PEA

MASTER AGREEMENT
Between the
PITTSBURG UNIFIED SCHOOL DISTRICT
AND
PITTSBURG EDUCATION ASSOCIATION

JULY 1, 2014 JUNE 30, 2017

TABLE OF CONTENTS
Page
Article 1 Agreement ............................................................ 1
Article 2 Recognition ........................................................... 2
Article 3 Association Rights ................................................ 2
Article 4 Grievances ............................................................ 2
Article 5 Professional Dues or Fees and Payroll Deductions 5
Article 6 Hours of Employment ........................................... 8
Article 7 Leaves
Unauthorized .................................................................. 14
Sick. .... 14
Differential....................................................................... 14
Maternity. ... 15
Child Rearing .................................................................. 16
Adoption.......................................................................... 16
Industrial Accident or Illness.. ..... 16
Personal Necessity.. .... 17
Bereavement. .... 18
Health, Study, Child Rearing and Other .... 18
Sabbatical ...... 18
Jury Duty .... 21
Legislative.. .... 22
Association.... .... 22
Professional Competence Commission .... 23
Military .... 23
Educational Meeting and Conference .............. 23
Catastrophic Sick Leave Bank .... 23
Article 8 Class Size ............................................................. 25
Article 9 Transfer and Reassignment Procedures .............. 27
Article 10 Teacher Evaluation Procedure ............................. 30
Article 11 Safety Conditions .................................................. 41
Article 12 Employee Benefits ................................................ 44

Article 13
Article 14
Article 15
Article 16
Article 17
Article 18
Article 19
Article 20
Article 21
Article 22
Article 23
Article 24
Article 25
Article 26

Salary ....................................................................
Professional Growth..............................................
Employee Travel ...................................................
Work Year .............................................................
Summer School ....................................................
Preschool Program ...............................................
Statutory Changes ................................................
Completion of Meet and Negotiation.....................
Savings Clause .....................................................
Shared Assignment Job Sharing .......................
Peer Assistance Program .....................................
Non-Discrimination................................................
Employee Right/Due Process ...............................
Site Moving and Room Relocation........................

Appendix A
CALIFORNIA EDUCATION CODE: Suspension and
Expulsion EC 48900
Appendix B
Salary Schedules (2014 - 2015)
Appendix C
Evaluations Forms (1 7)

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ARTICLE 1
AGREEMENT
1.1

The articles and provisions contained herein constitute a bilateral and binding
agreement (Agreement) by and between the Pittsburg Unified School District,
hereinafter referred to as District, and the Pittsburg Education Association/CTA/
NEA hereinafter referred to as Association.

1.2

This Agreement is entered into pursuant to Chapter 10.7, Sections 3543-549.3 of the
Government Code (Act).

1.3

The term Agreement as used herein means the written agreement provided under
Section 3540.1 h) of the Government Code.

1.4

This Agreement shall remain in full force and effect from July 1, 2014 through June
30, 2017. Reopener FY 2015-2016 on Salary and Benefits only, with bargaining to
begin Fall of 2015 (after State budget adopted). Reopener FY 2016-2017 on Salary
and Benefits and two (2) Articles each.

1.5

Negotiations Procedure Agreement

1.5.1 After March 1, the District shall meet and negotiate in good faith with the
Association on negotiable items. Any agreement reached between the
parties shall be produced in writing and signed by them.
1.5.2 Either party may utilize the services of outside consultants to assist in the
negotiations. Each party will, as a courtesy, advise the other party as to the
presence of outside consultants prior to each negotiation session.
1.5.3 The District and the Association may discharge their respective duties by
means of authorized officers, individual representatives or committees.
1.5.4 Negotiations shall take place at a mutually agreeable time and place
(preferably during the regular school day).
1.5.5 The agenda for the following meeting shall be mutually established at the end
of the negotiation session.
1.5.6 Each party shall provide its own secretarial (note taking) services. There
shall be no official minutes kept of negotiation sessions.
1.5.7 The Association may designate up to five (5) representatives who shall each
receive a sufficient number of hours of release time without loss of
compensation to attend negotiations and impasse proceedings.

1.6

Association Request for District Information

1.6.1 The District shall furnish the Association, upon request, with copies of
designated county and state required reports including budgetary and other
information that is necessary for the Association to fulfill its role as exclusive
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bargaining representative as soon as it becomes available.

1.6.2 The District, upon request, shall furnish the Association, within a reasonable
period of time, a list of employees within the unit, their work locations and
their salary placement. Upon request, the District will, within a reasonable
period of time, provide the Association with an update to the original list
provided.
ARTICLE 2
RECOGNITION
2.1

The District recognizes the Association as the exclusive representative of all

certificated employees of the District - excluding management, confidential and
supervisory employees, substitutes, and other casual employees who work less than
50% of the school year on a continued basis as certified by the Education
Employment Relations Board, Case File No. SF-R-93 on December 1976.
ARTICLE 3
ASSOCIATION RIGHTS

3.1

The Association shall have the right to represent any bargaining unit member
requesting representation in any actual or potential discipline or dismissal
proceeding with the District.
ARTICLE 4
GRIEVANCES

4.1

Purpose
4.1.1 This grievance procedure shall be used to process and resolve grievances
arising under this Agreement.
4.1.2 The purposes of this procedure are:
A. To equitably resolve grievances informally at the lowest possible level.
B. To provide an orderly procedure for reviewing and resolving grievances
promptly.

4.2

Definitions
4.2.1 A grievance is an alleged violation, misinterpretation or misapplication of the
expressed terms of this Agreement which directly and adversely affects the
grievant. Actions to challenge or change the terms of the Agreement shall not
be considered a grievance. Matters for which a specific method of review is
provided by law, by District policy or regulation or by terms of this Agreement
are not within the scope of this procedure.
4.2.2 A grievant is a member or members of the representation unit covered by
this Agreement who file a grievance.
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4.2.3 A day is any day in which the District Office is open for business.
4.3

Time Limits
4.3.1 Every effort shall be made to complete actions within the time limits contained
within the grievance procedure: time limitations may be shortened or
extended by written stipulation of both parties.

4.4

Informal Level
4.4.1 Within ten (10) days after the event or circumstances occasioning the
grievance, the grievant shall initially meet with her/his immediate
supervisor/principal (or principals designee) in an attempt to resolve the
grievance informally.

4.5

Level I
4.5.1 If the informal discussion fails to resolve the grievance to the satisfaction of
the grievant, a formal grievance may be initiated in writing no later than ten
(10) days after the informal discussion.
4.5.2 The formal document shall be a clear, concise statement of the grievance,
citing specific sections of the Agreement allegedly violated, misinterpreted or
misapplied, the circumstances involved, and the specific remedy sought.
4.5.3 Within ten (10) days after the filing of the formal grievance, the immediate
supervisor/principal (or principals designee) shall investigate the grievance
and give her/his decision in a clear, concise, written statement to the grievant.

4.6

Level II
4.6.1 If the grievant is not satisfied with the decision rendered at Level I, he/she
may appeal the decision within ten (10) days to the superintendent or his/her
designee. The grievant may file a copy with the Association.
4.6.2 The appeal shall include a copy of the original grievance, the decision
rendered at Level I, and a clear, concise statement of the reasons for the
appeal.
4.6.3 Within ten (10) days after the appeal is filed, the superintendent or his/her
designee shall investigate the grievance and give his/her decision in a clear,
concise, written statement to the grievant.

4.7

Level III
4.7.1 If the grievance is not resolved to the satisfaction of the grievant at Level II,
within ten (10) days of delivery to the grievant of the Level II decision of the
Superintendent, PEA and the District may, by mutual agreement, request the
California State Conciliation and Mediation Service (CSCMS) for the
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appointment of State mediator. Upon appointment of the mediator, mediation

shall be scheduled according to availability of the mediator and the parties. If
an agreement is reached, the agreement shall be reduced to writing and shall
be signed by all parties to the mediation. All settlement agreements shall be
non-precedential and shall constitute only a settlement of the particular
grievance.
If there is no mutual agreement for mediation, the grievance moves to Level
IV.
4.8

Level IV
4.8.1 If the grievant is not satisfied with the disposition of the grievance at Level III
the aggrieved person may, within ten (10) days after a decision by the
superintendent or his/her designee, request in writing, that the Association
submits his/her grievance to arbitration. The Association, by written notice to
the superintendent within fifteen (15) days after the receipt of the request
from the aggrieved person, may submit the grievance to binding arbitration.
4.8.2 An impartial arbitrator shall be selected jointly by the Association and the
District within fifteen (15) days of receipt of the written request. In the event
that the parties cannot agree, the State Conciliation Services shall be
requested to supply a list of five (5) names; alternate names shall be stricken
until only one name remains.
4.8.3 The fees and expenses of the arbitrator and a court reporter, if required by
the arbitrator, shall be shared equally between the District and the
Association. Any additional expenses shall be borne by the party incurring
such expense.
4.8.4 The arbitrator shall have no authority to add to, delete, or alter any provision
of the Agreement but shall limit the decision to the application and
interpretation of its provisions.
4.8.5 The arbitrator shall rule upon the arbitrability of the issue prior to hearing the
merits of the grievance.
4.8.6 After hearing the evidence, the arbitrator shall submit his/her findings and
binding decision in writing to the District, the Association, and to the grievant.

4.9

Miscellaneous
4.9.1 Response: If the District fails to respond to a grievance within the time limits
specified for that level, the grievant shall have the right to appeal to the next
level.
4.9.2 Conference: Grievant shall have the right to a conference, upon request, at
each level.
4.9.3 Records: All records of the proceedings shall be retained by the Human
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Resources Department in a separate file.

