account set at a banking institution will be paid via check issued by Gonzales ISD. Forms are available from Payroll.
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Topic:
Employee ID Badges Reference or Contact HR Receptionist
Employee Photo ID badges must be worn at all times while on the job at GISD
Badges are produced at the GISD HR Department – Reception Desk –OR- on the campus where the employee is assigned if the employee is not new to the district (inquire in the campus office)
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Topic:
Employee Leaves and Absences Reference or Contact
Director of Human Resources
Type of Leave
Eligibility
STATE PERSONAL LEAVE: a state minimum of five days per year for all school district employees for illness, family emergency, or death in the employee’s family LOCAL SICK LEAVE: Five (5) days of sick leave granted to Gonzales Independent School employees by the Board continues in effect as in previous year. Local leave accumulates for employee local use but is not transferable from district to district. EXTENDED SICK LEAVE (DISTRICT EMERGENCY LEAVE): After all accrued state / local leave days are exhausted, an employee shall be granted in a school year a maximum of 30 leave days of extended sick leave to be used for the employee’s own personal illness or injury, including pregnancy-related illness or injury, or when the employee becomes the adoptive parent of a preschool-aged child. A completed GISD Emergency Leave Request Form must be accompanied by medical certification of the illness or injury or by documentation of the adoption. The average rate of pay of a substitute for the employee’s position shall be deducted for each day of extended sick leave taken, whether or not a substitute is employed
All regularly employed personnel
DEC (legal)
All regularly employed personnel
DEC (local)
All regularly employed personnel
DEC (local)
ASSAULT LEAVE: up to two years paid leave to recuperate from physical injuries sustained during the performance of regular duties. WORKER’S COMPENSATION: unpaid indefinite leave of absence while the worker is receiving compensation benefits.
All regularly employed personnel
DEC (local)
Education Code 22.0073(b)
All personnel
CRE (legal)
Labor Code 451.001-451.003
FAMILY AND MEDICAL LEAVE: twelve weeks of unpaid leave for: birth of child; adoption or placement of a child; serious health condition of child, spouse, or parent; personal illness
All employees with at least one year of service and 1,250 hours of service
DEC (legal and local)
Federal Family and Medical Leave Act
September 2015
Policy
Statute Education Code 22.003(a)
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Full-time certified employees
BEREAVEMENT (FUNERAL) LEAVE: use of non-discretionary days absences. Use of discretionary leave may be used for death outside of immediate family not to exceed three (3) consecutive days (does not impact accrued state/personal leave)
All personnel
DEC (local)
JURY DUTY: leave with pay and without loss of accumulated leave will be granted for documented jury duty.
All personnel
DEC (local)
Education Code 21.409 DEC (local)
SPECIAL LEAVE FOR SABBATICAL, PROFESSIONAL DEVELOPMENT: refer to Board policy and Human Resources Department for special conditions.
DEC (local)
SPECIAL LEAVE FOR SABBATICAL, PROFESSIONAL DEVELOPMENT: refer to Board policy and Human Resources Department for special conditions.
DEC (local)
Education Code
PROFESSIONAL DEVELOPMENT: Professional Meetings and Visitations
Professional personnel
DMD (local)
MILITARY LEAVE: (Short Term): up to 15 days in a federal fiscal year.
All employees who are members of the United States military forces or reserves
DEC (legal)
Government Code 431.005
All regularly employed personnel
DEC (legal)
Government Code 613.001 and following
All employees
DEC (local)
MILITARY LEAVE: (Long Term): if honorably discharged or released within 5 years may be restored or reassigned. MAXIMUM LEAVE OF ABSENCE: District employment shall be terminated when an employee has requested and exhausted all available leave to which he/she is entitled and is subsequently absent from work 20 workdays beyond such entitlement.
*Note: This is not, nor is it intended to be, a full description of board policy. For complete text and clarification, consult the Board Policy Manual or contact the Human Resources Office for assistance.
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Topic:
Employee Return to Work Notice Procedures Reference or Contact
Director of Human Resources / Payroll & Employee Benefits Supervisor
Any employee out on Family Medical Leave, Workers' Compensation, Temporary Disability Leave and/or absent for more than five consecutive workdays must provide a medical release from their health care provider before returning to work. The release must be provided to the principal, director, or supervisor who in turn will immediately provide it to the Human Resources Office. No employee may return to work without the physician’s medical release. The medical release must include the date the employee is allowed to return to work and if applicable, any restrictions to the employee’s duty. The Director of Human Resources will review the medical release and restrictions (if any), and make a determination if the employee may return to work. An employee out on Worker’s Compensation must report to the Human Resources Office and the Payroll & Benefits Office with a medical release before returning to work. The Director of Human Resources will notify the principal, director, or supervisor granting the employee permission to return to work. The principal/director/supervisor is not to permit an employee to return to work without notice from the Director Human Resources.
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Topic:
Employment Contracts Reference or Contact
Director of Human Resources
Provisions for the initial employment and contract renewal of teachers are: CURRENT TEACHERS Any current teacher employed under a probationary contract and successfully completes the series of probationary contracts for three (3) years will be eligible for a term contract starting the fourth year. Moreover, a principal can recommend that a teacher be held on a probationary contract (for appropriate reasons) for a fourth year, but after the fourth year, the employee must be offered a term contract or non-renewed. A teacher/coach who successfully completes the series of dual assignment probationary contracts is eligible for a one-year dual assignment term contract under the same conditions. A current teacher/coach employed under a one-year dual assignment contract shall remain on a one-year dual assignment term contract. NEW TEACHERS Teachers employed by the district for the first time shall be employed under a probationary contract for a term not to exceed one school year. A probationary contract may be renewed for two additional one-year periods, for a required probationary contract period of three school years. Moreover, a principal can recommend that a teacher be held on a probationary contract (for appropriate reasons) for a fourth year, but after the fourth year, the employee must be offered a term contract or nonrenewed. Probationary period may not exceed one year for a teacher who has been employed as a teacher in public education for at least five of the eight years preceding employment by the district. Though subject to change as per any forthcoming new policies enacted by the Teacher Retirement System of Texas or the Gonzales Independent School District in keeping with TRS policies (any new TRS policies will supercede GISD policies), the current policies/laws/procedures apply: TRS RETIRED TEACHER (Before September 2005) A district teacher, who is a TRS retiree is eligible for consideration for a position identified by the board provided he/she is SBEC certified and meets NCLB requirements for that position. Hiring preference is given to certified, qualified non-retirees for teaching positions. Eligible TRS retired teacher will work under a regular GISD Teacher Contract. TRS RETIRED TEACHERS AND OTHER STAFF POSITIONS AFTER SEPTEMBER 2005 Compensation for an eligible TRS retired teacher who retired after 2005 is per the current GISD Teacher Salary Schedule minus the percentage charge of the TRS surcharge together with the required TRS charge for insurance. The retiree is entitled to receive no less than the state minimum salary schedule based on creditable years of experience upon retirement. An eligible TRS retired September 2015
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teacher will receive benefits as permissible under state law, TRS guidelines, and board policy. In addition, an eligible TRS retired teacher will receive supplements as applicable. After one year of service as an eligible TRS retired teacher, the district will reiterate the preference for hiring certified, qualified non-retirees and continue its active recruitment efforts. Gonzales ISD pays new retirees the current salary as stated in the Staff Compensation Guide for the position employed based on the retirees years of experience at the time of retirement. Any costs to the District for TRS Pension Surcharge (14.0% - current percentage, but is subject to change as per TRS) and TRS-Care Surcharge (varies) will be deducted from the annual salary. The difference will then be divided over the length of the contract usually 12 months. An excerpt of current information from TRS on employment after retirement is noted below: Important changes to TRS Employment After Retirement are effective immediately. Senate Bill 1669, passed by the Texas Legislature and signed by the Governor, changes the Employment After Retirement limits for TRS Service Retirees. o For members who retired after January 1, 2011, Full-Time employment now requires a 12 consecutive month break in service after retirement, or the retiree forfeits the monthly annuity for each month in which that work occurs. o For those who retired before January 1, 2011, a service retiree may work in any capacity without loss of annuity after one month break in service. TRS Service Retirees who retired before 1/1/2011 no longer have limitations on working in public education after retirement. This means that these retirees will not be subject to forfeiture of their monthly TRS annuity payments. Please be aware that the surcharges still apply to the employment of any retiree who retired after 9/1/2005. Retirees who retired after 1/1/2011 may work under the following conditions without loss of their TRS monthly annuity: As a substitute (taking the place of a current staff member) Half-time or less Substitute and half-time in the same calendar month for no more than half the number of work days in the calendar month Full-time after a 12 consecutive month break in service Retirees who retired after 1/1/2011 will lose their monthly annuity if they: Work greater than half-time without a 12 consecutive month break in service Work more than half the number of work days in the calendar month when combining substitute and half time employment in the same calendar month Work full-time (greater than half-time) without a 12 consecutive month break in service All full-time exceptions are GONE. The Six Month, Acute Shortage Area, Principal/Assistant Principal, Bus Driver, and Nursing Faculty Exceptions no longer exist per Senate Bill 1669. Detailed information about employment after retirement is available in the TRS publication Employment After Retirement. Staff members may contact TRS for additional information by calling 800-223-8778 or 512-542-6400. Information is also available on the TRS website www.trs.state.tx.us. Individuals receiving retirement benefits from the Texas Retirement System (TRS) may be employed in part-time positions without affecting their benefits (see Senate Bill 1669 information above). The amount of time a retiree may be employed without losing benefits is governed by TRS rules and laws. Service retirees who retire before May 31 may begin working in a Texas public school one full calendar month after the retirement date under strict conditions. Retiring staff members should consult with TRS officials about conditions and restrictions on employment after retirement. September 2015
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Retirees may work in the following capacities: As a substitute at no more than the daily substitute pay rate. Individuals receiving disability retirements benefits may not work for more than 90 days in a school year.
On a half-time basis or less during any month, provided they are not also employed as a substitute in that month. Half-time employment cannot exceed the lesser of 50 percent of the position's full-time load or 92 hours in a month. For bus drivers, half-day employment is limited to the lesser of one-half the number of workdays or 12 days per calendar month. Work by a bus driver for any part of the day counts as a full day.
On a full-time basis during a six-month period during a school year, provided that this is their only employment in a Texas public school. Individuals who retire in August may begin employment in September of the year following their retirement.
As a principal or assistant principal on a full-time basis, if certified as a principal and following a 12- month break in service. Retirees who retired under early age or disability provisions are excluded.
As a full-time bus driver (early age and disability retirees excluded).
Under this last provision, retirees must submit annual written notice to TRS by the last day of the first month of full employment to avoid disruption of benefits. Working any part of the month counts as a full month. POSSIBILITY OF SURCHARGES FOR RETIRE-REHIRES: TRS RETIRED TEACHER BEFORE SEPTEMBER 2005: A district teacher, who is a TRS retiree, is eligible for consideration for a position identified by the board provided he/she is SBEC certified and meets NCLB requirements for that position. Hiring preference is given to certified, qualified non-retirees for teaching positions. Compensation for an eligible TRS retired teacher is per the state minimum salary schedule based on creditable years of experience upon retirement. An eligible TRS retired teacher will receive benefits as permissible under state law, TRS guidelines, and board policy. In addition, an eligible TRS retired teacher will receive supplements as applicable. TRS RETIRED TEACHERS AND OTHER STAFF POSITIONS AFTER SEPTEMBER 2005: Gonzales ISD pays new retirees the current salary as stated in the Staff Compensation Guide for the position employed based on the retirees years of experience at the time of retirement. Any costs to the District for TRS Pension Surcharge (14.0%) and TRS-Care Surcharge (varies) will be deducted from the annual salary. The difference will then be divided over the length of the contract usually 12 months. For example: A retiree (retired 2009 with 28 yrs of TRS credited experience) is hired as a fulltime teacher. The base pay for 2015-16 for a teacher (with a master’s degree) at Step 28 is $59,060. The District is required to pay the 14.0% TRS Pension Surcharge plus an $876.75 (this amount varies per individual) per monthly TRS Care Surcharge. $59,060 – $8,268.40 (14.0%) = $50,791.60 - $10,521 ($876.75 X 12 mo) = $40,270.60; however, compensation for an eligible TRS retired teacher is per the state minimum salary schedule based on creditable years of experience upon retirement. TEA requires that a retire-rehire cannot be paid less than the state adopted minimum salary schedule for teachers, which would be at $45,510.00/12 = $3,792.50 monthly gross.
