Fulfillment of professional responsibilities is an aspect of performance which may be addressed at any time during the school year, and which is included as part of the teacher’s annual evaluation. Domain VII is not part of the classroom observation process and is not to be intermingled with identified Domains I through VI deficiencies, if any. Domain VII addresses responsible behavior in carrying out assigned duties in compliance with state, district, contract, and school policies and rules. Each of the indicators is defined by stipulations which involve professional responsibilities fulfilled within the school context but addressed apart from Domains I through VI.

The responsible administrator shall initiate, without delay, progressive communication(s) with the employee whose performance may put him/her at risk of failure to meet standards in Domain VII. Progressive communications begin with the least formal (verbal). If the problem remains unresolved, communications extend to written notice (which must not be disciplinary in nature and must not assume guilt) and ultimately may include the most formal action (conference-for-the-record).

A conference-for-the-record (CFR) is mandatory for the issuance of an improvement plan for Domain VII. Consistent with provisions in Florida Statutes 231.291, a CFR must be conducted within 45 calendar days, exclusive of the summer vacation period, of the school administrator becoming aware of the incident-related infraction or of the emergence of a pattern of infractions.

The CFR must address the infraction, corrective actions, and the means to meet standards. A Domain VII improvement plan must be issued within 10 calendar days of the CFR. It must specify the timeline(s), as well as the importance of compliance with the directed corrective actions. Timelines must be reasonable. Repetition of the initial infraction after remediation of the original Domain VII infraction warrants another CFR and a new Domain VII improvement plan. The prior pattern, progressive communications, and the original Domain VII improvement plan would satisfy the progressive notification requirements.

If the directed timeline is missed without acceptable explanation, the below standard status continues and warrants immediate follow-up action. Such action may include, for example, extension of timeline(s), assignment of a new improvement plan, or a CFR which may lead to disciplinary action. Patterns of failure to comply with improvement plan requirements in Domains I through VI may also subject the employee to below standard status in Domain VII.

Annual evaluations for employees under formal, active investigation at the end of the school year will be held in abeyance and will not be completed and issued until the conclusion of the investigation.

A. Complies with Florida State Board of Education Administrative and School Board Rules, M-DCPS/UTD labor contract and published school rules which are consistent with Board Rules and/or contract provisions.

 

Documented patterns of behavior are addressed in Domain VII. For Component VII A, however, a single incident-related infraction may put a teacher at risk of failing to meet standards for this component. Standards for this component are not met when the seriousness of the infraction requires a formal investigation (i.e., administrative review or personnel investigation) and leads to substantiation of the allegation(s) which would warrant imposition of formal disciplinary proceedings. Use of excessive force, harassment, involving students in unauthorized school activities, utilizing school funds for personal gain, and verbal assault and/or battery against staff members or students are examples of serious incidents.

A.1 Complies with State and School Board rules/policies and implementation requirements of the School Improvement Plan plan for school improvement/excellence or district goals which are consistent with Board rules and contract provisions.

A.2 Complies with published school-site rules and policies which are consistent with Board rules and contract provisions.

A.3 Reports accidents; vandalism; and emergencies as appropriate; and/or missing or damaged school property for which s/he is directly responsible.

A.4 Keeps accurate required records.

A.5 Facilitates home-school communications (bulletins, announcements, conferences).

A.6 Conducts parent-teacher conferences in accordance with contractual provisions, as required, to establish and maintain a positive collaborative relationship with students’ families to increase student achievement.

A.7 Attends meetings permitted by the contract.

A.8 Is regularly in attendance, exclusive of authorized leave.

A.9 Performs assigned professional duties permitted by the contract (e.g., homeroom monitoring).

A.10 Plans for the incorporation of technology in the teaching and learning process.

 

B. Performs Responsibilities and Required School Routines with Punctuality.

Component VII B addresses patterns of performance, i.e., typical ways in which the teacher performs and degrees to which these responsibilities are met. Lateness to school, leaving the work site early without authorization, failure to turn in reports or grades in a timely fashion, and failure to follow contractually-permitted site directives are examples of documented patterns of performance which may not meet standards.

                                        B.1 Is punctual in meeting responsibilities.

B.2 Is punctual in attendance.

C. Participates in professional growth activities designed to promote student learning and advance school improvement.

Component VII C addresses participation in annual professional growth activities. Each teacher must develop and implement a Professional Development Plan (PDP) which is evaluated by the school principal as part of the PACES annual evaluation in M-DCPS. The principal reviews the PDP and supporting documentation with the teacher and makes a final decision as to whether the PDP and supporting documentation either MEETS... OR ...DOES NOT MEET STANDARD for PACES Teaching and Learning Component VII C in PACES Domain VII.

 

The PDP is developed with consideration for learner performance improvement outcomes. For each area identified for learner performance improvement, the teacher should provide objective evidence of learning and/or achievement gains. Charts, graphs, pre- and post-pictures (or videos) of products, gain scores on standardized tests, scores on pre- and post-administered teacher-made tests, grade improvements and other evidence might be used. Improvements in learner performance may or may not be those originally predicted and results may have been influenced by extraneous factors (e.g., illness, lack of parent involvement, and support). The important concern of this documentation is that the teacher is focused on improving teaching effectiveness and learning in a manner that links personal professional development with documentation to support improvements in learner performance.

C.1     Uses learner (student) performance assessment data in planning for teaching and learning.

C.2     Demonstrates learner (student) performance improvements consistent with the Professional Development Plan (PDP).