4.9.4 Reprisals: No reprisals shall be taken by or against any participant in a
grievance procedure by reason of such participation.
4.9.5 Representation: Each party may be represented by a conferee at each stage
of the grievance procedure.
4.9.6 Pay: A grievant and the conferee, if any, required by the District to be absent
by reason of these grievance procedures shall not suffer any loss of pay. The
processing of a grievance at the Informal Level, Level I and Level II shall
occur prior to or after the instructional day. Exceptions may be agreed to by
the grievant and the appropriate administrator.
4.9.7 Time Limitations: Failure to appeal a decision within the specified time limits
shall be deemed an acceptance of the decision.
4.9.8 Initiate Grievance Level II: If grievance arises from action or inaction on the
part of a member of the administration at a level above the principal or
immediate supervisor, the aggrieved person shall submit such grievance in
writing to the superintendent or his/her designee.
4.9.9 Continue Duties: The grievant shall continue to discharge assigned duties
and comply with the direction of the administration while the grievance is
being resolved.
4.9.10 Forms: Forms for filing and processing grievances shall be prepared jointly by
the District and the Association.
4.9.11 Grievance without Intervention: An employee may present a grievance
without the intervention of the Association as long as the adjustment is
reached prior to arbitration and is not inconsistent with the terms of this
Agreement, provided that he/she shall not agree to a resolution of the
grievance until the exclusive representative has received a copy of the
grievance and the proposed resolution, and has been given the opportunity to
file a response.
4.9.12 Multiple Grievant(s): When the same grievance is filed by more than two
grievants, the Association shall be responsible for processing the grievance
with no more than two such grievants being provided release time for
processing such common grievance at the arbitration level. The names of all
grievants shall appear on the grievance processing forms. This procedure
shall not supersede an individual grievants right to process a grievance
without Association intervention as set out in Article 4.9.11, above.
ARTICLE 5
PROFESSIONAL DUES OR FEES
AND PAYROLL DEDUCTIONS
5.1

Any member of the bargaining unit who is a member of the Pittsburg Education
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Association, CTA/NEA, or who has applied for membership, may sign and deliver to
the District an assignment authorizing deduction of unified membership dues,
initiation fees and general assessment in the Association. Pursuant to such
authorization, the District shall deduct one tenth of such dues from the regular salary
check of the member of the bargaining unit each month for ten (10) months.
Deductions for members of the bargaining unit who sign such authorization after the
commencement of the school year shall be appropriately pro-rated to complete
payments by the end of the school year.
5.1.1 Such deduction shall be made only upon submission of the Association form
to the designated representative of the District. Said form shall be duly
completed and executed by the employee and an authorized representative
of the Association.
5.1.2 The District shall not be obligated to put into effect any new, changed or
discontinued deduction until the pay period commencing fifteen (15) days or
longer after such submission.
5.1.3 The District shall provide each new bargaining unit certificated employee a
membership application for PEA/CTA/NEA as a part of their beginning
employment materials.
5.2

Any member of the bargaining unit hired after the date of the Agreement who is not a
member of the PEA/CTA/NEA, or who does not make application for membership
within thirty (30) days of the effective date of this Agreement, or within thirty (30)
days from the date of commencement of assigned duties, shall become a member of
the Association or pay to the Association a fee in an amount equal to unified
membership dues, initiation fees and general assessments, payable to the
Association in one lump-sum cash payment or by authorizing payroll deduction.
Effective January 1, 1983, in the event that a unit member shall not pay such fee
directly to the Association, the District shall immediately begin automatic payroll
deduction as provided in Education code section 45061 and in the same manner as
set forth in first paragraph of this Article. There shall be no charge to the Association
for such mandatory agency fee deductions. The parties agree further to enforce this
provision by utilizing the provisions of Government Code Section 3540.1 (I) 2.

5.3

Any such member of the bargaining unit who is a member of a religious body whose
traditional tenets or teachings include objections to joining or financially supporting
employee organizations shall not be required to join or financially support the
Pittsburg Education Association, CTA/NEA, as a condition of employment; except
that such employees shall pay, in lieu of a service fee, sums equal to such service
fee to one of the following non-religious, non-labor organizations, charitable funds
exempt from taxation under Sections 501 (c)(3) of Title 26 of the Internal Revenue
Code:
5.3.1 Michael A. Becker Memorial Scholarship Fund
5.3.2 Michael V. Valle Memorial Scholarship Fund
5.3.3 Special Olympics
5.3.4 Pittsburg Unified School District Schools
5.3.5 Such payment shall be made on or before October 1 of each school
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year.
5.4

A unit member may make the payment to a charity specified in Article 5.3 in lieu of
financial support to PEA/California Teachers Association/National Education
Association through payroll deduction. Such monthly contributions shall continue
until such time as the unit member rescinds the objection to financial support of
PEA/CTA/NEA based on religious beliefs. Proof of payment pursuant to Paragraph
5.3 above, shall be made on an annual basis to the District as a condition of
continued exemption from the provisions of paragraphs 5.1 and 5.2 of this Article.
Such proof shall be in the form of receipts and/or canceled checks indicating the
amount paid, date of payment, and to whom payment in lieu of the service fee has
been made. Such proof shall be presented on or before October 1 of each school
year. The Association shall have the right of inspection in order to review said proof
of payment.

5.5

Any member of the bargaining unit making payments as set forth in paragraphs 5.3
and 5.4 above, and who requests that the grievance or arbitration provisions of this
Agreement be used in his/her behalf, shall be responsible for paying the reasonable
cost of using said grievance or arbitration procedures.

5.6

With respect to all sums deducted by the District pursuant to paragraphs 5.1 and 5.2
above, whether for membership dues or equivalent fee, the District agrees to
promptly remit such monies to the Association accompanied by an alphabetical list
of employees for whom such deductions have been made, categorizing them as to
membership or non-membership in the Association, and indicating any changes in
personnel from the list previously furnished.

5.7

Employees who are currently Association members and those who subsequently join
the Association shall maintain their membership for the duration of this Agreement.

5.8

The Association agrees to furnish any reasonable and necessary information

needed by the District to fulfill the provisions of this Article.

5.9

Upon appropriate written authorization from the certificated employee, the District
shall deduct from the salary of any certificated employee, and make appropriate
remittance for annuities, credit union, savings bonds, charitable donations, or any
other plans or programs jointly approved by the Association and the District.

5.10

CTA agrees to indemnify and hold the District harmless against all legal fees and
legal costs incurred in defending against any court action and/or administrative
action challenging the legality or constitutionality of the Agency Fee provisions of
this Agreement, or in the dismissal of any certificated employee pursuant to the
Agency Fee provisions of this Agreement.

5.11

CTA shall have the exclusive right to decide and determine whether any such action
or proceeding referred to in paragraph 8, shall or shall not be compromised, resisted,
defended, tried or appealed.

ARTICLE 6
HOURS OF EMPLOYMENT
6.1.

Workday
6.1.1 The normal workday responsibilities for the classroom teachers shall include,
but not be limited to preparation of lessons and classroom instruction. In
order to provide supervision of students, remedial and special assistance to
students and to insure school-home communications through conferences
with students and parents, all unit members shall be available during the
contracted workday. Other activities that are a part of the unit members
responsibility, but do not occur daily and which may involve an extended day
include faculty meetings, in-service training, parent conferences, supervision
of student activities and parent/community/school meetings. However, faculty
meetings that extend beyond the contracted workday shall not occur more
than once every other week. All in-service trainings that occur outside of the
workday shall be voluntary and paid.
6.1.2 Preschool: The workday for preschool teachers shall be seven (7) hours.
6.1.3 Children Center: The workday for Children Center teachers shall be seven
(7) hours and thirty (30) minutes.
6.1.4 Elementary: The workday for kindergarten, primary (1-3), upper grades (4-5)
and elementary preparation release teachers shall be six (6) hours and fifty
(50) minutes. The normal workday shall accommodate schools observing
both slip and non-slip time schedules for students in grades one (1) through
three (3).
6.1.5 Junior High: The workday for junior high school bargaining unit members
shall be seven (7) hours and twenty-five (25) minutes.
6.1.6 High School: The workday for high school and continuation high school
bargaining unit shall be seven (7) hours and twenty-five (25) minutes.
6.1.7 Non-classroom: Bargaining unit members covered by this agreement who
are not classroom teachers shall have the following workday:
6.1.7.1

Librarians, Work Experience Teachers and Counselors: The

workday for junior high and high school librarians, work
experience teachers and counselors shall be the same
workday as the classroom teachers at their site. Secondary
school counselors and site administrators may mutually agree
to a flexible workday, which does not begin or end more than
thirty (30) minutes beyond the workday at their site.

6.1.7.2

Psychologists and Speech Therapists: The workday for school

psychologists and speech therapists shall be 8 hours.
Beginning and ending times shall be determined at each
individual site by mutual agreement of the bargaining unit
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member and site principal.

6.1.7.3

Resource specialists, Reading Specialists, Literacy Coaches,

and Teachers on Special Assignment: The workday for
resource specialists, literacy coaches, and teachers on special
assignment shall be the same workday as the bargaining unit
members at the site where they spend the majority of their work
week.

6.1.7.4

Other: For job titles not included in those listed above, the
workday shall be determined by the immediate supervisor or
principal.