Therefore, the DISTRICT would have to pay (over and above) the difference between the state minimum and the final surcharge amount ($5,239.40) so that the employee would be paid no less than the state minimum of $45,510.00 .
Staff members can contact TRS for additional information by calling 800-223-8778 or 512-542-6400. TRS information is also available on the Web (www.trs.state.tx.us).
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OUT-OF-DISTRICT A principal, director, assistant superintendent, deputy superintendent employed from outside the district is given a one-year probationary contract for the first year of employment. Beginning with the second year and thereafter, the respective employee receives a term contract renewed annually. IN-DISTRICT A current employee approved as a principal, executive director or assistant superintendent will receive a one-year probationary contract. Beginning with the second year and thereafter, the respective employee receives a term contract renewed annually. TRS RETIREE A TRS retiree may be considered provided he/she meets job requirements. As a principal, director, assistant superintendent, or deputy superintendent, an eligible TRS retiree will serve with a contract unless mandated by state law and not work for more than 226 days. If a contract is required, an eligible TRS retiree will work under a probationary contract not to exceed the current school year. An eligible TRS retiree whose position does not require a contract series is an at-will employee. An at-will employee may be dismissed without notice. An eligible TRS retiree recommended for a principal/executive director position is compensated accordingly based on appropriate pay grade and step minus District expenses involved and resulting in the retiree being hired.
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Topic:
Employment Guidelines Reference or Contact Director of Human Resources / Campus Principals Campus Interview Process
Interview team should always be used
Team should be composed of grade level and subject level teachers plus assistant principal(s)
Additional members may include other administrators, support staff (counselor), parents and/or paraprofessionals
Use Teacher Interview Guide and 17 Sample Teacher Interview Questions (below and following pp. 39-42 for reference)
References must be checked before recommendation is made
Contact selected candidate to let him/her know you are recommending to HR
Contact ALL interviewed and notify them of decision if not hired as soon as possible
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Teacher Interview Guide Every district has its own approach to conducting interviews and hiring new teachers. With a great deal dependent upon whom they choose to hire, administrators want to get to know each candidate as much as they can within the limited interview time frame. The administrator/interviewer controls the overall atmosphere of the interview and can make the process less stressful on the interviewee. Remember that you represent the campus. A good interview can leave a candidate with positive feelings even if no job offer results, while a poor interview may result in a negative reputation for the campus. The following tips can be used to make the interviewee more comfortable and can increase efficiency during the interview process. Scripted vs. Unscripted Many administrators choose to have a preselected set of interview questions.
Some adhere strictly within this list of questions o Others have it only as a baseline to guide the interview, but allow the interview to go off script. Others choose not to have a script and simply allow the interview take its own unique shape as the interviewer and candidate get to know each other. No matter which method, it is important to be comfortable with your approach. o Lead and set the tone for the interview. o If not comfortable, this could make the interviewee uncomfortable as well.
Make the Interview Candidate Feel Welcome A good interviewer will make each candidate feel welcome and comfortable. The whole interview process can be stressful. It is hard to become acquainted with someone in a limited amount of time especially if he/she is nervous, stressed out, or guarded. Here are several suggestions to help put the interview candidate at ease:
Offer the individual something to drink such as coffee, soda, or water. Take him/her on a tour of the school. While on the tour, make small talk allowing you to get to know the candidate and the candidate to get to know you in a more informal environment. When you conduct the formal interview, don’t hide behind your desk. Position yourself where there are no barriers between the candidate and yourself. This has been proven to make the interviewee feel more comfortable. Finally, encourage the candidate to ask questions throughout the interview. This will allow the person some control thus making him/her even more comfortable.
Don’t Forget the Bottom Line The bottom line is that you are trying to get to know each candidate well enough to decide whether or not he/she will be a good fit for a position that is open in your district.
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Take into account every factor including student discipline, their overall approach to the classroom, how they would fit in with current faculty, professionalism, etc. Take notes during the interview especially on things that stand out. Try to get to know the individual as well as possible with the understanding that you are looking for the single candidate to best fit your district’s needs and goals.
Discuss the District’s Expectations Every district and school has a unique vision and mission that is designed to meet the individual needs of each.
Each candidate should understand what your district’s expectations are and what will be expected from him/her should he/she be hired. Setting this tone will only help the candidate make an informed decision should he/she be offered the position. It also helps to get a feel for the comfort level that each candidate has with your district’s goals and expectations.
Sell the District By the end of the interview you should have a good idea regarding whether this may be a person your district is truly interested in hiring.
Remember the candidate can accept or reject any formal job offer that is made. o The candidate has to make a decision as to whether or not your district is the right fit for them as well. o This is why it is important to sell your district to these candidates. Discuss benefits of working in the district, answer any questions the candidate might have, and let the candidate know why you enjoy working in the district.
After the Interview It is important to let each candidate know how your district’s interview process will go from here.
Give him/her your contact information in case he/she has further questions when he/she gets home. Always thank him/her for his/her time and walk him/her to his/her vehicle to see him/her off. Immediately review notes and add any thoughts and information that you did not get written down during the interview. Take the time to call references on each candidate and add to your notes. Decide who your top 2-3 candidates are. Pass this information along according to your district’s policy. Once your district hires someone and he/she accepts the position, it is always important to be professional enough to call each person that was interviewed and let them know that the position has been filled. Giving bad news can be difficult, but it is professional courtesy.
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17 Teacher Interview Question Samples:
Administrators and school districts vary with how the interview process goes. Being prepared is a key to a successful interview. The following question set is a sample of teacher interview questions from which you may choose (if you desire) to add to your question inventory. 1. What do you know about our school? 2. Discuss how you would keep your students meaningfully and educationally engaged from bell to bell from: the beginning of class (when students walk in the door), during the teaching of the lesson, during the practice of new learning, near the end of the class period (when students may become restless in anticipation of the bell) at class release (in an organized format)? 3. How are you with technology? Do you use technology in the delivery of learning? Do your students use technology in the practice of their learning? Smart board? 4. What are your greatest strengths as a teacher? Weaknesses? 5. Is organization a valuable skill for a teacher to possess? Why? 6. Describe your teaching style? 7. How should students’ educational achievement and progress be monitored? 8. How long would it take you to make a meaningful contribution to our school? 9. An observer enters your classroom. What would you like him/her to see? 10. How have you utilized different teaching strategies to best provide for the learning needs of all students? 11. How do you establish yourself as the person in charge or to establish control over the classroom setting? 12. One goal in our district is to increase parental participants. What can you do to support this goal? 13. What is professionalism and how does it apply to you? 14. In what areas do you need to improve? How will you go about this? 15. Scenario: An angry parent visits you due to a fight between his/her child and another child on the playground. How would you handle this angry parent? 16. Scenario: A student becomes disruptive and you immediately discipline the student by giving him a verbal warning. A few minutes later the student begins yelling and swearing for no apparent reason. How do you handle this situation? 17. Scenario: Your class is a melting pot of different ability levels ranging from highly gifted to severe special needs. How do you ensure that each student’s unique needs are met?
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Topic:
Professional Employment Process Chart Reference or Contact
DIRECTOR OF HUMAN RESOURCES
Budget Codes are assigned.
*At this time, Affordable Care Act (ACA) info presented / eligible new employee afforded opportunity to enroll. September 2015
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Topic:
Personnel Recommendation Form (Process for hiring of new staff to replace a vacant position ) Reference or Contact Director of Human Resources
A written e-mail for an open position/resignation along with letter of resignation from an existing must be sent to the Director of Human Resources in HR to open a vacant position.
Upon authorization / approval of superintendent, HR will post the position on TalentEd Recruit & Hire®.
Postings during a school year may be filled as soon as possible.
Postings for coming year or during summer must be posted for 10 days before job can be offered.
A Personnel Recommendation Form recommending the applicant selected to hire must be sent to the Director of Human Resources in HR.
The candidate will meet with the Director of Human Resources in HR as soon as possible.
HR will refer the Personnel Recommendation Form to the Superintendent (for auxiliary, paraprofessional, professional to assistant principal) possible approval or for the Superintendent to present to the GISD Board (for administrative, principal and all other administrative positions) for possible approval of a contract.
After approval for hire, the new employee will meet with: o Human Resources to complete employment paperwork and requirements; o the Payroll & Benefits Supervisor or Payroll Clerk to complete the process and consider insurance options. o Technology to set up email account and be issued technology equipment (if professional employee).
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Professional / Paraprofessional / Auxiliary Staff Transfer Process Chart Reference or Contact: GISD Director of Human Resources
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Topic:
Transfer Requests by Current Employees: Clerical/Technical Reference or Contact
Director of Human Resources
Current Employee can apply at www.gonzalesisd.net under Human Resources-Open Positions-Applying for a Position.
Open the Gonzales ISD TalendEd Recruit & Hire © job application site, set up an individual account, and make an internal application that is a short version of the application made by outside candidates.
When a job posts for which the employee is interested in applying, he/she should complete a cover letter, resume, and attach them to his/her application.
The current campus principal should be notified of the application.
Transfers made through this process, must have approval from both campus principals before the candidate can apply for an opening on another campus or department
If positions open during the in-session, school year, the applicant must receive permission to interview for the campus or department opening from their current principal or supervisor
It is within professional protocol for an interested employee to contact the campus principal or department supervisor to notify of his/her interest in an open position with an e-mail and/or call.
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Topic:
Transfer Requests by Current Employees: Teachers Reference or Contact Director of Human Resources
Apply at www.gonzalesisd.net under Human Resources-Employment-Applying for a Position.
Open the TalendEd Recruit & Hire © job application site, set up an individual account, and make an internal application that is a short version of the application made by outside candidates.
The employee may also want to put an e-mail address at this tab to get alerts.
When a job posts for which the employee is interested in applying, he/she should complete a cover letter, resume, and attach them to his/her application.
The current campus principal should be notified of the application.
Transfers made through this process must have approval from both campus principals before the candidate can apply for an opening on another campus or department.
It is within professional protocol for an interested employee to contact the campus principal or department supervisor to notify of his/her interest in an open position with an e-mail and/or call.
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PROFESSIONAL INTERVIEW CHECK SHEET CONFIDENTIAL Name:
Position Desired:
Teaching Field (s) (1)
(2)
(3)
Please rate each item that best apply to your evaluation of the applicant and his/her potential for success. (1) Unsatisfactory (2) Below Expectations (3) Satisfactory (4) Exceeds Expectations (5) Clearly Outstanding
Indicator Personality/Attitude
1
Rating 2 3 4
5
Comments
Ability To Communicate Habits/Conduct Personal Appearance Child Centeredness Cooperation/Loyalty Professional Interest Classroom Management Mastery Of Subject/Instructional Methodology Adjustment For Individual Needs Special Experiences / Remarks:
Interviewed By: Name:
September 2015
Position Title:
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CLERICAL/TECHNICAL INTERVIEW CHECK SHEET CONFIDENTIAL Name:
Position Desired:
Please rate each item that best applies to your evaluation of the applicant and his/her potential for success. (1) Unsatisfactory (2) Below Expectations (3) Satisfactory (4) Exceeds Expectations (5) Clearly Outstanding
Indicator
1
2
Rating 3 4
5
Comments
Training/Education Work Experience Communication Skills Ability to Learn Goal Setting Planning, Organization and Initiative Problem-solving/Decision Making Adaptability Motivation Attitude Special Experiences / Remarks:
Interviewed By: Name:
September 2015
Position Title:
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GONZALES ISD TELEPHONE REFERENCE CHECK SHEET CONFIDENTIAL For: Name:
Position:
Reference From: Name:
Position:
Date/Time:
Telephone No.:
Job responsibilities, dates of service, reason(s) for leaving: How would you rate quality of work?
How did candidate compare with others who perform the same work?