6.1.8 Beginning and ending times for the workday, but not the length of the
workday may be adjusted by the principal or immediate supervisor.
6.1.8.1

Nothing in this section prohibits a unit member and site

administrator from mutually agreeing to a flexible workday,
which does not begin or end more than one class period
beyond the workday at their site.

6.1.8.2

The parties to this Agreement must bargain any changes in the

length of the teachers' workday or any impact within the scope
of negotiations to changes in the students' instructional minutes
that is not covered by collective bargaining agreements.

6.1.9 Individual exception to the workday requires the approval of the principal and
shall not be interpreted as precedent for future exception. On the days when
bargaining unit members are scheduled to work, but pupils are not present,
on days of an emergency release of pupils, or on shortened instructional
days, the workday shall be the same as the regular teaching day unless
otherwise noted by the terms of this Agreement.
6.1.10 Elementary schools which become involved in planning new or mandated
school plans or programs, may upon request of the site administrator after
consultation with bargaining unit members, be granted permission by the
District for a modified instructional day. The purpose of such modified
instructional day shall be for the preparation and development of these plans
and programs.
6.1.11 Bargaining unit members at the elementary level are entitled to one duty free
lunch period of no less than fifty (50) minutes, and bargaining unit members
at the junior high and high school levels are entitled to one duty free lunch
period of no less than thirty (30) minutes.
6.2

Other Responsibilities
6.2.1

Open House and Back-to-School Night

6.2.1.1

The length of the workday for bargaining unit members K-12 for
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Open House or Back-to-School Night shall be a minimum

workday. The adjusted workday of unit members shall be the
day of, or the day following, the activity. On such minimum
days the workday of unit members shall be equal to the student
instructional day.
6.2.1.2

The reduced student minutes involved in the above mentioned

minimum days shall not jeopardize the required annual
instructional minutes required by the state.

6.2.1.3

If Open House or Back-to-School Night requires Children

Center or Preschool Program teachers to work beyond their
normal workday, they shall be compensated at the hourly rate
of pay established in Article 13.1.6 (B).

6.2.1.4

Based on verification of meeting the required State instructional

minutes, add two minutes per day to the 4th/5th grade
instructional minutes schedule to create four minimum days
(Tue-Fri) for parent/teacher conference for these two grades
beginning in the 1998-99 school year.
Third grade teachers who serve in non-class size reduction
classroom, will have four minimum days during the
parent/teacher conference week, creating a reduction of eighty
(80) in instructional minutes during that week.
If Class Size Reduction (CSR) is eliminated in future years the
PEA and the District shall meet to bargain how to implement
additional Parent/Teacher time for the non-CSR classes.

6.2.2

Supervision Duties at the Secondary Level

6.2.2.1

Supervision Duties are defined as those activities which extend

a bargaining unit members regular workday.

6.2.2.2

Up to twelve (12) points of supervision duties in a school year

shall be uncompensated. After providing twelve (12) points
supervision duties bargaining unit members shall be
compensated at the hourly rate of pay established in Article 13.
For purposes of compensation one point (1) equals one (1)
hour.
6.2.2.2.1

A Class Advisor will be credited with six (6) points.

Classes that have more than two (2) advisors will be
prorated accordingly. A Club Advisor will be credited
with six (6) points. Clubs with more than one (1) advisor
will be prorated accordingly.

6.2.2.2.2

Points shall be earned according to the Following

formula:
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One (1) point per hour/per event supervised until

7:00 p.m.
Two (2) points per hour/per event supervised
after 7:00 p.m. or on Saturdays.

6.2.2.3

Supervision Duties shall be shared equitably by all bargaining

unit members.

6.2.2.4

Supervision Duties (adjunct duties) at the high school: adjunct

duties which do not require full faculty participation shall be
reasonable and equitable and based on the following process:
6.2.2.4.1

Supervision Duties shall be shared equitably by all

bargaining unit members at the site. Equitability shall be
based on the anticipated number of hours a unit
member is involved in after school supervision
assignments.

6.2.2.4.2

Every effort shall be made to assign bargaining unit

members an equal number of supervision duties or
equivalent before additional paid extra duties are
assigned.

6.2.2.4.3

Bargaining unit members shall have the opportunity to

self-select supervision duties.

6.2.2.4.4

Prior to the teachers last workday of the school year,

the principal or his/her designee shall develop a list of
supervision duties for the ensuing school year. This list
shall contain at least the following: a list of anticipated
events; proposed dates, the number of bargaining unit
members needed for each event, the anticipated
number of points per event; the total points needed for
each event. The completed list of adjunct duties shall
be given to each unit member at the high school for
review. Suggestions and/or corrections shall be
forwarded to the principal or his/her designee.

6.2.2.4.5

Prior to the end of the second instructional week, the

principal or his/her designee shall make necessary
revisions to the list. To determine the number of points
each bargaining unit member will be responsible to selfselect for the current school year, the total number of
points needed to cover all after school supervision
assignments shall be divided by the number of
bargaining unit members at the site.

6.2.2.4.6

Bargaining unit members shall be notified when and

where the agreed upon list of after school supervision
assignments will be posted. Bargaining unit members
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shall have one week to self-select their preferred adjunct

duties.
6.2.2.4.7

6.2.2.5

6.3

The principal or his/her designee, after reviewing and

analyzing the resulting list for equity and adequate
coverage, shall make appropriate assignments where
needed.

Assigned Duties at the Elementary Level: All assigned duties at the

elementary level shall be shared equitably by all bargaining members
at the site.

Preparation and Planning

6.3.1 Kindergarten: Bargaining unit members teaching kindergarten shall be
provided with the equivalent of three (3) forty-five (45) minute preparation
periods per a five-day week, for a total equivalent of one hundred and thirtyfive (135) minutes per a five day week. This preparation period shall be
provided at time other than when their assigned students are in attendance.
6.3.2 Elementary: Bargaining unit members teaching in grades one through five in
self-contained regular and special education classrooms and prep teachers
shall be provided the equivalent of three (3) 45-minute preparation periods
per five-day week, for a total equivalent of 135 minutes per a five day week.
6.3.3 Junior High
6.3.3.1

Preparation and Planning: Full-time bargaining unit members

teaching junior high school (6-8) shall have one (1) unassigned
period per day set aside for preparation and planning.
Exceptions may occur when the normal school day is
shortened or classes are rescheduled for specific activities.
The fifteen minutes before school shall be non-instructional
time.

6.3.3.2

Effective July 1, 2001, the remaining non-instructional time of at

least 30 minutes in the workday shall be dedicated to
enhancing the educational program of students. The specific
educational activities during this period shall be collaboratively
planned by the administrative and teaching staff at each site.
Activities may include, but are not limited to, student tutoring,
student clubs and activities, parent/teacher conferences, school
study team (SST) meetings, strategy/planning meetings to
develop strategies for implementing standards and increasing
student performance, and/or house- and department-level
meetings. It is expected that a variety of activities will take
place during this time, designed to enhance and enrich the
educational program of junior high students.

6.3.3.3

No meeting shall begin sooner than 15 minutes after the end of

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the students instructional day.

6.3.3.4

The District and the Association shall establish a Junior High

School Task Force to evaluate and make recommendations to
the Superintendent to improve the junior high school schedule
and programs. The Association and the District shall appoint
an equal number of members to the Task Force.

6.3.4 High School: Full-time bargaining unit members teaching high school shall
have (1) unassigned period per day set aside for preparation and planning.
Exceptions may occur when the normal school day is shortened or classes
are re-scheduled for specific activities.
6.4 Compensation for Class Coverage
6.4.1 Beginning July, 1, 2012, a bargaining unit member who volunteers or is
assigned to teach all or any part of a period during his/her preparation time
shall be compensated. Compensation for class coverage shall be one-half
(1/2) the Class Coverage hourly rate for the first fifteen (15) minutes of
coverage. Compensation for class coverage above (15) minutes shall be at
the full Class Coverage hourly rate.
6.4.2 A period is defined at the secondary level, as the length of a student period
for the day during which the substitution takes place. At the elementary level,
a period is the length of teachers preparation period contained in this
Agreement. For Kindergarten, a period is defined by clock hours. If an
absent classroom teachers class is divided among multiple teachers, then
each unit member who takes or receives additional students for all or part of
the day shall be given credit for one period of coverage and shall be
compensated at the Class Coverage hourly rate of pay. In addition,
bargaining unit members who substitute during their regular work day (e.g.
kindergarten teachers, teachers on special assignment, etc.) shall be given
credit for one-half (1/2) period for the first fifteen (15) minutes of substituting
and one full period for substituting that exceeds fifteen (15) minutes.
6.4.3 Each site administrator shall compile a list of bargaining unit members who
wish to volunteer for class coverage. The volunteer list shall be posted at a
central location chosen by the site administrator. A second roster shall be
compiled listing the remaining bargaining unit members at that site. If no
volunteers are available for substituting, substitutes are to be selected from
the second list. The second list shall be made available to any bargaining unit
member to review upon request. Bargaining unit members shall be
requested to substitute on a fair and equitable basis. A 120% contract is
authorized only for unit members teaching a class during their preparation
period.

13

ARTICLE 7
LEAVES
7.1 UNAUTHORIZED LEAVE
7.1.1 Unauthorized leave is defined as nonperformance of those duties and
responsibilities assigned by the District or misuse of approved leaves. Such
leaves can result in loss of compensation and disciplinary action for
employees.
7.2 SICK LEAVE
7.2.1 Each employee shall be entitled to sick leave with full pay up to ten (10)
working days in each school term. Employees whose regular work year is
more than the school year shall earn additional sick leave days pro-rated at
the rate of one (1) sick leave day for each additional twenty (20) days worked.
The unused portion of sick leave allowance shall be accumulative without
limitation. The maximum amount of earned sick leave in any one year shall
be twelve (12) days.
7.2.2 Sick leave deduction shall be made for the portion of the normal workday that
the employee is absent.
7.2.3 Verification/Return from Sick Leave
7.2.3.1

Following absences of more than three (3) consecutive days

due to illness, a doctors statement may be required before
returning to work. Further, the District may ask for a medical
verification of illness when there appears to be a pattern of
absence(s).

7.2.3.2

Employees returning to work from sick leave involving major

surgery or illness shall be required to present a doctors release
verifying medical permission to return to work.

7.2.4 If an employee is terminated and has used more sick leave than was earned,
the amount used but not earned shall be deducted from his final warrant.
7.2.5 Differential Leave
7.2.5.1

When a bargaining unit employee is absent from duties on

account of illness or accident for a period of five (5) school
months or less, the amount deducted from the salary due for
any month in which the absence occurs shall not exceed the
sum which is actually paid a substitute employed to fill the
position during the absence; or, if no substitute were employed,
the amount which would have been paid to the substitute.

7.2.5.2

The five (5) month differential pay period shall be consecutive

following utilization of annual and accumulated sick leave.
14

7.2.5.3

The five (5) month period is available per illness or per injury.
This applies to extended illness or injury and not daily
absences. The balance of a five (5) month period not utilized at
the end of a school year shall be available at the beginning of
the subsequent school year.

7.2.5.4

A bargaining unit member returning from differential leave shall

be reinstated to his/her former position upon request, except
when educational needs weigh in favor of a temporary transfer
or reassignment.

7.2.5.5

If an employee is unable to return to work at the end of the five

(5) month period, he/she shall be placed on a 39 month
reemployment list (permanent employee) or a 24 month
reemployment list (probationary employee).

7.2.6 At the beginning of each school year, every employee shall receive a sick
leave entitlement for the school year. The District shall provide each
employee with a written statement of his accrued sick leave total and his sick
leave entitlement for the school year. An employee may use his credited sick
leave at any time during the school year.
7.2.7 An employee may transfer accumulated sick leave according to the provision
of the Education Code.
7.3

MATERNITY LEAVE
7.3.1 A certificated employee of the District who becomes pregnant may take a
leave for maternity reasons. Leave for maternity reasons may be either paid
or unpaid.
7.3.1.1 Paid Leave: A certificated employee who is pregnant may utilize sick
leave during the period of time she is disabled. Disability shall begin
at the written request of the employee accompanied by a statement
from a duly licensed physician indicating the period of time the
employee shall not be physically able to perform her duties. The
District may request an examination by a physician designated by the
District to determine the ability of the employee to perform her duties.
The determination of the District physician shall be final.
7.3.1.2 Unpaid Leave: Unpaid leave may be granted to pregnant employees:
7.3.1.2.1

At employees request in lieu of employee utilizing sick

leave.

7.3.1.2.2

To extend maternity leave beyond the period of

disability.

7.3.1.2.3

Health benefits during unpaid leave may be continued if

15

such unpaid leave does not exceed twenty (20) working

days.
7.3.1.2.4

7.4

Health benefits may be continued beyond the twenty

(20) days unpaid leave if the employee pays for
premiums.

CHILD REARING LEAVE:

7.4.1 See Health, Study, Child Rearing, and Other Leaves.

7.5

ADOPTION LEAVE:
7.5.1 See Personal Necessity Leave.

7.6

INDUSTRIAL ACCIDENT OR ILLNESS LEAVE

7.6.1 Employees having accidents or illnesses arising out of and in the course of
employment are covered by Workers Compensation as outlined below:
A.

A maximum of sixty (60) working days of industrial accident or illness

leave is allowed in any one fiscal year for the same accident. This
leave is not cumulative from year to year.

B.

Industrial accident or illness leave commences on the first day of

absence and shall be reduced by one (1) day for each day of
authorized absence up to the maximum allowable amount.

C.

When industrial accident or illness leave has been exhausted, other

type of available leave shall then be used.

D.

Periods of such leave shall not be considered as a break in service.

E.

During all periods of paid leaves of absence all wage loss benefit
checks received by the employee shall be endorsed to the District.
The District shall then issue the employee appropriate warrants for
payment of normal wage or salary and shall deduct retirement and
other authorized contributions.

F.

Upon termination of the industrial accident or illness leave, the

employee shall be entitled to other benefits provided in Article VI and
for the purpose of each of these provisions, absence shall be deemed
to have commenced on the date of termination of the industrial
accident or illness leave, provided that if the employee continues to
receive temporary disability indemnity, employee may elect to take as
much of accumulative sick leave which, when added to temporary
disability indemnity, shall result in a payment of not more than the full
salary.

G.

While receiving benefits under this section, during periods of illness or

16

injury, the employee shall remain within the state of California, unless
the District authorizes travel outside the state.
7.7

PERSONAL NECESSITY LEAVE

7.7.1 In cases of personal necessity, an employee at his/her election may use up to
seven (7) days of sick leave in any school year for any of the following:
A.

Death of a member of his/her immediate family. (Member of the

immediate family as used in this section includes: mother, father
parent substitute or legal guardian, grandmother, grandfather, spouse,
registered domestic partner, son, daughter, sister, brother, mother-inlaw, father-in-law, son-in-law, brother-in-law, sister-in-law of the
employee, grandchild, any person or relative living in the immediate
household of the employee or individual for whom the employee
serves as a legal guardian. This leave may be in addition to
bereavement leave.

B.

Accident, involving his person or property, or the person or property of

a member of immediate family.

C.

Appearance in court as a litigant; or as a witness under an official

order.

D.

Serious illness involving hospitalization of a member of the employees

immediate family or serious illness not requiring hospitalization of a
member of the employees immediate family who resides with the
employee.

E.

Paternity Leave -. Seven (7) days.

F.

Adoption of a child by employee - Seven (7) days.

G.

Personal Business Four (4) days for which no reason needs to be

given and no prior approval is required. Unit members may take up to
two (2) Personal Business days in a week without prior approval. Unit
members may take more than two (2) days in a week with prior
approval of site administrator or designee. Personal Business Leave
taken the day before or the day after a District Calendared Holiday
shall require prior approval of site administrator or designee.

7.7.2 Should a personal necessity leave be necessary when an employee has

insufficient accumulated sick leave, the salary deduction shall be the
substitutes pay and the employee shall receive the difference between the
pay to the substitute and regular salary of the employee. In no case shall the
deduction be greater than what the employee earns.
7.7.3 Personal necessity leave is not automatic but shall be requested, in writing,
and submitted to the site supervisor upon return from such leave. (See
7.7.1.G for exception.) Personal necessity leave may be taken in one-half or
17

full days only.

7.7.4 Special forms for request and verification of personal necessity leave shall be
available in the principals office in each building.
7.8

BEREAVEMENT LEAVE
7.8.1 An employee is entitled to a leave of absence, not to exceed three (3) days,
or five (5) days if out-of-state travel is required, on account of the death of any
member of his/her immediate family. No deduction shall be made from the
salary of such employee, nor shall such leave be deducted from sick leave.
7.8.2 Member of his/her immediate family as used in this section means: the
mother, father, parent substitute, legal guardian, registered domestic partner
(as defined in 12.3.2 below) or any individual for whom the employee serves
as a guardian, grandmother, grandfather or grandchild of the employee or of
the spouse/registered domestic partner of the employee. The
spouse/registered domestic partner, son, son-in-law, daughter, daughter-inlaw, sister-in-law, brother-in-law, brother or sister of the employee, or any
relative living in the immediate household of the employee.
7.8.3 Verification may be required by site administrator within 30 days following
leave being taken. Verification shall be in the form of letters, certificates of
death, obituaries, memorial cards and/or any other form of notice.

7.9

HEALTH, STUDY, CHILD REARING AND OTHER LEAVES

7.9.1 The School Board may grant a leave of absence without pay for health, study,
child rearing and other reasons upon the recommendation of the
superintendent.
7.9.2 The superintendent may approve leaves of absence without pay for up to ten
(10) days in duration. Requests for leaves without pay that exceed ten (10)
days in duration may be submitted to the School Board. Such leaves shall
not be approved for more than one year in duration.
7.9.2.1

An extension of any leave of absence without pay may be

approved by the School Board upon the recommendation of the
superintendent.

7.9.3 During the period of such unpaid leaves, health benefits may be continued
with the premium being paid by the employee.
7.9.4 Employees on leave without pay shall not earn sick leave or service credit.
7.10

SABBATICAL LEAVE
7.10.1 Sabbatical leaves may be granted every year by the School Board where
such leaves will improve teaching skills and knowledge of employees.
18

7.10.2 By its second regular meeting in January, the Board shall determine whether
it will consider granting sabbatical leaves for the following school year. The
Administration shall communicate such information to the Association and
members of the bargaining unit.
7.10.3 Personal Requirements:
A.

Seven years continuous service is required in the employment of the

Pittsburg Unified School District prior to the granting of the leave.
(1)
This service may be interrupted by leaves of absence of other
types, but such leaves shall not count as part of the seven years
required.
(2)
Service under a nationally recognized fellowship foundation
approved by the State Board of Education for a period more than one
year for research, teaching or lecturing shall be deemed a break in
continuity of service, and the period of such absence shall be included
in computing the seven consecutive years of service required by this
section.