Primary strengths:
Areas of improvement if we employ:
What was candidate's biggest achievement while working for you?
What does candidate need to do for continued professional growth and development?
If I were going to be candidate's supervisor, what advice could you give me to help me manage this candidate most effectively?
If you were going to hire this candidate today, what job would you put candidate in that would most effectively use candidate’s skills and experience?
How would you characterize candidate's relationship with her peers? Subordinates?
Would you re-hire candidate into the same job? Or whatever applied for? (if not, why not?)
Is candidate currently under contract? If no, ask date of resignation and reason(s) for resigning.
September 2015
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Gonzales Independent School District Administrative Guidelines
Topic:
Exit Process for Professional Employees Reference or Contact Director of Human Resources
When an employee resigns his/her position with GISD, an exit interview must be conducted.
Terminated employees should have an on-site exit process completed by the campus principal or supervisor and documented in writing.
Exit interviews should include: o At Campus or Department: Submission of Written Resignation Letter Completion of an Exit Survey required by campus or department Return of all keys issued District property returned including manuals, cell phones, laptop, other equipment, uniforms, etc. o At Human Resources Office: Submission of Written Resignation Letter Interview with Director of Human Resources to complete: • “GISD Resignation / Retirement Form” • “GISD Employee Exit Interview Form” A new mailing address should be obtained at this point o At Superintendent Office: Approval / Denial of Resignation is obtained Superintendent Resignation Approval Letter is generated / signed by superintendent All paperwork returned to Human Resources Office o At Human Resources Office: Human Resources communicates the resignation / termination to Payroll via: • Sending a copy of the Superintendent Resignation Approval Letter • Sending a copy of the Employee Management Contract End Document
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ISD
GONZALES INDEPENDENT SCHOOL DISTRICT Human Resources Department
Employee Resignation / Retirement Form (Please print, complete, sign, and submit to your immediate supervisor.) Please follow the instructions in the “Employee Section” below to notify Gonzales ISD of your resignation and/or retirement. This completed document must accompany your required letter of resignation from Gonzales ISD. Upon acceptance of this resignation and/or retirement by the GISD Superintendent, you will be contacted with any additional instructions. (Please print, complete, sign, and submit to your immediate supervisor.)
EMPLOYEE SECTION: Please print, complete, sign, and submit to immediate supervisor. Last Name:
First Name:
Middle Initial:
Campus/Dept:
Position:
Phone:
Check the appropriate box:
[] [] []
Last Date to Work:
I will complete my contract / assignment for the current school year. I have completed my contract / assignment for the current school year. I will not be able to complete my contract / assignment for the current school year.
Reason for Resignation (check the most appropriate option):
[]
Retirement through TRS (Texas Teacher Retirement System)
[]
Lateral move to another school district
[]
Promotion to another school district
[]
Family / personal obligation
[]
Relocation / job transfer
[]
Pursuit of career outside of education
[]
Other: (please note reason)______________________________________________________________________________________
Signature:
Printed Name:
Date:
FOR HUMAN RESOURCES ONLY Date Received in Human Resources Department:
Human Resources Representative:
Accepted by Superintendent:
Date:
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Gonzales Independent School District Administrative Guidelines
Gonzales Independent School District EXIT INTERVIEW FORM Date: _________________
Central Office Received: ____________
Name: _________________________________ Campus: __________________ Job Title: ______________________________ Dates Worked: ______ to ______ Phone Number: ____________________________________________________ Forwarding Address: ________________________________________________ _______________________________________________ Check Type of Termination: ( ) Discharge ( ) Nonrenewal ( ) Resignation ( ) With Notice ( ) Without Notice
( ( ( (
) Retirement ) RIF ) Extended Disability ) Other: ________________ ________________________
Check all applicable reasons for leaving. To completed by all voluntary resignations only: ( ( ( (
) ) ) )
Moving from district ( ) Health reasons Returning to school ( ) Family circumstances Dissatisfied with type of work ( ) Secured better position Other: ____________________________________________________
Comments: ________________________________________________________ __________________________________________________________________ Checkout Procedures: Where applicable, review and discuss the following items: ( ( ( ( (
) ) ) ) )
Medical care ( ) District Property Group life insurance ( ) Keys unemployment insurance ( ) Books Disability insurance ( ) Equipment Other: ____________________________________________________
Interviewed By _______________________________________ Date _________ Employee ____________________________________________ Date _________ Administrator: Send this completed form to Human Resources within two days of employee exit. If employee not available for interview, please note on the form
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Gonzales Independent School District Administrative Guidelines
EMPLOYMENT PRACTICES Questionnaire: How would you rate your experience in Gonzales ISD in regard to the following? Check the appropriate box. Excellent [ ]
Good [ ]
Fair [ ]
Poor [ ]
Cooperation within department
[ ]
[ ]
[ ]
[ ]
Cooperation with other departments
[ ]
[ ]
[ ]
[ ]
Adequacy of job orientation and training
[ ]
[ ]
[ ]
[ ]
Workload
[ ]
[ ]
[ ]
[ ]
Physical working conditions
[ ]
[ ]
[ ]
[ ]
Availability of materials/equipment
[ ]
[ ]
[ ]
[ ]
Evaluation procedures
[ ]
[ ]
[ ]
[ ]
Recognition on the job
[ ]
[ ]
[ ]
[ ]
Employee benefits
[ ]
[ ]
[ ]
[ ]
Communication within the district
[ ]
[ ]
[ ]
[ ]
Central administration support
[ ]
[ ]
[ ]
[ ]
Community support for district
[ ]
[ ]
[ ]
[ ]
Overall experience with Gonzales ISD
[ ]
[ ]
[ ]
[ ]
Working relationship with your supervisor
Comments:______________________________________________________________________ __________________________________________________________________ What factors made your employment a positive experience with Gonzales ISD? _______________________________________________________________________________ _______________________________________________________________________________ _____________________________________________________________ Do you have any comments of suggestions to improve Gonzales ISD? ________________ _______________________________________________________________________________ ___________________________________________________________________ Would you recommend Gonzales ISD to others as a good place to work?
[ ] YES [ ] NO
Interviewed by______________________________Position_________________________ Signature of Exiting Employee:___________________________________Date:_________ Administrator: Send this completed form to Human Resources within two days of employee exit. If employee not available for interview, please note on the form
September 2015
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Gonzales Independent School District Administrative Guidelines
Topic:
Grievance Policy for Staff Reference or Contact Director of Human Resources
Every attempt should be made to resolve all grievance issues in a personal and verbal manner.
When grievances go beyond verbal resolution, policy both listed in the on-line GISD School Board Policy Manual, the Gonzales ISD Employee Handbook, and the GISD Human Resources Policies and Procedures Manual should be followed carefully.
Items to watch carefully include: o Date grievance is submitted o Date of response o Personal meeting process o Resolution responses o Steps from one level to the next o Contact with school attorney
Concerns and questions should be sent to the Director of Human Resources.
The procedures to follow regarding employee grievances are on the table on the following pages with appropriate forms.
Please note that administrators should refer to local policies DGBA for details.
September 2015
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Gonzales Independent School District Administrative Guidelines
PERSONNEL-MANAGEMENT RELATIONS EMPLOYEE COMPLAINTS/GRIEVANCES
DGBA (EXHIBIT)
EXHIBIT A EMPLOYEE COMPAINT FORM – LEVEL ONE To file a formal complaint, please fill out this form completely and submit it by hand delivery, fax, or U.S. mail to the appropriate administrator within the time established in DGBA (LOCAL). All complaints will be heard in accordance with DGBA (LEGAL) and (LOCAL) or any exceptions outlined therein. 1. Name 2. Address
Telephone Number ( 3. Position
_) Campus/Department
4. If you will be represented in voicing your complaint, please identify the person representing you. Name Address
5. Please describe the decision or circumstances causing your complaint (give specific factual details).
6. What was the date of the decision or circumstances causing your complaint?
7. Please explain how you have been harmed by this decision or circumstance.
DATE ISSUED: 6/2015 September 2015
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PERSONNEL-MANAGEMENT RELATIONS EMPLOYEE COMPLAINTS/GRIEVANCES
DGBA (EXHIBIT)
8. Please describe any efforts you have made to resolve your complaint informally and the responses to your efforts.
With whom did you communicate?
On what date? 9. Please describe the outcome or remedy you seek for this complaint.
Employee Signature Signature of Employee’s Representative Date of Filing
Complainant, please note: A complaint form that is incomplete in any material way may be dismissed, but may be refilled with all the required information if the refilling is within the designated time for filing a complaint. Attach to this form any documents you believe will support the complaint; if unavailable when you submit this form, they may be presented no later than the Level One conference. Please keep a copy of the completed form and any supporting documentation for your records.
DATE ISSUED: 6/2015
2 of 2
PERSONNEL-MANAGEMENT RELATIONS EMPLOYEE COMPLAINTS/GRIEVANCES
DGBA (EXHIBIT)
September 2015
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Gonzales Independent School District Administrative Guidelines
EXHIBIT C LEVEL TWO APPEAL NOTICE To appeal a Level One decision or the lack of a timely response after a Level One conference, please fill out this form completely and submit it by hand delivery, fax, or U.S. mail to the Superintendent or designee within the time established in DGBA (LOCAL). Appeals will be heard in accordance with DGBA (LEGAL) and (LOCAL) or any exceptions outlined therein. 1. Name 2. Address
Telephone Number (
)
3. Position
Campus/Department
4. If you will be represented in voicing your appeal, please identify the person representing you. Name Address
Telephone Number (
)
5. To whom did you present your complaint at Level One? Date of conference Date you received a response to the Level One conference 6. Please explain specifically how you disagree with the outcome of Level One.
7. Attach a copy of your original complaint and any documentation submitted at Level One. 8. Attach a copy of the Level One response being appealed, if applicable. Employee signature Signature of employee’s representative PERSONNEL-MANAGEMENT RELATIONS EMPLOYEE COMPLAINTS/GRIEVANCES
September 2015
Date of filing
DGBA (EXHIBIT)
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Gonzales Independent School District Administrative Guidelines
EXHIBIT E LEVEL THREE APPEAL NOTICE To appeal a Level Two decision or the lack of a timely response after a Level Two conference, please fill out this form completely and submit it by hand delivery, fax, or U.S. mail to the Superintendent or designee within the time established in DGBA (LOCAL). Appeals will be heard in accordance with DGBA (LEGAL) and (LOCAL) or any exceptions outlined therein. 1. Name 2. Address
Telephone Number (
)
3. Position
Campus/Department
4. If you will be represented in voicing your complaint, please identify the person representing you. Name Address
Telephone Number (
)
5. To whom did you present your appeal at Level Two? Date of conference Date you received a response to the Level Two conference 6. Please explain specifically how you disagree with the outcome at Level Two.
7. Do you want the Board to hear this appeal in open session? 8. Attach a copy of your original complaint and any documentation submitted at Level One and a copy of your Level Two appeal notice. 9. Attach a copy of the Level Two response being appealed, if applicable. Employee signature
Date of filing
Signature of employee’s representative
September 2015
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Gonzales Independent School District Administrative Guidelines
Topic:
Highly Qualified Teacher Report (Mandatory)
Section 1119 of the No Child Left Behind Act (NCLB) focuses on improving teacher quality at the local level. To achieve this goal, the act requires all teachers teaching core subject academic areas to meet specific competency and educational requirements. Teachers who meet these requirements are considered “Highly Qualified.” The dates listed below provide the deadlines for the highly qualified teacher requirements and the agency’s plans for continued implementation and improvement toward this NCLB requirement:
Campus Reporting of Highly Qualified Teacher Compliance Report (snapshot) as of September 16, 2015 (20152016 Highly Qualified Teacher Data) PR1100 Highly Qualified Survey in eGrants - Due Date November 18, 2015 o GISD Principal Draft of campus Highly Qualified Teacher Compliance Report
due to GISD Human Resources Office by:
Monday, November 9, 2015.
LEA Public Reporting of Progress in Meeting Highly Qualified Teacher Requirements (2015-2016 Highly Qualified Teacher Data) - Due Date December 16, 2015
Principal’s Attestation of Highly Qualified Teacher Requirements (documentation kept at local district) (2015-2016 Highly Qualified Teacher Data) - Due Date December 16, 2015 o GISD Principal Attestation of Highly Qualified Teacher Requirements due to
GISD Human Resources Office by:
Tuesday, December 15, 2015.