B.

Seven additional years of service, following the return from the

sabbatical leave shall be required in order to establish eligibility for
another sabbatical leave.

C.

Eligibility for sabbatical leave shall be limited to persons who have not
reached their sixtieth birthday by July 1 of the school year in which the
leave will be taken.

D.

To be eligible for such leave, the teacher must be tenured at the time
the leave commences.

E.

Persons accepting leave shall complete in the District twice the length
of active service as the length of the sabbatical immediately upon
return from this leave if compensation is accepted as part of the leave
agreement.

7.10.4 General Requirements:

A.

An agreement in writing between applicant and the District shall be

drawn up specifying work to be done, services to be rendered, and/or
purpose and plan of travel during the period of the sabbatical leave.

B.

Application for leave to be granted for the following school year must
be filed on appropriate form with the Human Resources Office no later
than March 1. Early application is strongly recommended. Application
shall include a detailed statement of travel and/or study proposed for
the period of the leave. The dead-line for application for leave
beginning in the spring semester shall be on October 1.
19

C.

Applications for sabbatical leave shall be referred to the Sabbatical

Review Panel (composed of 3 members appointed by PEA and 3
members appointed by the District) for review. The successful
applicants, up to the number provided for in section 7.10.6, shall be
ranked and submitted to the Board for consideration and action.

D.

The Professional Growth Panel, as established, shall determine

criteria for the purpose of evaluating applications and for establishing
priorities where needed. These criteria shall include but not be limited
to the following:
(1)

District need

(2)

Desired training not available in summer sessions or evening

sessions of nearby colleges and universities.

(3)

Fellowships and grants

(4)

Specialized training

(5)

Travel for specific purposes

E.

Any proposed change in an approved plan of study or travel shall be

submitted in advance to the Professional Growth Panel and be
approved by that panel and the Assistant Superintendent for Human
Resources.

F.

Sabbatical leave shall be granted for either one year or one semester
and shall commence on July 1 or the beginning day of the spring
semester, unless other-wise recommended by the superintendent for
the good of the District and approved Board of Education. A second
semesters leave may be requested before waiting a second seven
years.

G.

The individual returning to service from sabbatical leave shall furnish a

report to the Human Resources Office, demonstrating that the
conditions justifying the leave have been fulfilled. Such a report shall
be filed within sixty (60) calendar days after the first day of the
semester in which the individual returns to active service in this
District. The superintendent may authorize an extension of time not to
exceed one semester for purposes of completing the necessary
requirements.

H.

At the expiration of the leave it shall be the policy of the District to

reinstate the employee in his previous position or a similar position.

7.10.5 Compensation and Credit:

A.

Persons granted sabbatical leave shall be paid one-half the salary that
would have been earned if they were on active service at that time.
20

Individuals shall be paid their salary for the term of the sabbatical
leave in the following way:
(1)

The individual shall receive one-half salary and full health

benefits during the leave, in the same manner as other
certificated employees, upon agreement to return to the district
for a minimum of service twice the length of the sabbatical.
The grantee shall be required to furnish a suitable bond
indemnifying the District against loss in the event that the
employee fails to render the required service in this District
upon return from leave or fails to fulfill the conditions of the
leave.

(2)

The bond shall be exonerated in the event of failure of the

employee to return and render the required service because of
death or disability (physical or mental).

B.

The employees normal percentage rate of deduction for retirement

purposes shall be applied to the actual salary received by the teacher.
The employee may elect to have deducted from the actual salary the
amount that would have been contributed by the District and the
employee in order to receive a full years retirement credit.

C.

The employee on sabbatical leave shall receive experience increment

for the year of leave, since the purpose of the leave is service to this
District and its pupils. An individual on semester leave shall receive
normal experience increment for the year in which leave is taken, if
such individual is in active service for the whole of the other semester
of that school year.

D.

Units of college credit earned as a condition of this leave may be used

to satisfy the increment hurdle and class requirements of the District
salary schedule. If credit is to be claimed for salary classification or
increment hurdle for the year of the individuals return to active
service, transcripts of credits earned shall be filed with the Assistant
Superintendent/Personnel in accordance with established District
policy. If work is not completed by the deadline established for such
notification, the form notice of intention to complete the work shall be
filed instead and the transcript may then be filed by the date in the fall
established in the above-mentioned procedure.

7.10.6 Special Limitations:

A.
7.11

No more than one percent (1%) of the negotiating unit of this District
shall be on sabbatical leave at the same time.

JURY DUTY LEAVE

7.11.1 Employees called to serve on jury duty shall not lose any salary. Personnel
excused to perform jury duty are excused only for those days they are
21

actually required to report for jury service. The employee shall provide
verification of service and reimburse the District the daily amount received for
Jury duty exclusive of mileage allowance.
7.12

LEGISLATIVE LEAVE
7.12.1 At the expiration of the leave it shall be the policy of the Board of Education to
reinstate the employee in his/her previous position or a similar position for
which he/she is qualified.

7.13

ASSOCIATION LEAVE
7.13.1 The District may grant to the Association president or his designee ten (10)
days release time for the purpose of organizational business. Two (2) days
prior notification to the superintendent is required.
7.13.2 Seven (7) additional days may be granted upon request to and approval from
the superintendent.
7.13.3 Costs of substitutes for 7.13.1 and 7.13.2 above, if any, shall be paid by the
Association.
7.13.4 Associations President Release Time:
A.

The District shall grant up to forty (40) percent or two (2) days per
week release time for the Association President.

B.

The Association President shall receive compensation and benefits as

though s/he were a regular full-time employee of the District.

C.

The Association President shall be advanced on the salary schedule

as though s/he was a regular full-time employee.

D.

The Association shall reimburse the District for full costs of the release
time duty days of the Association President.

E.

Other provisions of Association leave included in this contract are not

affected by this leave.

F.

The President shall have access to bargaining unit members at school

sites when said unit members are not instructing and/or supervising
students. When visiting a school site, the Association President shall
adhere to the rules and procedures for visitors to the site.

G.

By June 1, and after consultation with the District, Association

President shall provide the District specific calendar days for the
Presidents leave for the subsequent school year, with the
understanding the Association may need to reschedule leave due to
unforeseen circumstances, and that the rescheduled leave can only be
denied for specific reasons of educational necessity.
22

7.14

PROFESSIONAL COMPETENCE COMMISSION LEAVE

7.14.1 The District may release employees who are chosen to serve the
Commission on Professional Competence in accordance with the Education
Code. Such service shall be considered a professional responsibility and the
rights and duties of the employee in rendering such service shall be those
contained in the Education Code.

7.15

MILITARY LEAVE
7.15.1 Any employee who is on temporary military leave of absence and who have
been in the service of the public agency from which the leave is taken, for a
period of not less than one year, immediately prior to the day on which the
absence begins, shall be entitled to receive his/her salary or compensation as
such public employee for the first thirty (30) calendar days of any absence.
Temporary military leave of absence means a leave of absence from public
employment to engage in ordered military duty for a period which, by the
order, is not to exceed 180 calendar days including travel time.
7.15.2 Such absence does not affect classification and does not constitute a break in
service, although such absence may not count as part of the service required
as a condition precedent to permanent classification.
7.15.3 A copy of duty orders shall be submitted to the Human Resources Office prior
to the commencement of leave.
7.15.4 Upon return from military service, within six months, the employee is entitled
to his/her former position at a salary he/she would have received had he/she
not been in military service.

7.16

EDUCATIONAL MEETING AND CONFERENCE LEAVE

7.16.1 Employees may be authorized or directed to represent the District at
educational meetings, conferences, workshops or official education
committees. Employees authorized or directed to attend meetings, etc., shall
not suffer loss of salary or sick leave. Employees authorized to attend may
be reimbursed up to the full amount of reasonable and actual expenses.
Employees directed to attend shall be reimbursed for the full amount of
reasonable and actual expenses.

7.17

CATASTROPHIC SICK LEAVE BANK

7.17.1 The Catastrophic Sick Leave Bank shall be created to assist employees who
have a long term illness or disability as verified by a physician and who have
exhausted their accumulated sick leave. Only individuals who have
contributed to the Bank shall be eligible to draw from the Bank.
7.17.2 Only bargaining unit members who have ten (10) days of accumulated sick
leave may contribute one (1) sick leave day to the Bank. All donations to the
Bank shall be irrevocable.
23

7.17.3 Catastrophic Leave Bank Committee

A.

The Association shall establish a Committee to review and approve or

deny requests from the Bank.

B.

The Committee shall consist of six (6) members. Five voting members
shall be appointed by the Association and one ex-officio member shall
be appointed by the District.

C.

The Districts non-voting member shall serve as a communication

liaison between the Committee and the Districts Business Office.

D.

The Committee will treat all applications and attendant information as

confidential information.

E.

The District, upon request, shall provide the Committee information

necessary for administration of the Bank.