TEA is in the process of reviewing the Focused Data Analysis. Until that review is complete, districts are not required to complete the Focused Data Analysis. Upon completion of the review, TEA will notify those districts that need to complete the Focused Data Analysis or an amended version of the analysis and will indicate a new deadline for completion.
General Information Teachers are required to be highly qualified if they are the Teacher of Record providing direct instruction to students in any core academic subject area, including English, reading or language arts, mathematics, science, foreign languages (languages other than English), civics and government, economics, arts, history, and geography. Highly qualified teachers must:
Hold at least a bachelor’s degree;
Be fully certified to teach in Texas; and Demonstrate competency in their core academic subject area. The following links provide information on implementing NCLB requirements, improving academic achievement for disadvantaged students: Guidance for Implementation of NCLB Highly Qualified Teacher Requirements (PDF, 823KB), updated Sept. 5, 2014. This document includes additional information about which teachers must meet the highly qualified requirements and how the state is implementing the program. Title I – Improving the Academic Achievement of the Disadvantaged This is the full text in HTML format of Title I, Part A of the No Child Left Behind Act. Section 1119 which addresses Highly Qualified Teacher (HQT) requirements.
September 2015
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Gonzales Independent School District Administrative Guidelines
Topic:
Hiring Process for Employment of a Principal Reference or Contact Director of Human Resources Hiring Process for a Principal: 1. Applicants must have completed their principal certification to be considered for a principal position 2. Applications will be rated by the Campus Committee and Central Office Personnel to establish a pool of candidates for personal interviews 3. The Campus Committee will interview and select their top candidates. This process will be facilitated by the Asst. Supt. of Academic Excellence and Accountability together with the Superintendent 4. Top candidates will be sent to the Senior Leadership Committee (including the Assistant Supt. of Academic Excellence and Accountability and the Superintendent) for interviewing and approval before a job offer is tendered 5. The Superintendent will then make a recommendation to hire an approved candidate to the Board *On occasions where this process fails to produce a viable candidate, the SLT will select other candidates to interview and select for the position.
September 2015
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Gonzales Independent School District Administrative Guidelines
Topic:
Job Description Reference or Contact: Director of Human Resources
All Job Descriptions are developed and approved by the Human Resource Department / Assistant Superintendent of Academic Excellence & Accountability / Deputy Superintendent / Superintendent
If changes need to be made in a Job Description to update or change responsibilities, a meeting should be scheduled with the Human Resources Department to discuss and finalize the changes
No Job Description will or can be changed in the middle of a school year unless the job becomes open and revisions are made before it is posted
September 2015
87
Gonzales Independent School District Administrative Guidelines
Topic:
Job Reclassification Reference or Contact Director of Human Resources All positions will be assigned to pay grades based on the level of skill, effort, and responsibility required of the job assignments. The Superintendent, or designee, will determine job classifications or reclassifications with input from TASB for positions based on an assessment of job requirements and comparability to other district positions. Change in placement of a job is not a promotion or demotion. Classification change signifies modifications of job duties or qualifications. Job reclassification, not initiated by the superintendent, follows these steps: 1. The immediate supervisor of a job may request a job reclassification during the designated time period of February and March. 2. Principal or department director must submit a job reclassification request in writing. 3. The human resources office reviews the reclassification and, if necessary, requests additional information. 4. The request will be determined by the Director of Human Resources but the final decision is made by the Superintendent. 5. The human resources office will inform the respective employee and supervisor of the final decision. 6. Approved job reclassifications become effective beginning with the next school year unless otherwise authorized by the Superintendent.
September 2015
88
Gonzales Independent School District Administrative Guidelines
Topic:
Letters of Reasonable Assurance for Paraprofessional and Auxiliary Personnel Reference or Contact: Director of Human Resources
The Director of Human Resources will provide campus principals/directors with a Study List for Letters of Reasonable Assurance in May
Employees not receiving a Letter and not returning the next school year should be interviewed regarding the action the day before the Letters are sent.
Employees will sign, date and return the Letter during the last week of school before summer break (specific deadlines will be set each year – usually in the last week of May).
Eligible year-round employees will also receive the Letter of Reasonable Assurance. They will also be expected to sign, date, and return the Letter at the same time as other abovementioned staff.
Principals/Directors, or their designees, will return the signed/dated Letters to the human resources office by the specified date, with their said deadline usually falling during the week after the last day of school with students for the particular ending school year (usually in the first week of June). TIMELINE for LETTER of Reasonable Assurance:
By second week of May (exact date deadline TBD) – Letters of Reasonable Assurance sent to all eligible paraprofessional and auxiliary staff.
By last week of May (exact date deadline TBD) – Eligible employees return signed, dated Letter to principal / supervisor.
By first week of June (exact date deadline TBD) – Principal / supervisor, or designee) returns signed, dated Letters to Human Resources office.
September 2015
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Gonzales Independent School District Administrative Guidelines
September 2015
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Gonzales Independent School District Administrative Guidelines
Topic:
New Teacher Induction Reference or Contact: Director of Human Resources
A New Teacher Induction involving all new teaching staff hired during the summer shall be conducted on Wednesday through Friday of the week preceding the return of all teaching staff at GISD.
The format will be planned annually by the Assistant Superintendent of Academic Excellence & Accountability and the Director of Educational Technology Operations, PEIMS, & Instructional Support along with support staff.
All new teachers are required to attend the induction training and will be compensated by counting the additional 3 days as part of the required 5 comp (professional development) days, an annual expectation mandatory for all staff. The other two remaining required comp days will be served during the school years on designated days.
September 2015
91
Gonzales Independent School District Administrative Guidelines
Topic:
Non-Contract Days (Days not included in the required contract days) Reference or Contact: Director Human Resources
Employees working directly with or on a campus or in a department shall follow the professional contract day calendar.
Any non-contract day (i.e., teacher / paraprofessional / auxiliary personnel working after hours in an after-school tutorial setting) that is used not in alignment with the professional / paraprofessional / auxiliary calendar shall be documented in writing through yellow time card with a complete explanation in the Remarks box. •
September 2015
Saturdays are not to be used without prior agreement with the supervisor and Superintendent (i.e., teacher / paraprofessional / auxiliary personnel working after hours in an after-school tutorial setting). These must have written documentation through yellow time card with a complete explanation in the Remarks box.
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Gonzales Independent School District Administrative Guidelines
Topic
Non-renewal of Non-Contract (at-will) Employees Reference or Contact Director of Human Resources Overview Non-contract employees are employed at-will and may be terminated without notice, a description of the reasons for dismissal, or a hearing. The board delegates to the superintendent authority to employ and dismiss employees who shall serve on an at-will basis (DCD LOCAL). The superintendent must approve the termination of a non-contract employee. The superintendent will not approve termination of any employee for reasons of race, religion, sex, national origin, disability, military status, any other basis protected by law, or in retaliation for the exercise of certain protected legal rights. A non-contract employee who is dismissed has the right to grieve the termination according to current board policy (DGBA LOCAL). A supervisor recommending termination will complete a Notice of Termination form and secure signatures as appropriate. Human resources staff is available to assist with the process, and if requested, conduct the exit interview with a terminated employee.
September 2015
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Gonzales Independent School District Administrative Guidelines
GONZALES INDEPENDENT SCHOOL DISTRICT NOTICE OF TERMINATION Employee: Department/Position:
Date:
Summary of Termination Recommendation:
Taking these facts into consideration, it is my decision to recommend termination of your employment as a
for the Gonzales Independent School District effective: Position
, Day of the Week
. DATE: month/#date/year)
I have received a copy of this NOTICE OF TERMINATION.
Employee Name
Date
(State: Principal/Supervisor by Name/Title)
Date
Recommended by: (State: Superintendent/Designee by Name/Title)
Date
Director of Human Resources
Date
Approved by Superintendent
Date
September 2015
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Gonzales Independent School District Administrative Guidelines
Topic:
Non-renewal of Probationary Contract Employees Reference or Contact
Superintendent / Deputy Superintendent / Asst. Superintendent for Academic Excellence & Accountability / Director of Human Resources
Growth Plans must be developed, implemented, and a full attempt to bring to completion by the Friday nearest February 20 for any contract employee before a non-renewal decision.
The employee must be notified by last working day of February before the Superintendent takes the recommendation to the Board in March.
Detailed information for conversation with employee is available at the HR Department. Discussion regarding non-renewal of a contract should relate to the growth plan.
GROWTH PLAN: A professional growth plan (PGP) or improvement plan can be issued to an employee any time the supervisor believes there is a need for improvement. There is a specific type of growth plan (known as a TINA and discussed below) required when a teacher receives certain scores on a PDAS evaluation. However, this rule that requires TINA in some cases does not prohibit the issuance of a general growth plan for other reasons, at the supervisor’s discretion. A supervisor generally has the option of placing an employee on a growth plan even in the absence of a poor evaluation score or any other prior warnings. Of course, it is “best practice” for a supervisor to discuss the need for improvement with an employee prior to issuing a growth plan. However, the law does not require this; it is just a matter of good management skills. Keep in mind that a growth plan is not, in and of itself, evidence of wrongdoing or poor job performance. On the other hand, failure to comply with a growth plan could be a problem and could constitute grounds for nonrenewal or termination.
TINA (Intervention plan for a “Teacher in Need of Assistance”): PDAS rules require that a specific type of growth plan be developed if at least two domains are scored as "below expectations" or at least one domain is scored as "unsatisfactory" on a teacher’s PDAS appraisal. This type of growth plan is named in the PDAS rules as Intervention Plan for a Teacher in Need of Assistance, hence, the acronym TINA. When required, the appraiser and the campus principal or designee shall develop the plan in consultation with the teacher. The plan shall include the following: 1. 2. 3. 4. 5. 6.
Domain(s) that designate the teacher as a teacher in need of assistance; Directives or recommendations for professional improvement activities; Evidence that will be used to determine successful completion of improvement activities; Directives for changes in the teacher’s behavior; Evidence that will be used to determine if the teacher’s behavior has changed; and Specific timeline for successful completion is developed by supervisor and teacher at the time immediately preceding implementation of the Growth Plan, or TINA. In addition, the PDAS rules provide that an intervention plan may be developed for a teacher at the discretion of the appraiser anytime the appraiser has documentation that could result in a rating of “below expectations” or “unsatisfactory” on an appraisal.
September 2015
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Gonzales Independent School District Administrative Guidelines
Topic:
Non-renewal of Term Contract Employees Reference or Contact Director of Human Resources
Requires extended efforts to improve performance through a documented Growth Plan or TINA (see p. 94).
If a decision to non-renew is made, the principal will notify Human Resources to review the action plan as early as possible but no later than January 31.
All documentation should be scanned and e-mailed with a letter of explanation to the District’s legal services for evaluation and recommendation by February 15.
Employee must be notified at least two weeks before the recommendation goes to the Superintendent to recommend at the March Board Meeting.
A summarized, chronological chart detailing all documented actions should be prepared for the Superintendent before the employee is informed of the non-renewal.
The Superintendent will make the final decision to recommend non-renew to the Board.
September 2015
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Gonzales Independent School District Administrative Guidelines
Topic:
Notary Services Reference or Contact Central Office Receptionist / Payroll & Benefits Specialists / Administrative Assistants at the Central Administrative Offices
A Notary Public is available on each campus (the registrar) as well as at the GISD Central Office
A Notary Public is also available at the GISD Central Office
Contact the Central Office Receptionist at Ext. 1000 to set an appointment
No fee for school employees or school related activities involving students
September 2015
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Gonzales Independent School District Administrative Guidelines
Topic:
Personnel Files Reference or Contact
Director of Human Resources / Human Resources Secretary
Personnel files will include the following mandatory documents: o
Employment Application
o
Employment Recommendation
o
Employment Paperwork (W-2, I-9 Form, Etc.)
o
Copy of Driver License
o
Copy of Social Security Card
o
Service Records
o
Official Transcripts
o
Signed Contracts
o
FROM CAMPUS / DEPARTMENT (Per Principal, or Designee):
•
•
September 2015
Appraisals – ONE of the following per employee:
•
PDAS Evaluations
•
Professional Evaluation
•
Other Evaluation (Paraprofessional / Auxiliary)
Any Work Counseling / Reprimand Forms / Letters (written)
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Gonzales Independent School District Administrative Guidelines
Topic:
Procedure on FTE’s Reference or Contact Director of Human Resources
Definition of acronym: FTE, Full-Time Equivalent. FTE, Full-Time Employee. FTE, Full-Time Equivalency. An FTE represents a position of employment in the GISD position inventory.
Only the Superintendent may “add” an FTE to the position inventory.
An FTE, by definition, may be a PT FTE or part-time position.
An FTE, by nature, can only be replaced with an individual in the same pay grade.
FTE and PT-FTE must be replaced by like time position.
September 2015
99
Gonzales Independent School District Administrative Guidelines
Topic:
Placement of Student Teachers Reference or Contact Director of Human Resources Placement of Student Teachers is overseen by the Director of Human Resources in cooperation with the campus principals. All applicants must clear the Criminal Background check policy of the district before being assigned to a classroom and be fingerprinted into the Texas Education Agency’s State Board for Educator Certification (SBEC) system.
September 2015 100
Gonzales Independent School District Administrative Guidelines
Topic:
Permanent Files Reference or Contact Director of Human Resources / Director of Educational Technology Operations, PEIMS, and Instructional Support
Complete all Evaluation Forms for your Professional Staff
Save in Eduphoria
Print Professional Staff Evaluation Forms at the end of the school year, and send copies to Human Resources to be filed in individual employee personnel files.
Complete all Auxiliary Staff evaluations, and send copies to Human Resources to be filed in individual employee personnel files.
PDAS and other Dual Appraisals Position Cafeteria Custodial Educational Diagnostician * GT Teacher
Head Coaches and FB Coordinators Speech Language Pathologist Librarian JH Coaches JH Fine Arts Nurse Police Chief Police Officer GHS Coaching Staff
September 2015
40%
Campus Principal
60%
100% with VI
Campus Principal Campus Principal Campus Principal
Collaboration of Primary/Elementary Principals
Campus Principal
Athletic Director Director of SpEd Campus Principal
Athletic Director
Campus Principal
Campus Principal Campus Principal Campus Principal Superintendent Police Chief
Athletic Director
Verbal Input
Director of Food Service Director of Maintenance Director of SpEd
District Nurse Campus Principals Campus Principals
Campus Principal
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Gonzales Independent School District Administrative Guidelines
Topic:
Request for Second Appraisal Reference or Contact Asst. Supt. of Academic Excellence & Accountability, Director of Human Resources After a teacher requests a Second Appraisal:
Report request to Principal immediately
Principal appoints 2nd appraiser from campus AP’s or self, unless he/she feels there is a need for outside appraiser at which time he/she would contact Assistant Superintendent of Academic Excellence & Accountability, Superintendent, or Director of Human Resources.
Principal opens 10 day window for 2nd appraisal and notifies teacher
2nd appraisal is returned to principal with all necessary explanations
Scoring is weighed on a 60/40 appraisal rating basis by 1st and 2nd appraiser, respectively 2nd appraiser and first appraiser meet with teacher.
2nd Appraisal is recorded in Eduphoria by first appraiser
Original appraiser leads formative discussion with teacher with 2 nd appraiser presence (optional)
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TOPIC:
Principal Surveys to Evaluate Educator Preparation Programs Principals must respond to a survey to measure the performance of first-year teachers. The survey assesses relevant educator preparation programs’ effectiveness in preparing those teachers to succeed in the classroom. Surveys are required for all first-year teachers who may be interns in an alternative certification program or newly certified firstyear teachers. The survey applies only to Texas educator preparation programs. TEA established partnerships with organizations like the Texas Comprehensive Center at SEDL, and WestED to develop the principal surveys. Numerous stakeholder meetings were held to ensure the validity of the instrument. The survey is authorized by Senate Bill 174, passed st by the 81 Texas Legislature in 2009, and included in 19 Texas Administrative Code (TAC) Chapter 229, Accountability System for Educator Preparation (ASEP). It is important that all principal surveys are submitted by June
15, 2015
(2016 TBD). If a principal is planning to move to another district or campus, the principal needs to complete the principal survey before he/she exits the district or campus. TAC 229.3(b) identifies various sanctions that could be imposed on individuals who fail to provide the required data and information.
Principals If you are a principal, the surveys are found in your TEA educator profile ECOS blue screen and pre-populated with teachers attached to your campus. TEAL and ECOS instructions for Principals Principal surveys open on April 7, 2015. (2016 TBD) Principals may also view on-demand principal training (outside source) for instructions on how to access and use the online survey system. Principals may earn Continuing Professional Education (CPE) credits by viewing the training module. More information regarding CPE credits is found in the training module. If you participate in the training module, we would like for you to provide us feedback by completing a short survey (outside source) on its effectiveness. The survey will take approximately 15 minutes per teacher to complete. Copies of the First Year Principal Survey (PDF, 896 KB) can be printed for review prior to completing the actual online survey or for use by a designee.
Human Resources Staff If you are a Human Resources (HR) administrator, you have access to the principal surveys through ECOS for entities. To access the HR principal survey management tool, you must access the ECOS Green Screen. TEAL and ECOS instructions for School District HR administrators Access for HR administrators begins March 25, 2015. (2016 TBD) As an HR administrator you may add/remove principal/teachers as well as view who has completed which surveys. Please watch an on-demand HR training (outside source) to see a walk-through example. You may view the training module at your convenience and print out downloads for further use. If you participate in the training module, we would like for you to provide us feedback by completing a short survey (outside source) on its effectiveness.
Superintendent Monitoring If you are a superintendent, you may monitor your district's surveys through your TEA profile. On-demand superintendent training (outside source) is now provided to help facilitate the surveys. You may view the training modules at your convenience and print out downloads for further use. If you participate in one of the training modules, we would like for you to provide us feedback by completing a short survey (outside source) on its effectiveness.
September 2015
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Gonzales Independent School District Administrative Guidelines
Topic:
Release From Contract after Deadline Reference or Contact Director of Human Resources / Superintendent
Deadline is 45 days prior to the first day of instruction (usually first week in July).
Outside the normal deadline to be released from a contract: •
Written request for release should be made to the campus principal or direct supervisor.
•
Upon approval at campus/department level the request will be submitted to the Human Resource Department so that Superintendent approval/refusal can be sought.
•
If the release is approved at both levels, the employee will be held to his/her contract until a qualified replacement can be hired.
•
Should no replacement be available, the contracted employee will not be released.
•
Failure to honor a contract can result in the loss of certification for the year.
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Topic:
Release Time (extended) Reference or Contact Director of Human Resources Prior to applying for participation in professional development activities requiring extended release time (more than one week), the staff member must submit the following documentation: 1. Written plans describing how the teacher will implement the instructional strategies learned in the staff development and possible share these strategies with other teachers in the district. 2. A letter from the campus principal that supports the attendance of the teacher at the requested staff development and gives approval for the teacher’s extended absence. 3. A letter to the Superintendent requesting extended release time to attend staff development, with specific information stating how the staff development will improve the instructional program of the district based on goals and objectives in the District Improvement Plan or Campus Improvement Plan. 4. When abovementioned approval has been received, notification in writing must be sent to the GISD Purchasing Department as approval for travel expenditures must be authorized in advance. The requested staff development must be conducted by a state or nationally recognized program such as: “The Fulbright Memorial Program,” The National Education Association,” The Association of Supervision and Curriculum Development,” “The National Council for Teachers of Mathematics,” “The National Staff Development Council,” “The National Association for the Education of Young Children,” “The National Council for Teachers of English,” “The International Reading Association,” “The National Council for Social Studies” or “The National Science Foundation”. Staff development conducted by other organizations would need special approval based on the strength of their academic reputation and the quality of the training in relation to meeting the educational needs of students. Upon approval by the Superintendent, the extended release time will be considered as paid leave time for the employee. The release days will fall into a special release day category; campus release days will not be affected.
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REQUEST FOR STAFF DEVELOPMENT EXCEEDING FIVE SCHOOL DAYS FORM Use this form to request release days exceeding five school days to attend workshops/conferences. Submit this form and supporting documentation regarding how this professional development will help district instruction to the superintendent prior to applying for participation in professional development activities requiring extended time (more than one week.)
Date Making the Request
Assigned Campus
Employee's Name
Name and Location of Workshop/Conference
Dates of Release
Principal's Signature
Date
Director's Signature (if applicable)
Date
Approved Not Approved (#) days
Assistant Superintendent's Signature
Date Approved
*The Assistant Superintendent of Academic Excellence and Accountability will send a response to the teacher making the request, the campus principal, and the human resources office.
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Topic:
Reprimands in Personnel Files Reference or Contact
Director of Human Resources
Reprimands are public information. However, if a parent wants to know what you did to another student for their misbehavior, that is private. The only things in a personnel file that are not public are college transcripts (except for where attended, courses taken and degree awarded, in other words, grades earned are not public) evaluations and highly intimate or embarrassing facts about a person's private affairs such that its publication would be highly objectionable to a person of ordinary sensibilities and of no legitimate public concern. In order for reprimands not to be public information, they need to be part of the person's evaluation. Administrators may want to add the phrase "This information may be considered during your annual evaluation." By using this sentence at the end of any written reprimand, it makes the reprimand part of the evaluation and not public information.
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Topic:
Request for Copies of Credentials Reference or Contact Human Resources Secretary / Director of Human Resources District employees may request copies of credentials from their personnel files one time a year without charge. Additional copies, during a fiscal year, will be at a price per page set by the Board. Upon receipt of the Employee Records Request form, employee should expect to receive copies within five (5) working days. Teachers resigning from the district at the end of the current contract year may expect their documents to be mailed to another district no earlier than the first of July. Original Teacher Service Records and Texas Teaching Certificates are released only after the board has accepted the resignation. Official transcripts are released by request.
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Request for Copies or Original Credentials
Name:
_________________________(Print Name) Campus:________________
I am resigning from the Gonzales Independent School District and wish my documents to be mailed to another district. I am not resigning but am requesting copies of the following documents from my file:
TEXAS TEACHING CERTIFICATE TEACHER SERVICE RECORDS TRANSCRIPTS
Employees who request copies of credentials from their personnel files should expect to receive them within two days to a week later when school is still in session. Only one set of copies will be made per year. If additional copies are needed, the teacher should anticipate this and maintain this original as a master. Teachers resigning from Gonzales ISD at the end of the current contract year, should expect their documents to be mailed to another district no earlier than the first of July, providing the teacher has resigned by the end of May. Original Service Records and Texas Teaching Certificates can only be released after the Board has accepted the resignation. If documents are to be mailed during the summer, whether to your home address or to another district, you must complete this form, providing a complete mailing address, signature and date. Name: Address: City:
State:
Signature
September 2015
Zip Code:
Date
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Topic:
Retirement Reference or Contact
Director of Human Resources
Procedures to follow if considering retirement:
Contact Teacher Retirement System of Texas (TRS) for retirement packet 1-800-233-TRST (8778). •
THE EMPLOYEE (NOT GISD) MUST PERSONALLY CONTACT TRS.
Attend TRS counseling session, if possible.
Notify Human Resource Office.
After receiving packet from TRS, take completed TRS-7 form to Payroll Office for processing.