7.17.4 The maximum cumulative number of days which any one person may be
granted from the Bank during his/her period of employment with the District is
thirty (30) days. Members of the Bank may draw from the Bank after all sick
leave has been exhausted. A member who draws from the Bank will be paid
at his/her regular daily rate of pay. Sick leave from the Bank may not be
granted for periods of disability when monies are being paid to the bargaining
unit member under Article 7.6 - Industrial Accident or Illness Leave.
7.17.5 Applicants for benefits from the Bank must make application to Association.
7.17.6 At the beginning of each school year there will be a six-week open enrollment
period. Bargaining unit members must notify the Sick Leave Bank Committee,
in writing, of their desire to participate in the Bank. At the close of the
enrollment period, the Association shall notify the Business Office of the
participating individuals, the total number of days contributed and a copy of
the written authorization to deduct sick leave. New unit members employed
after the open enrollment period shall have thirty (30) days to enroll in the
Bank. Membership in the Bank is continuous unless a member notifies the
Association, in writing, of their desire to cancel their participation in the Bank,
or they decline further contribution to the Bank as outlined in section 7.17.7
immediately below.
7.17.7 All unused days contributed to the Bank shall be carried over from year to
year. When the total number of days in the Bank is reduced to thirty days
(30) or less, the Committee shall inform the Bank membership that in order to
continue membership in the Bank, the member shall be required to donate an
additional day. Members of the bank who elect not to donate an additional
day shall no longer be participants in the Bank, and the District shall be so
notified. The maximum amount of days that can be drawn from the Bank in
any one school year is one hundred (100) days. All donations to the Bank
shall be non-refundable.
24

Example:
Year

Days

2000-2001

Bank starts with:

Days used from the Bank:

140 days
-90 days

2001-2002

Bank starts with:

Days used from the Bank:
Days available to members:

50 days
-30 days
20 days

Members of the Bank shall be required to donate an additional

day in order to continue membership.
7.17.8 The Association shall give a statement of each individuals participation in the
Bank to the District Business Office, so it can be included in the yearly sick
leave accounting.
7.17.9 The Catastrophic Sick Leave Bank shall become effective October 15, 2001.
ARTICLE 8
CLASS SIZE
8.1

Class Size
8.1.1 Beginning July 1, 2000, class sizes shall adhere to the following ratios:
K
13
45
68
9 12
Continuation Schools
Community Day Program

30 to 1 Maximum
30 to 1 Maximum
32 to 1 maximum
32 to 1 (School Average)
30 to 1 (School Average)
20 to 1
20 to 1

8.1.2 The parties acknowledge and agree that this constitutes an alternatively
bargained agreement for the duration of this agreement.
8.1.2.1:The Pittsburg Unified School District elected, based upon the School
Boards direction, to implement Grade Span Adjustment (GSA), beginning in
the 2014-2015 school year at a school site grade level average of 24 to 1 for
TK 3. Should funding for Grade Span Adjustment (GSA) under LCFF be
eliminated, reduced or suspended at any time during the period of this
Agreement, or if the GSA provision of the LCFF law is repealed, amended, or
suspended, then the District may elect to return class sizes for TK through 3 rd
Grade, including combination classes set forth in 8.1.2.3 to the class sizes
in 8.1.1 above, and those class sizes shall constitute compliance with Section
42238.02(d)(3)(B) or (D) et. seq. of the Education Code. The words
reduced or amended as used in this Article 8.1.2.1 means a reduction of
25

the Districts GSA funding from the previous year.

8.1.2.2: In the event Grade TK through 3 class sizes return to the class sizes
in 8.1.1 pursuant to the provisions of section 8.1.2.1 above, either party may
request in writing that the class size averages and maximums from Grades
TK-3 in Article 8.1.2.1 and 8.1.2.4 be reopened for negotiations, and such
negotiations shall commence within thirty (30) days of receipt of the request
to reopen negotiations.
8.1.2.3: For the term of this agreement, Class Size for Transitional
Kindergarten (TK) through 3rd Grade and combination-classes, shall be as
follows, unless Article 8.1.2.1 above applies. Transitional Kindergarten and
combination classes shall not be averaged at 24 to 1 until 2015-16 school
year and thereafter; Grades TK-3 - 24 to 1 School Site Average
8.1.2.4: Class size maximums shall be allowed to go up to 26 maximum per
class for TK through 3rd grade and grade combination classes. For TK to
3rd grade and combination classes, Article 8.3 shall not apply.
8.1.2.5: The combination class size averages shall follow TK-3 grade
averages. For combination classes, Article 8.2 is suspended during this
agreement.
8.1.2.6: In order to compute school site averages beginning on or after
October 1st of each school year in grades Transitional K through 3rd grade,
including combination classrooms, all of the students in Transitional K
through 3rd grade, including combination classes, shall be added and then
that sum shall be divided by the number of Transitional K through 3rd grade,
including combination classes, to ensure that there is a K-3 class size
average of 24 students per class, per site.
8.1.3 Exceeding class maximums as per Article 8.3 shall not apply to grades K-3,
unless the provisions of Article 8.1.2.1 apply.
8.2

Combination class maximums same as above except 3/4 combination shall have a
maximum of 30 to 1.

8.3

Class maximums or average may be exceeded by two (2) under the following
conditions:
8.3.1 New enrollees after the opening of school. If enrollment within a given school
has increased sufficiently at midyear, additional teachers may be added.
8.3.2 No class shall begin school by having an official enrollment in excess of the
maximum.
8.3.3 No Resource Specialist shall have a caseload which exceeds 28. Caseload
shall include all students who have been identified through an active
Individualized Educational Program and for whom the Resource Specialist
provides instruction and services.
26

8.3.4 The District shall make every reasonable effort to place special education
students equitably at a school site.
8.3.5 The District shall make every reasonable effort to maintain the recommended
caseload of 55 for Speech Language Specialist. At no time shall any Speech
Therapists case load exceed 65.
8.3.6 The District shall make every reasonable effort to equitably balance class
sizes by October 1st of each school year.
8.4 The District shall provide to the Association a report of mid-year enrollment for each
classroom and each class period at each school site by October 15 and February 15 of
each school year. At any time, the Association believes that an imbalance may exist,
the Association may request, and shall receive from the District within 5 working days,
the enrollment report for each classroom and class period for the requested site.
8.5 Class Size Task Force: The parties agree to form a Labor/Management task force to
review class size issues during the life of this contract.
ARTICLE 9
TRANSFER AND REASSIGNMENT PROCEDURES
9.1

Employees shall be assigned in the subject field or fields and at the level in which
their experience, training and credential qualify them to be placed. Insofar as
feasible, each school shall have a balanced staff in terms of years of experience and
training, sex and diversity of cultural and ethnic background.

9.2 Definitions
9.2.1 Vacancy: A vacancy shall be considered only as an unfilled full time
certificated position. Reassignments may be made within a school to fill
openings created. The eventual opening shall be considered the vacancy.
9.2.2 Reassignment: Reassignment is the placement of a certificated employee in
a different subject area or grade level within the same school.
9.2.3 Transfer: Relocation (school to school) of an employee.
9.2.3.1

Voluntary Transfer: Employee initiated relocation.

9.2.3.2

Involuntary Transfer: District-initiated relocation.

9.3 Transfer Criteria (Voluntary or Involuntary)

9.3.1 Transfers shall be based upon consideration of the following: credential;
student, school and District needs; training and experience; balanced staff;
and seniority. If the employee does not agree with the reassignment or
transfer, a right to appeal the subject judgment to the superintendent is
permitted. Procedural issues shall be subject to grievance.
27

9.4 Voluntary Transfer

9.4.1 The following factors shall be considered in relation to the transfer of
employees:
9.4.1.1 Available vacancies and number of requests for transfer.
9.4.1.2 Grade level, subject field and position for which the employee is best
suited by qualification and experience. When a transfer involves a
change of subject field, the change may be made only if the employee
meets the qualification required for that specialty in terms of subject
field preparation and teaching credential.
9.4.1.3 A list of known vacancies shall be posted in a conspicuous place in
each school by March 15 and every two weeks thereafter until the end
of school. The list shall contain a closing date for submitting request
for transfer. No assignment to fill the vacancies shall be made until
after the closing date.
9.4.1.4 An employee shall submit a request for transfer on available form
directly to the Human Resources Office. Requests shall be submitted
after January 1 and shall be re-submitted each year to maintain
transfer request current.
9.4.1.5 Transfers shall not be denied arbitrarily or capriciously or for punitive
reasons.
9.4.1.6 If a transfer is denied, the employee shall be given, upon request,
written rationale for the denial.
9.4.1.7 Employees requesting to transfer to a year round school shall be given
first consideration.
9.5

Involuntary Transfer
9.5.1 Involuntary transfer is any District-initiated relocation (school to school) of
certificated personnel. The District shall provide written rationale for an
involuntary transfer to the affected employee upon request, with a copy to the
Association President.
9.5.2 Certificated personnel shall be given, whenever possible, the earliest
advance notice of intended transfer. Reasons for transfer shall be slated in
writing, if requested by the affected employee. Personal preference of
certificated personnel as to new assignment shall be considered.
9.5.2.1 The District may initiate employee transfers when school or
department enrollments make such transfers necessary. All personnel
affected shall be notified promptly by letter from the Human Resources
Office.
28

9.5.2.2 Because the District is interested in maintaining balanced, stable

faculties, in strengthening them in specific areas, and in providing new
environments for individuals, an employee whose work is satisfactory
or exemplary may be relocated after appropriate conferences have
been held.
9.5.2.3 When the classroom work or the personal relationships of an
employee are marginally satisfactory, a principal may request that the
teacher be transferred.
9.5.2.4 Employees shall not be transferred arbitrarily, capriciously or for
punitive purposes.
9.5.2.5 No vacancy shall be filled by means of an involuntary transfer if there
is a qualified volunteer available who shall satisfy the specific need for
transfer.
9.5.2.6 Notice of involuntary transfer shall be given to an employee as soon
as possible and not, except in unusual cases, later than June 1.
9.5.2.7 An administration-initiated transfer shall take place only after a
meeting between the employee and the principal, if such a meeting is
requested by the employee.
9.5.2.8 Upon request, the Association shall be given a list of certificated
personnel transfers for the current year.
9.5.2.9 If an involuntary transfer is to be made after the beginning of the
school year, fourteen (14) calendar days notice shall be given to the
employee prior to the effective date of transfer.
9.6

Reassignment
9.6.1 Reassignment shall be arranged through conferences between the building
principal and certificated personnel involved.
9.6.2 Criteria for reassignment shall be qualifications and experience of the
employee.
9.6.3 Employees shall receive their area of assignment in writing no later than June
1 of each year when possible.
9.6.4 A change in assignment shall not be made without good or sufficient cause.
9.6.5 In the event a change in assignment after June 1 is contemplated, the
teacher shall be notified and a meeting with the school administrator held, if
requested, by the employee.
9.6.6 Provisions shall be made for employees who are reassigned to more than
one school to minimize travel time and insure an adequate amount of time for
29

lunch and preparation periods.