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Topic:
Searches Employee – The Legal Requirements for Conducting Searches of School District Employees and Their Property Reference or Contact Superintendent / Deputy Superintendent / District Police Chief / District Police Officer School district administrators are well-aware that the relationship between a school district and its employees is defined in many important respects by the United States Constitution and the various limitations on governmental power found within the Constitution and its amendments. But, what (if any) limitations does the Constitution impose on a school district’s right to conduct a search of a teacher’s desk or briefcase? Regardless of whether a search involves an employee’s property or person, the school district’s search should be limited in scope to what is “reasonable” under the circumstances. Every seasoned administrator knows, however, that what is “reasonable” to one person may not be to another. This section will attempt to shed some light on the “reasonableness” standard as it has been articulated and applied by the United States Supreme Court. Constitutional Principles Governing Searches Individuals have a constitutional right to be free from unreasonable searches and seizures by government entities, including school districts. The Fourth Amendment to the constitution proves that “[t]he right of the people to be secure in their persons, houses, papers, and effects, against unreasonable searches and seizures, shall not be violated, and no warrants shall issue, but upon probable cause, supported by oath or affirmation, and particularly describing the place to be searched, and the persons or things to be seized.” The Supreme Court has held that “[t]he overriding function of the Fourth Amendment is to protect personal privacy and dignity against unwarranted intrusions by the State.” The right to be secure from unreasonable searches and seizures protects not only an individual’s home and property, but also his individual person and bodily integrity. Although the overwhelming majority of reported cases concerning government searches have risen in the context of law enforcement, the Supreme Court has recognized that the Fourth Amendment also provides some measure of protection to public employees who are subjected to workplace searches. Workplace Searches Conducted by Public Employees Workplace searches conducted by public employers are governed by a “reasonableness” standard. Whether a particular search is “reasonable” within the meaning of the Fourth Amendment first requires an analysis of the context within which the search takes place. For example, a search conducted in connection with a criminal investigation is governed by a different, more stringent, standard than a search involving an investigation of work-related employee misconduct. In the former situation, “probable cause” is required to justify a search, while in the latter, only “reasonable cause” in necessary. Moreover, a search conducted in connection with a criminal investigation generally requires a search warrant.
Was the search justified at its inception? and, if so,
Was the search, as actually conducted, “reasonably related in scope to the circumstances which justified the interference in the first place?”
A search of a public employee’s office or workspace is “justified at its inception” when the employer has reasonable grounds for suspecting that the search will turn up evidence that the employee is guilty of work-related misconduct, or when the search is necessary for a non-investigatory work-related purpose (such as to retrieve a needed file). Likewise, a search of a public employee’s office or workspace is “permissible in scope” when the measures adopted are reasonably related to the objectives of the search and are not excessively intrusive in light of the nature of the misconduct. Thus, for example, if files are missing, an employer reasonably might search an employee’s desk area and filing cabinet. However, the employer may want to stop short of searching the employee’s personal belongings, such as a briefcase or handbag. Application of the Constitutional Standard to Searches of Employee Property Example Number One: O’Conner v. Ortega
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The leading case in the area of employee searches is the Supreme Court’s decision in O’Conner v. Ortega, a case involving a former chief of professional education at a state hospital who brought an action against various state hospital officials alleging, among other things, that the hospital and its officials had deprived him of his Fourth Amendment right to be free from unreasonable searches and seizures. The former chief alleged that, while he was on administrative leave pending the investigation of various work-related improprieties, hospital officials searched his office and seized personal items from his desk and file cabinets. The man further alleged that the items seized from his office later were used in administrative proceedings resulting in his discharge. Although the Supreme Court ultimately did not render a decision on the merits for either party, the Court’s decision, nevertheless, provides a useful discussion of the “reasonableness” standard and how it might be applied to the hospital search. The former chief had argued that the search was invalid because the hospital did not have a policy permitting or requiring the hospital to inventory the property of employees on administrative leave. The first issue was whether the employee had a “reasonable expectation of privacy” that would invoke the protection of the Fourth Amendment. The O’Conner court noted that “expectations of privacy . . . may be reduced by virtue of actual office practices and procedures, or by legitimate regulation . . . The employee’s expectation of privacy must be assessed in the context of the employment relation.” Federal courts repeatedly have found that an employee’s expectation of privacy was not reasonable where the public employer had specific regulations and practices authorizing the search in question. In O’Conner there was no “reasonable regulation or policy” that would alert public employees on administrative leave that their office desks and file cabinets might be searched. Further, the former chief did not share his desk or file cabinets with other employees, and the materials he kept in his office primarily were personal. The files he maintained on the physicians he trained were kept outside his office. Thus, the Supreme Court concluded that the man did have an expectation of privacy in his desk and file cabinets that was subject to Fourth Amendment protection. Nonetheless, the Supreme Court determined that the absence of a policy authorizing the search did not necessarily make the search unlawful. Instead, the Court reached a second inquiry: Even if the search was protected by the Fourth Amendment, was the search reasonable under all the circumstances, i.e., was the search justified at its inception and permissible in scope? According to the Court, “[a] search to secure state property is valid as long as the [state employer] had a reasonable belief that there was government property in [the employee’s] office which needed to be secured, and the scope of the intrusion was itself reasonable in light of this justification,” Thus, while a district can argue that employees have a decreased expectation of privacy (and thus limited Fourth Amendment protection), if the district adopts a specific policy authorizing a workplace search, the lack of such policy does not automatically render the search unlawful, as long as the search meets the constitutional “reasonableness” standard. Example Number Two: New Jersey v. T.L.O. School administrators already may be familiar with the Supreme Court’s decision in New Jersey v. T.L.O., in the context of student searches. Although that case involved a search of a student’s property, the decision provides guidance concerning searches of employee property, as well. In T.L.O., a fourteen-year old freshman was discovered smoking cigarettes in violation of a school rule. The teacher who caught the student smoking escorted her to the principal’s office. When questioned by the assistant principal, the student denied that she had been smoking and claimed that she did not smoke at all. The assistant principal then demanded to see her purse. Upon opening the purse, the principal discovered a pack of cigarettes and also noticed a package of cigarette rolling papers commonly associated with the use of marijuana. The principal then proceeded to search the student’s purse more thoroughly and found some marijuana, a pipe, plastic bags, a substantial amount of money, and several other items that implicated the student in marijuana dealing. The State subsequently brought delinquency charges against the student. The student moved to suppress the evidence found in her purse on the grounds that the evidence was obtained by an unlawful search.
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The student argued, among other things, that even if the principal had reasonable grounds to open her purse initially, the principal’s search exceeded its permissible scope when he seized certain personal items. The Supreme Court reasoned that the principal’s discovery of the rolling papers “concededly gave rise to a reasonable suspicion that T.L.O. was carrying marijuana as well as cigarettes in her purse. This suspicion justified further exploration of [the student’s] purse, which turned up more evidence of drug-related activities . . .” Under these circumstances, the Court explained, it was not unreasonable to extend the search to a separate zippered compartment of the purse; and when a search of that compartment revealed an index card containing a list of >people who owe me money’ as well as two letters, the inference that T.L.O. was involved in marijuana trafficking was substantial enough to justify [the principal] in examining the letters to determine whether they contained any further evidence. Several guiding principles concerning the manner in which school administrators conduct searches of employee property emerge from the above examples. First, a search is lawful when the administrator has a reasonable justification for commencing the search, i.e., when the administrator expects to recover a work-related product (missing files, grade books, or lesson plans) or when the administrator reasonably expects to find evidence of employee misconduct. Second, the administrator’s search lawfully may extend beyond his or her initial purpose if the scope of the extended search continues to relate to the initial justification for the search and evidence arises during the initial search that justifies a more intensive search. Finally, the search measures adopted must not be excessively intrusive in light of the nature of the misconduct. Conclusion Schools administrators must recognize that employee searches of any kind are bound to create feelings of anxiety and, perhaps, fear among employees. For that reason, administrators must be extremely cautious to conduct searches in a manner that would withstand judicial scrutiny should a search later be challenged by an employee. When applying the reasonableness standard to a particular search, common sense often will be the guiding principle. *Modified from The Legal Digest, October, 1996
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Topic:
Sexual Harassment Reference or Contact Director of Human Resources Sexual harassment issues involving staff should be handled in a professional and expedient manner. Board policy (DIA LOCAL) should be followed: Sexual harassment is a form of sex discrimination defined as unwelcome sexual advances; requests for sexual favors; sexually motivated physical, verbal, or nonverbal conduct; or other conduct or communication of a sexual nature when:
Submission to the conduct is either explicitly or implicitly a condition of an employee’s employment, or when submission to or rejection of the conduct is the basis for an employment action affecting the employee; or
The conduct is so severe, persistent, or pervasive that it has the purpose or effect of unreasonably interfering with the employee’s work performance or creates an intimidating, threatening, hostile, or offensive work environment.
o
o
Examples of sexual harassment may include:
sexual advances
touching intimate body parts
coercing or forcing a sexual act on another
jokes or conversations of a sexual nature
various other sexually motivated conduct, communication, or contact
The District prohibits retaliation against an employee who makes a claim alleging to have experienced discrimination or harassment, or another employee who, in good faith, makes a report, serves as a witness, or otherwise participates in an investigation.
An employee who intentionally makes a false claim, offers false statements, or refuses to cooperate with a District investigation regarding harassment or discrimination is subject to appropriate discipline.
Examples of retaliation may include:
termination
refusal to hire
demotion
denial of promotion.
Threats
unjustified negative evaluations
unjustified negative references
increased surveillance
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o
In this policy, the term “prohibited conduct” includes discrimination, harassment, and retaliation as defined in policy, even if the behavior does not rise to the unlawful conduct level.
An employee who believes that he or she has experienced prohibited conduct or believes that another employee has experienced prohibited conduct should immediately report the alleged acts. The employee may report the alleged acts to his or her supervisor or campus principal.
Alternatively, the employee may report the alleged acts to one of the District officials below.
For the purposes of this policy, District officials are the Title IX coordinator, the ADA/Section 504 coordinator, and the Superintendent.
Reports of discrimination based on sex, including sexual harassment, may be directed to the Title IX coordinator. The District designates the following person to coordinate its efforts to comply with Title IX of the Education Amendments of 1972, as amended:
Name:
Dr. Gwen Hodges
Position:
Director of Human Resources
Address:
926 St. Lawrence, Gonzales, TX 78629
Telephone:
(830) 672-9551
Reports of discrimination based on disability may be directed to the ADA/Section 504 coordinator. The District designates the following person to coordinate its efforts to comply with Title II of the Americans with Disabilities Act of 1990, as amended, which incorporates and expands upon the requirements of Section 504 of the Rehabilitation Act of 1973, as amended:
TIP:
Name:
Dr. Gwen Hodges
Position:
Director of Human Resources
Address:
926 St. Lawrence, Gonzales, TX 78629
Telephone:
(830) 672-9551
Good Practice Process Steps if Necessary to File a Complaint
o Let the harasser know that his/her conduct is unwanted and unwelcome, but if the inappropriate behavior continues, it is not necessary to allow it to continue for an extended amount of time... o Go to a supervisor and explain the circumstances.
Be sure to take with you documented dates, times, and specific occurrences if you have them.
If the appropriate supervisor is unavailable or is the offender, report the incident directly to the Director of Human Resources.
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Topic:
Substitute Teachers Reference or Contact Director of Human Resources Removal of a Substitute Teacher
A principal not satisfied with the performance of a substitute teacher may remove the substitute from the campus list.
Human Resources is responsible for removing a substitute from the overall district substitute call list.
Should the action or job performance of a substitute during the school day cause concern for the safety of students or severely inhibit their education, the principal may dismiss the substitute prior to the end of the job assignment or school day. (The principal is requested to notify human resources on the same day a substitute is dismissed.) o
The substitute (in this case) will be paid half the daily rate for service greater than one hour and full-day pay if worked more than four and one-half hours. The principal can specifically exclude a substitute from working on a particular campus.
The principal sends human resources written documentation (GISD Substitute Evaluation Form) of the inappropriate behavior or poor performance including the recommendation to remove the substitute from the campus list. [Note: All written documentation is subject to release to the Texas Unemployment Commission to refute any unemployment compensation claim.] Upon receipt of the documentation, the substitute is made unavailable for jobs at that campus and depending on the documentation, all campuses.
Human resources will notify the substitute of the suspension. The substitute is provided an opportunity to meet with a human resources staff member to discuss any incident or report of poor job performance before determining future work eligibility. A substitute may be restricted to working only at designated campuses.
Process for Teachers Reporting Absences for Staff Development or Professional Business
A teacher is expected to go through the process of working with the designated campus secretary/receptionist in order to procure a substitute teacher after receiving permission to be absent from duty for staff development or for any reason coded “professional business”.