ARTICLE 10
TEACHER EVALUATION PROCEDURE
10.1

General Provisions
10.1.1. The process of assessment and professional development is ongoing and
requires understanding and commitment by all involved. It is understood and
agreed by the parties that their principle objective is to improve the quality of
education in the District. The District and Association accept as a
fundamental premise for a successful evaluation program, the necessity for
mutual respect and confidence to exist between the Evaluator and those
evaluated. The evaluation process and forms shall not be used as retaliation
or as a substitute for discipline. The unique contribution that each unit
member brings is valued and is intended to be enhanced rather than inhibited
by the evaluation process. The process is based upon a Developmental
Continuum of Teacher Development which has been aligned with the 2009
California Standards for the Teaching Profession (CSTP). An important
component of each of these is the understanding that all professionals grow
and develop. It is, therefore, expected that all Administrative Mandated final
evaluations will contain individual and personalized suggestions for continued
professional growth. It is also expected that Partner Collaboration Evaluation
or Self-Evaluation prepared by the Evaluatee include personalized
suggestions by the Evaluatee for continued professional growth.
10.1.2 California Standards for the Teaching Profession (2009)
The evaluation for certificated members is based on the California Standards
for the Teaching Profession, to the extent that the Standards apply to job
responsibilities.
There are six (6) Standards. These Standards are:
Standard 1:
Standard 2:
Standard 3:
Standard 4:
Standard 5:
Standard 6:

10.2

Engaging and Supporting all Students in Learning

Creating and Maintaining Effective Environments for Student
Learning
Understanding and Organizing Subject Matter for Student
Learning
Planning Instruction and Designing Learning Experiences for all
Students
Assessing Students for Learning
Developing as a Professional Educator

Certificated Evaluation Process Using CSTP

Evaluation Frequency
10.2.1 Certificated personnel with permanent status in the District shall be evaluated
every other year according to the four (4)-year cycle except as set forth in
30

10.2.2 and 10.2.3.

10.2.2 Preschool teachers shall be evaluated annually during the first three (3)
years, and every other year thereafter.
10.2.3 Certificated permanent personnel receiving an overall rating of Does Not
Meet Standards may at the discretion of the District be evaluated annually
thereafter until he/she receives an overall rating of Meets Standards. A unit
member receiving an overall rating of Does Not Meet Standards shall be
afforded direct assistance in overcoming the perceived deficiencies and may
be required to participate in training programs during the contracted day at
District expense. District approved trainings for unit members receiving a
Does Not Meet Standards that occur beyond the contracted workday shall
be voluntary and paid.
10.2.4 Probationary unit members shall be evaluated every year.
10.2.5 Temporary unit members shall be evaluated every year with the exception of
Preschool Teachers (see: 10.2.2).
10.2.6 For the purposes of this article, a year of employment shall count if the unit
member was employed at least seventy-five (75%) of the days required in the
unit members work year.
10.3

Five-Year Evaluation Cycle

10.3.1 Evaluation every five years: By mutual agreement of the Evaluator and the
unit member to be evaluated, the unit member shall be evaluated at least
once every five (5) years providing all of the following conditions apply:
a. The unit member has achieved permanent status;
b. The unit member has been employed by the District for ten (10) years;
c. The unit members immediate prior evaluation was deemed satisfactory
as defined in the Article 10.6.3; and
d. The unit member has been determined to be highly qualified as defined in
the ESEA 20 USC Section 7801.
10.3.2 Mutual agreement may be withdrawn by either the Evaluator or the unit
member.

10.4

Four-Year Evaluation Cycle

10.4.1 Permanent Unit Members who are not on the Five (5) Year Evaluation Cycle
shall be on the Four (4) Year Evaluation Cycle.
10.4.2 The first year of the evaluation cycle begins with the Administrative
Mandated Evaluation. The second year shall be a non-evaluation year. The
third year shall be a designated year of evaluation with a choice of three (3)
evaluation options. The fourth year shall be a non-evaluation year.
31

10.4.3 The Four-Year Evaluation Cycle shall continue as long as a rating of Meets
Standards (10.6.3.4) is received during each Administrative Mandated
Evaluation.
10.4.4 If at any time during the Four-Year Evaluation Cycle a unit member becomes
eligible for the Five-Year Evaluation Cycle, he/she may be moved to the FiveYear Evaluation Cycle by mutual agreement between the Evaluator and
Evaluatee (See Article 10.3).
10.5

Types of Evaluations for unit members

The four (4) types of evaluations are:
a.
b.
c.
d.

10.6

The AdministrativeMandated
The Partner Collaboration
The Self-Evaluation
The AdministrativeChoice

The AdministrativeMandated Evaluation

The AdministrativeMandated Evaluation is:
a.
b.
c.
d.

required for temporary unit members

required for probationary unit members
required for permanent unit members on the first year of the four (4)
Year Evaluation Cycle or Five (5) Year Evaluation Cycle.
may be required at the discretion of the District for permanent unit
members who have not received a Meets Standards on their
previous evaluation.

10.6.1 The Administrator shall evaluate the unit members performance on three (3)
of the 2009 California Standards for the Teaching Profession, which shall
include CSTP domain six (6), Developing as a Professional Educator, one
standard selected by the unit member and one standard selected by the
administrator, using the agreed upon Observation and Final Evaluation
Summary Forms. (See Appendix: Forms 3 & 4)
10.6.2 Procedures for the AdministrativeMandated Evaluation
10.6.2.1 Notification for AdministrativeMandated Evaluation
Unit Members to be evaluated in a given school year shall be
informed in writing on the approved form by October 1. Unit
Members employed after the start of the school year shall be notified
within thirty (30) calendar days of their beginning date of service that
they will be evaluated; time lines and other due dates shall be
extended accordingly. The evaluation shall be conducted by the
administrator (Prime Evaluator) or his/her designee administrator. If
the administrator (Prime Evaluator) assigns a designee, the
designee shall complete and sign all related evaluation forms.
32

10.6.2.2 Initial Conference Procedure for AdministrativeMandated

Evaluation
The initial conference between the Evaluator and Evaluatee shall be
held no sooner than the sixteenth (16th) instructional day after the
beginning of each school year and not later than October 31 of the
same school year.
10.6.2.2.1 At the Initial conference meeting, the following shall occur:
1. Selection of one standard by the Evaluatee;
2. Selection of one standard by the Evaluator;
3. Review and discussion of the objectives in the selected
standards and in Standard 6 (Developing as a
Professional Educator);
4. Agreement on the date of the first Scheduled
observation; or if the date is not established at the Initial
Conference, the mutually agree upon observation date
shall be established and the observation shall occur
prior to the due date of the Preliminary Evaluation
Summary.
5. Completion of the Initial conference Summary Form.
(See Appendix: Form 2).
10.6.2.3 Observations by Prime Evaluator or a designee
Prime Evaluators shall be administrative personnel.
A. No more than two (2) observers to observe at any one time.
B. The minimum number of observations shall be one (1), which
shall be Scheduled.
C. Formal observations include Scheduled and Unscheduled
observations. The first formal observation shall be Scheduled.
Additional Scheduled or Unscheduled observations may occur at
the discretion of the Evaluator.
D. Upon request of the unit member, an additional observation shall
occur if the unit member has not met two (2) of the three (3)
selected standards after two (2) observations. The administrator
shall notify the unit member of the observation date prior to the
additional observation.
E. All observations shall be at least twenty-five (25) minutes in
length.
F. A Scheduled observation is one that shall be scheduled by
mutual agreement between the Evaluatee and Evaluator.
G. Formal observations shall occur at least five (5) calendar days
33

apart unless otherwise mutually agreed upon by the Evaluator

and Evaluatee.
H. A Post-Observation Conference shall be scheduled within ten
(10) work days following the observation at which time a copy of
the completed Observation Form shall be given to and discussed
with the Evaluatee.
10.6.2.3.1 Formal Observations
Formal classroom observations (date and length of
observations) are to be logged by the Evaluator on the
Observation form. The Evaluatee will review the form and
may attach written comments.
10.6.2.4 Evaluation Evidence
10.6.2.4.1 Evidence shall be the data supporting a rating by an
Evaluator of a unit member on the approved observation
and evaluation forms. The authorized components of data
to validate the CSTP include:
formal classroom observations
materials/documentation provided by the Evaluatee
during the evaluation period as evidence related to the
selected standards
lesson plans as designed by the unit member
records of professional development activities as
provided by the unit member, (such documentation shall
be a part of the evaluation of Standard 6)
10.6.2.4.2 Unit members may demonstrate competency in Standard 6
in a variety of ways. Evaluatees shall have an opportunity to
share additional evidence for Standard 6 with their prime
Evaluator during one of the Post-Observation Conference
or another mutually scheduled time. This evidence may
include, but is not limited to communication with families
(parent letters, phone logs, e-mail messages, class website,
etc.), demonstration of professional growth by accessing
professional publications (journal articles, websites, book,
etc.), and/or instances of personal reflection (an aha
moment, a lesson that was a learning experience, a
modification that was made for a struggling student,
successful collaboration meeting, etc.)
10.6.2.4.3 Standardized test scores shall not be used as evaluation
data.
10.6.3 Evaluation Ratings
10.6.3.1 There are four possible ratings on each objective under the six
standards:
34