For a discretionary leave day, jury duty, athletic trip or field trip, the teacher must also go through the same the process of working with the designated campus secretary/receptionist in order to procure a substitute teacher as soon as he/she is aware of the absence date.
Process for Teachers Reporting Absences for Illness
A teacher who is ill (or a family member) should call campus receptionist/secretary as soon as he/she decides an absence will occur. o
The campus receptionist/secretary will then procure a substitute for the teacher.
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Campus secretary-receptionist assigned to contact and monitor substitute teachers are to use the following procedures to correct situations presented:
When two substitute teachers arrive for the same assignment, the job is to be given to the individual who was actually retained by the campus secretary/receptionist to come in for the job. The second person is to be dismissed without pay.
When a substitute teacher arrives on campus for a job assignment that has been cancelled, an explanation regarding the situation should be provided. The substitute is to be dismissed without pay.
When a substitute teacher arrives to take an assignment that has been scheduled incorrectly (i.e., the wrong date and/or time were given), an explanation should be provided and the substitute should be dismissed without pay. If available, the substitute teacher should be offered the assignment for the correct date and/or time.
Substitute Teachers are to verify their assignment when they check in at the campus. Campus secretaries will have a list of jobs reported for the day with half day assignments and full day assignments.
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Topic:
Substitute Teachers; Student Teachers Serving as Reference or Contact Director of Human Resources In the absence of the supervising teacher(s) only, a student teacher may serve as the substitute teacher without pay for not more than three days if:
The student teacher agrees to serve as a substitute teacher.
The student teacher has prior approval of his/her supervising teacher and university supervisor signifying agreement that the student teacher is capable of successfully handling the teaching responsibilities. Final approval is dependent upon the building principal’s agreement with this recommendation.
A certified teacher is present in the immediate vicinity of the classroom where the student teacher is substitute teaching and must agree to assist the student teacher, if needed.
It is the responsibility of the student teacher to notify the university supervisor prior to serving as a substitute teacher.
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*Substitute Teacher Evaluation to be completed by teacher / administrator and sent to principal who sends to HR.
Substitute Teacher Evaluation Form Substitute Teacher’s Name:___________________________________________Date of Assignment:___________________ (Print Name)
School/Site:___________________________________________________________________________________________ Classroom Teacher’s Name:_____________________________________________Grade/Subject:_____________________ Performance Evaluation Scale: 1 = Unsatisfactory 2 = Needs Improvement 3 = Satisfactory 4 = Excellent 5 = Exceeds Expectations Performance Criteria
Performance Rating Unsatisfactory ---------- Exceeds Expectations
1. The substitute arrived on time, observed school schedules.
1
2
3
4
5
2. Established record keeping procedures were followed.
1
2
3
4
5
3. Lesson plans were followed.
1
2
3
4
5
4. Acceptable methods of classroom management were used.
1
2
3
4
5
5. Student work was left for teacher’s review in an organized manner.
1
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5
6. The classroom and materials were left in good condition.
1
2
3
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5
7. Student behavior was appropriately handled.
1
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3
4
5
8. The substitute provided adequate feedback.
1
2
3
4
5
===================================================================================================== 9. Overall Summary of Performance
1
2
3
4
5
===================================================================================================== Comments (Please provide further explanation for any low ratings of 1 or 2 in any of the above areas): _____________________________________________________________________________________________________ _____________________________________________________________________________________________________ _____________________________________________________________________________________________________ _____________________________________________________________________________________________________
Please Check One of the Following: I would welcome this substitute teacher back to my building. I recommend that this substitute teacher be retained and provided the opportunity to improve. I recommend that this substitute teacher be placed on DNR (Do Not Return) status for my building. _____________________________________________________________________________ ____________________ Signature of Classroom Teacher Date *This completed evaluation should be turned in to the principal on this campus. September 2015
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Topic:
Summer Hours Reference or Contact
Director of Human Resources
Campus Buildings and Departments will be open regular hours Monday thru Thursday and closed on Friday
Both Exempt (Salaried) and Non-Exempt (Hourly) office employees will work Monday thru Thursday; however, each employee MUST work the required full number of weekly hours for his/her particular position in order to receive full pay.
Standard hours are 7:30-5:30 Monday – Thursday and closed on Friday; however, as long as employees are at their job from 8 to 5 Monday-Thursday, as per the particular supervisor, daily hours may be adjusted to make the 7.6 hour days. Also lunch may be an hour or 30 minutes but must be taken daily. Each employee MUST work the required full number of weekly hours for his/her particular position in order to receive full pay.
Hourly auxiliary employees (custodians / maintenance) work 5 days per week with 8 hours per day.
Any other exceptions to the normal work week must be approved in advance by the Superintendent and Deputy Superintendent.
Exception rule applies only for full work weeks in June and July after school ends.
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Topic:
Awards Recognition Program Reference or Contact Director of Human Resources
Each campus will select a Teacher of the Year recipient to be recognized from its staff members, and, then, two overall recipients will be named through an anonymous voting process of the DEIC Committee so that an overall district level recognized Secondary Teacher of the Year and an elementary Teacher of the Year are sent to the region (ESC Region 13) in the next step toward being considered for the region level Teacher of the Year awards with the possibility of going further to the state level Teacher of the Year awards. In addition, a Teacher – “Rookie of the Year” and a Paraprofessional of the Year are recognized at each campus. District Departments also submit Employee of the Year nominees per campus, i.e., food services, custodian or per the whole department, i.e., Maintenance and Transportation. The district will also recognize a Counselor of the Year, Librarian of the Year, and a Student Services Professional of the Year. Awards and recognition for these employees will be made at a special district-wide program along with service award recipients for 5, 10, 15, 20 years of service to Gonzales ISD at the end of the school year. These certificates and awards will be furnished by the Human Resources Department District winners for each category along with Administrator of the Year award will be presented at the GISD Employee Awards meeting (held at the end of the school year) along with service awards for 25, 30, 35 and 40-year recipients. The District will provide awards for all service awards, retirees and District winners in each category.
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Topic:
Teacher of the Year and Rookie Teacher Awards Reference or Contact
Coordinator of Human Resource Services
TEACHER OF THE YEAR ELEMENTARY AND SECONDARY
Each year the Gonzales ISD will name two teachers of the year. One candidate will represent the elementary level (grades PK-6) and the other candidate will represent the secondary level (grades 7- 12). Candidates must be full-time, certified instructional personnel. Each campus will have one candidate as the campus teacher of the year. o The elementary and secondary teachers of the year will be announced at the End of School Employee Awards Meeting held at the end of each year. Winners will receive an award and all candidates will have a Certificate of Teaching Excellence placed in their personnel file. o The forms for Teacher of the Year will (generally) be available after April 1 (as received from ESC Region 13) each year through the departmental offices and the campuses.
ROOKIE TEACHER OF THE YEAR
Campuses will also nominate one ROOKIE TEACHER OF THE YEAR (per campus).
The instructions and form for nominating the ROOKIE TEACHER OF THE YEAR (per campus) are on the following pp. 123-124.
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Gonzales ISD ROOKIE Teacher of the Year The Rookie Teacher of the Year Award confers deserved recognition to outstanding teachers new to the profession who have demonstrated excellence during their first 3 years in the classroom by representing the district’s core values, exemplifying the characteristics of a superior teacher, and making a positive impact on student learning, school communities, public education in general, and Gonzales ISD. ELIGIBILITY Nominees must be in their initial first 3 years (1-3 years of total service) of teaching to be eligible for the award. Nominees should be teachers who plan to continue in the teaching profession. SELECTION PROCESS From among the outstanding rookie teachers serving in the GISD’s instructional staff, six rookie teachers will be selected and recognized, one representing each of the 6 Gonzales ISD campuses.
The Campus Leadership Team (Campus Site-Based Committee) will select 2-3 campus Rookie Teacher of the Year nominees, based on 2 nomination letters and a completed nomination form (see requirements below) submitted to the committee on behalf of each nominee. Prior to the election, the committee will submit the nominees (2-3) to the faculty, accompanied by a written rationale for each nominee. The Campus Rookie Teacher of the Year is chosen by secret ballot. Campus personnel eligible to cast ballots are all faculty/staff (include food service workers and custodians). ABSENTEE BALLOTS CANNOT BE ACCEPTED.
WHO MAY NOMINATE: Any Gonzales ISD teacher, mentor, department head, or administrator (campus/district) may nominate any first, second, or third year teacher on the same campus with the endorsement of the Principal. A campus may submit (to the Human Resources office) only one Rookie Teacher of the Year. CRITERIA Nominees will be considered on the basis of the following criteria: • Concern for students and ability to inspire learning of all students. • Ability to adapt and work with others (mentors, administrators, other teachers). • Initiative shown by willingness to get involved in special projects and professional organizations. • Shared innovative ideas/program with colleagues/administration that improved student learning. • Respected, seen as positive role model by students, parents, community, administration, and coworkers. • Influences the morale of the teachers and students in a positive way. REQUIREMENTS For each nominee, a completed nomination form (below) and 2 letters (one from the person nominating the teacher and one from another eligible faculty/staff member (see “Who may Nominate” above) describing how the nominee meets the criteria listed to the principal, or designee, to be reviewed by the Campus Leadership Team (Campus Site-Based Committee). September 2015
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Gonzales ISD Excellence for all
Nomination Form For Recognizing the Campus “Rookie Teacher of the Year” Nominee’s Name:_____________________________________________________________ Nominee’s Campus:__________________________ Nominee’s Grade Level:_____________ Some possible considerations when answering below: (a) Student Achievement; (b) Instructional Excellence; (c) Student Relations; (d) Parent Relations; (e) Staff Relations; (f) Community Involvement: Please describe how the nominee has made an impact on students in his/her first years of teaching in Gonzales ISD and on the campus where he/she serves. (Use another page, if needed)
Please describe how the nominee has distinguished himself/herself as an excellent teacher in his/her first 3 years of service in the education profession in Gonzales ISD. (Use another page, if needed)
Nominated by:____________________________________________ Date:________________ Signature________________________________________ Position______________________ Phone__________________________Email_________________________________________ (Please return to the campus principal’s office by the established deadline so that the nomination form can be entered in the project to recognize teachers new to the profession.)
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GONZALES ISD EMPLOYEE AWARDS PROGRAM
‘THOSE WHO EXCEL’
The Annual GISD Employee Awards Program, or THOSE WHO EXCEL education awards, honors and calls public attention to some of the positive individuals who have made outstanding contributions to education while serving the students of Gonzales ISD. This program provides an great opportunity for co-workers to show these exemplary people how much their efforts are valued and appreciated. The following pages contain nomination forms for the particular categories across the district and/or per campus:
A. Custodian, p. 121 B. Food Service Worker, p. 122 C. Maintenance Worker, p. 123 D. Secretary, p. 124 E. Campus Service Awards, p. 125 1) Paraprofessional (Secretary / Instructional Aide) 2) Professional (LSSP, Ed. Diag., Sp. Lang. Path., Occ. Therapist) 3) Professional (Nurse (RN), Counselor, Librarian) F. Technology, p. 126 G. Transportation, p. 127
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Gonzales ISD ‘THOSE WHO EXCEL’ EDUCATION AWARDS Nomination Form Educational Service Employees of the Year 2015-2016 CUSTODIAN The GISD ‘Those Who Excel’ Awards Program will annually recognize and honor district personnel who have made outstanding contributions to elementary and secondary education. ONLY CUSTODIANS ON EACH CAMPUS VOTE IN THIS CATEGORY: Only one nomination per qualified category will be accepted. Nomination results must be returned to THE GISD Human Resources Department in the GISD Central Office by no later than 2:00 PM on (TBD) Weekday:____________________Month:_____________________Day:________________Year:________.
Criteria to consider in electing an individual: 1. How has the nominee demonstrated excellence in the fulfillment of his/her duties? 2. How has the nominee demonstrated concern for children? 3. What positive effect has the nominee had on the school environment? 4. How has the nominee shown leadership or inspired others to achieve? 5. How has the nominee gone above and beyond what would be expected in the fulfillment of his/her duties?
Custodial Department Vote per Campus: *Educational Service Employee of the Year (6 – one per campus – elected by CUSTODIAL personnel on each specific campus) Custodian
VOTE HERE: Nomination:_____________________________________________
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Gonzales ISD ‘THOSE WHO EXCEL’ EDUCATION AWARDS Nomination Form Educational Service Employees of the Year 2015-2016 FOOD SERVICE WORKER The GISD ‘Those Who Excel’ Awards Program will annually recognize and honor district personnel who have made outstanding contributions to elementary and secondary education. ONLY FOOD SERVICE WORKERS ON EACH CAMPUS VOTE IN THIS CATEGORY: Only one nomination per qualified category will be accepted. Nomination results must be returned to THE GISD Human Resources Department in the GISD Central Office by no later than 2:00 PM on (TBD) Weekday:____________________Month:_____________________Day:________________Year:________.
Criteria to consider in electing an individual: 1. How has the nominee demonstrated excellence in the fulfillment of his/her duties? 2. How has the nominee demonstrated concern for children? 3. What positive effect has the nominee had on the school environment? 4. How has the nominee shown leadership or inspired others to achieve? 5. How has the nominee gone above and beyond what would be expected in the fulfillment of his/her duties?
FOOD SERVICES Department Vote per Campus: *Educational Service Employee of the Year (6 – one per campus – elected by FOOD SERVICES personnel on each specific campus) FOOD SERVICE WORKER
VOTE HERE: Nomination:_____________________________________________
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Gonzales ISD ‘THOSE WHO EXCEL’ EDUCATION AWARDS Nomination Form Educational Service Employees of the Year 2015-2016 MAINTENANCE WORKER The GISD ‘Those Who Excel’ Awards Program will annually recognize and honor district personnel who have made outstanding contributions to elementary and secondary education. ONLY MAINTENANCE WORKERS VOTE IN THIS CATEGORY: Only one nomination per qualified category will be accepted. Nomination results must be returned to THE GISD Human Resources Department in the GISD Central Office by no later than 2:00 PM on (TBD) Weekday:____________________Month:_____________________Day:________________Year:________.
Criteria to consider in electing an individual: 1. How has the nominee demonstrated excellence in the fulfillment of his/her duties? 2. How has the nominee demonstrated concern for children? 3. What positive effect has the nominee had on the school environment? 4. How has the nominee shown leadership or inspired others to achieve? 5. How has the nominee gone above and beyond what would be expected in the fulfillment of his/her duties?
MAINTENANCE DEPARTMENT Vote per DEPARTMENT: *Educational Service Employee of the Year (ONLY ONE – elected by MAINTENANCE personnel in the specific department) MAINTENANCE WORKER
VOTE HERE: Nomination:_____________________________________________
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Gonzales ISD ‘THOSE WHO EXCEL’ EDUCATION AWARDS Nomination Form Educational Service Employees of the Year 2015-2016 Administrative Assistant The GISD ‘Those Who Excel’ Awards Program will annually recognize and honor district personnel who have made outstanding contributions to elementary and secondary education. ONLY MAINTENANCE WORKERS VOTE IN THIS CATEGORY: Only one nomination per qualified category will be accepted. Nomination results must be returned to THE GISD Human Resources Department in the GISD Central Office by no later than 2:00 PM on (TBD) Weekday:____________________Month:_____________________Day:________________Year:________. Criteria to consider in electing an individual: 1. How has the nominee demonstrated excellence in the fulfillment of his/her duties? 2. How has the nominee demonstrated concern for children? 3. What positive effect has the nominee had on the school environment? 4. How has the nominee shown leadership or inspired others to achieve? 5. How has the nominee gone above and beyond what would be expected in the fulfillment of his/her duties?
Central Office / Admin Annex / Paraprofessional Administrative Assistant Departmental *Educational Service Employee of the Year (7 overall in district – one per each campus and one per central office/admin annex staff) (ONE VOTE PER INDIVIDUAL STAFF MEMBER) Paraprofessional (Secretary)
VOTE HERE: Nomination:____________________________________________
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Gonzales ISD ‘THOSE WHO EXCEL’ EDUCATION AWARDS Nomination Form Educational Service PARAPROFESSIONAL Employees of the Year 2015-2016 Student Support Services PROFESSIONAL Employees of the Year 2015-2016 The GISD ‘Those Who Excel’ Awards Program will annually recognize and honor district personnel who have made outstanding contributions to elementary and secondary education.
Only one nomination per qualified category will be accepted. Nomination results must be returned to THE GISD Human Resources Department in the GISD Central Office by no later than 2:00 PM on (TBD) Weekday:____________________Month:_____________________Day:________________Year:________. Criteria to consider in deciding to elect an individual: 1. How has the nominee demonstrated excellence in the fulfillment of his/her duties? 2. How has the nominee demonstrated concern for children? 3. What positive effect has the nominee had on the school environment? 4. How has the nominee shown leadership or inspired others to achieve? 5. How has the nominee gone above and beyond what would be expected in the fulfillment of his/her duties?
Vote for 3 below: Educational Service Employee (1) / Student Support Services Employee (2) 1. *Educational Service Employee of the Year (7 overall in district – one per campus (6) and central office (1) – elected by personnel on each specific campus and central office) (ONE VOTE PER INDIVIDUAL STAFF MEMBER ON EACH CAMPUS)
Campus Paraprofessional (Instructional Aide / Secretary) VOTE HERE: *Nomination:____________________________________________ 2. & 3. *PROFESSIONAL Student Support Services Employee of the Year (2 overall – elected by personnel on all campuses) (ONE VOTE FOR EACH AREA PER INDIVIDUAL STAFF MEMBER ON EACH CAMPUS)
VOTE HERE: *Nomination – PROFESSIONAL: (School Nurse (RN) / Counselor / Librarian): ______________________________________________(Vote for only one person)
VOTE HERE: *Nomination – PROFESSIONAL: (LSSP / Ed Diag / Spch Lang Path / Occ Therapist): __________________________________________Vote for only one person)
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Gonzales ISD ‘THOSE WHO EXCEL’ EDUCATION AWARDS Nomination Form Educational Service Employees of the Year 2015-2016 TECHNOLOGY The GISD ‘Those Who Excel’ Awards Program will annually recognize and honor district personnel who have made outstanding contributions to elementary and secondary education. ONLY THE GISD TECHNOLOGY DEPARTMENT WILL VOTE IN THIS CATEGORY: Only one nomination per qualified category will be accepted. Nomination results must be returned to THE GISD Human Resources Department in the GISD Central Office by no later than 2:00 PM on (TBD) Weekday:____________________Month:_____________________Day:________________Year:________. Criteria to consider in electing an individual: 1. How has the nominee demonstrated excellence in the fulfillment of his/her duties? 2. How has the nominee demonstrated concern for children? 3. What positive effect has the nominee had on the school environment? 4. How has the nominee shown leadership or inspired others to achieve? 5. How has the nominee gone above and beyond what would be expected in the fulfillment of his/her duties?
Technology Departmental Vote: *Educational Service Employee of the Year (1 – elected by all CAMPUS AND CENTRAL OFFICE technology personnel) Technology
VOTE HERE: Nomination:_____________________________________________
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Gonzales ISD ‘THOSE WHO EXCEL’ EDUCATION AWARDS Nomination Form Educational Service Employees of the Year 2015-2016 TRANSPORTATION The GISD ‘Those Who Excel’ Awards Program will annually recognize and honor district personnel who have made outstanding contributions to elementary and secondary education. ONLY THE GISD TRANSPORTATION DEPARTMENT WILL VOTE IN THIS CATEGORY: Only one nomination per qualified category will be accepted. Nomination results must be returned to THE GISD Human Resources Department in the GISD Central Office by no later than 2:00 PM on (TBD) Weekday:____________________Month:_____________________Day:________________Year:________.
Criteria to consider in electing an individual: 1. How has the nominee demonstrated excellence in the fulfillment of his/her duties? 2. How has the nominee demonstrated concern for children? 3. What positive effect has the nominee had on the school environment? 4. How has the nominee shown leadership or inspired others to achieve? 5. How has the nominee gone above and beyond what would be expected in the fulfillment of his/her duties?
TRANSPORTATION Departmental Vote: *Educational Service Employee of the Year (1 – elected by all TRANSPORTATION personnel) Bus Driver / Bus Monitor
VOTE HERE: Nomination:_____________________________________________
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Topic:
Teacher, Paraprofessional, and Auxiliary Staff Work Schedules Reference or Contact
Director of Human Resources
Work Schedules 2015-2016 Daily Work Schedule Campus or Office
Support Staff NonExempt
Professional Staff Exempt
Office Hours
Beginning / Dismissal Times
Food Services: 6:30 AM – 2:00 PM Day Matron: Gonzales Primary 7:00 AM – 4:00 PM Academy Custodial: 2:00 PM - 10:30 PM Cafeteria Custodian 7:30 AM – 1:30 PM
7:45 AM – 4:00 PM
7:30 AM – 4:00 PM
8:00 AM – 2:50 PM (PK) 8:00 AM – 3:10 PM (K)
7:45 AM – 4:00 PM
7:30 AM – 4:00 PM
8:00 AM – 2:50 (PK) 8:00 AM – 3:10 (K) 8:00 AM – 3:10 (1st)
East Avenue Primary
Food Services: 6:30 AM – 2:00 PM Day Matron: 7:00 AM – 4:00 PM Custodial: 2:00 PM - 10:30 PM Cafeteria Custodian 7:30 AM – 1:30 PM
7:45 AM – 4:00 PM
7:30 AM – 4:00 PM
8:00 AM – 3:10 PM (2 ) rd 8:00 AM – 3:25 PM (3 ) th 8:00 AM – 3:25 PM (4 )
Gonzales Elementary
Food Services: 6:30 AM – 2:00 PM Day Matron: 7:00 AM – 4:00 PM Custodial: 2:00 PM - 10:30 PM Cafeteria Custodian 7:30 AM – 1:30 PM
7:45 AM – 4:00 PM
7:30 AM – 4:00 PM
8:00 AM – 3:35 PM
North Avenue Intermediate
Food Services: 6:30 AM – 2:15 PM Day Matron: 7:00 AM – 4:00 PM Custodial: 2:00 PM - 10:30 PM
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7:30 AM – 4:00 PM
8:00 AM – 3:35 PM
Gonzales Jr. High School
Food Services: 6:30 AM – 2:30 PM Day Matron: 8:00 AM – 5:00 PM Custodial: 2:00 PM - 10:30 PM
7:45 AM – 4:00 PM
7:30 AM – 4:00 PM
8:00 AM – 3:49 PM
Gonzales High School
Food Services: 6:00 AM – 2:00 PM Day Matron: 7:00 AM – 4:00 PM Custodial: 2:00 PM - 10:30 PM
Transportation
5:30 AM – 7:45 AM Director’s Hours: and 5:30 AM – 5:15 PM 3:00 PM – 5:00 PM (or Lunch: 1:00 PM-2:00 PM
8:00 AM – 12:00 N 4:45 PM – 5:45 PM
N/A
(Varies somewhat)
later)
Maintenance
Food Services
7:00 AM – 4:00 PM 7:00 AM – 4:00 PM 12:00 Noon – 1:00 PM Lunch: 12:00 N–1:00 PM (Lunch)
8:00 am – 5:00 pm
N/A
Varies per Employee Assignment: 6:30 or 7:00 AM – 2:00 or 2:30 PM
7:00 AM – 3:30 PM
8:00 AM – 3:30 PM
N/A
8:00 AM – 4:00 PM
7:45 AM – 4:00 PM
8:00 AM – 4:00 PM
N/A
7:30 AM – 4:15 PM
7:30 AM – 4:00 PM
8:00 AM – 4:15 PM
N/A
Lunch: 12:00 N–1:00 PM
Special Services
Central Office
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Topic:
Workers Compensation; Procedures for reporting Reference or Contact Payroll Supervisor of Benefits and Risk Management
Incidents involving Worker’s Compensation cases must be reported as instructed in the GISD Employee Handbook to the Payroll & Benefits Supervisor.
All reports should be immediately forwarded to the Payroll & Benefits Supervisor at the Gonzales ISD Central Office.
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