Unsatisfactory, Needs Improvement, Satisfactory, Exceeds

Standards.
10.6.3.2 The level of Meets Standard is reached when the majority of the
objectives in the standard are rated at Satisfactory or above.
The majority is defined as:
Standard 1:
Standard 2:
Standard 3:
Standard 4:
Standard 5:
Standard 6:

at least 4 objectives
at least 4 objectives
at least 4 objectives
at least 3 objectives
at least 4 objectives
at least 4 objectives

10.6.3.3 The level of Does Not Meet Standard is received when fewer than
the majority of the objectives in the standards are rated at
Satisfactory or above.
Fewer than the majority is defined as:
Standard 1:
Standard 2:
Standard 3:
Standard 4:
Standard 5:
Standard 6:

less than 4 objectives

less than 4 objectives
less than 4 objectives
less than 3 objectives
less than 4 objectives
less than 4 objectives

10.6.3.4 An overall evaluation rating of Meets Standards shall mean that the
unit member is performing at the level of Meets Standard on at
least two (2) of the three (3) selected standards.
10.6.3.5 An overall evaluation rating of Does Not Meet Standards shall
mean that the unit member is not performing at the level of Meets
Standard on at least two (2) of the three (3) selected standards.
10.6.3.6 Permanent certificated personnel, who as a result of their written
Preliminary Summary in January, Meets Standards under 10.6.3.4,
as determined by the Prime Evaluator, shall not undergo continued
evaluation for the balance of that school year. In such cases,
permanent unit members will have demonstrated to the satisfaction
of the Prime Evaluator that their service has met the standards for
the present formal evaluation year.
10.6.4 Preliminary Evaluation Summary
10.6.4.1 For certificated personnel who have temporary and probationary
status, the Preliminary Evaluation Summary shall be completed by
December 15.
10.6.4.2 For those who have permanent status, the Preliminary Evaluation
Summary is to be completed by January 31. Permanent certificated
35

personnel, who as a result of their written Preliminary Evaluation

Summary in January, Meet Standards, shall not undergo continued
evaluation for the balance of that school year; thus, the Preliminary
Evaluation summary becomes the Final Evaluation Summary. (See
Appendix: Form 4)
10.6.5 Final Evaluation Summary
The written Final Evaluation Summary shall be completed and a copy of the
summary shall be provided to the Evaluatee at least thirty (30) calendar days
prior to the last day scheduled on the school calendar adopted by the
governing board. Whenever possible, the Evaluation Conference shall be
held at the time the Final Evaluation Summary is provided the employee. In
any event, no later than the last school day scheduled on the school
calendar, a meeting shall be held between the Evaluatee and the Prime
Evaluator to discuss the evaluation. The steps to be used in preparing the
Final Evaluation Summary shall be as follows:
A. In preparing the Final Evaluation Summary the prime Evaluator shall
indicate whether the majority of the objectives for each standard have
been rated at Satisfactory or above as indicated on the Observation
Form in order to meet the standard.
B. During the final evaluation conference, the Prime Evaluator and the
Evaluatee shall discuss areas of agreement and/or disagreement. The
Prime Evaluator shall, if appropriate, identify any future objectives for the
next school year.
C. The Prime Evaluator shall complete the Final Evaluation Summary. The
summary shall provide space for the Evaluatee to make comments, or to
state disagreement with the Prime Evaluators evaluation and/or proposal
of future goals/objectives. The Prime Evaluator and the Evaluatee shall
meet to sign the Final Evaluation Summary. The Evaluatees signature
does not indicate agreement with the written summary, but does indicate
that the Evaluatee has read it and understands the right to respond in
writing. Within ten (10) work days of completing the Final Evaluation
Summary, a copy shall be given to the Evaluatee. If the Evaluatee
disagrees with the Final Evaluation Summary, the Evaluatee may, within
ten (10) work days of receipt, submit a written response which shall be
attached to and become a permanent part of the file copy of the Final
Evaluation Summary.
D. If the Evaluatee does not agree with the evaluation, the Evaluatee has a
right to appeal the matter to the Superintendent or his/her designee. (See
10.10)
10.6.5.1

The distribution of the Final Evaluation Summary shall

be to each of the following:
prime Evaluator, Evaluatee, and Human Resources
Office.
36

10.6.5.2

10.7

The Final Evaluation Summary shall be in the hands of

the Human Resources Office by June 30 of the
evaluation year.

Teacher Assistance and Support

10.7.1 An Evaluatee who has received an evaluation of Does Not Meet Standards
(not performing at Meets Standard on at least two (2) of the three (3)
selected standards set forth in the CSTP) shall be afforded direct assistance
in meeting the standards.
10.7.2 Mandatory Assistance
Unit members, who have been referred for mandatory assistance, (those
meeting fewer than two (2) of the three (3) selected standards), shall receive
a written notice from the Evaluator that shall include:
A.

A statement of the area in which improvement is needed and existing

conditions in relationship to the CSTP.

B.

Specific objective(s) for the Evaluatee in relationship to the CSTP.

C.

Methods and resources which the Evaluatee may use to remedy the
area in which improvement is needed to meet the CSTP.

D.

Specific guidance and assistance that will be offered to the Evaluatee.

10.7.2.1 Mandatory assistance may include participation in Peer Assistance

Program (See Article 23).
10.7.3 Voluntary Assistance
Unit members may request assistance from the administrator which may
include:
A. Written suggestions to aid the unit member in meeting the Standards.
B. Other assistance or support that is agreed upon between the unit member
and site administrator.
C. Participation in Peer Assistance Program.
10.7.4 After a unit member has received a Meets Standards rating (meeting at
least two (2) of the three (3) selected standards) on his/her evaluation, he/she
will continue the four (4) year cycle of evaluation.
10.8

Third-Year Evaluation Options and Procedures

Permanent unit members in the third (3rd) year of the four (4) year cycle shall have
the following options for evaluation during the third (3rd) year:
a.
The Partner Collaboration option
b.
The Self-Evaluation option
c.
The AdministrativeChoice option
37

10.8.1 Timeline and Notification for Third-Year Evaluation

Personnel on year three of the four-year evaluation cycle shall be informed in
writing on the approved form by October 1 of the evaluation year. (See
Appendix: Form 1)
10.8.2

Partner Collaboration Evaluation Option

Procedures for the Partner Collaboration Option
10.8.2.1 The Evaluatee shall select a partner (permanent status) at his/her
school site with whom he/she will collaborate. The partner shall
have a Meet Standards on his/her previous evaluation. This
partner may be a unit member who has also selected the Partner
Collaboration Option. The partner choice shall be based on mutual
agreement between the unit members. The Evaluatee shall notify
the site administrator of his/her choice of partner.
10.8.2.2 The Evaluatee shall choose at least two (2) of the CSTP standards
as his/her focus area.
10.8.2.3 This option may include, but is not limited to teacher observation,
teacher modeling, videotaping, lesson design, or other
methodologies for the purpose of improving teacher performance
and student achievement.
10.8.2.4 Role of the Evaluatee in the Partner Collaboration Evaluation Option
A. Complete the Partner Collaboration Evaluation Plan Form.
(See Appendix: Form 5)
B. Participate in the initial conference, participate in at least two
(2) collaborative meetings, and the final evaluation conference
with the partner according to the established timeline.
C. Complete the Partner Collaboration Evaluation Summary Form.
(See Appendix: Form 6)
D. The Evaluatee(s) will submit the Partner Collaboration
Evaluation Plan and Summary Forms to the administrator.
10.8.2.5 Role of the Administrator in the Partner Collaboration Evaluation
Option
A. Receive and read the Partner Collaboration Evaluation Plan
and Summary Forms from the Evaluatee(s)
B. Send copy of completed Partner collaboration Evaluation Plan
and Summary Forms to the Human Resources Department for
placement in the Evaluatees file.

38

10.8.3

Self-Evaluation Option
Procedures for the Self-Evaluation Option
10.8.3.1 The Evaluatee will assess him/herself on meeting the CSTP. The
Evaluatee will choose at least two (2) standards and provide
evidence that demonstrates competency. The Evaluatee shall notify
the site administrator of his/her choice of standards. Examples of
evidence include, but are not limited to, portfolios, lesson design,
curriculum development, student work samples, student case
studies, videotaping, etc.
10.8.3.2 Submit a copy of completed Self-Evaluation Form to the Site
Administrator who shall read it and forward to the Human Resources
Department for placement in the Evaluatees file. (See Appendix:
Form 7)
AdministrativeChoice Option

10.8.4

10.8.4.1 The procedures established in section 10.6 (Administrative

Mandated) shall be adhered to in the AdministrativeChoice
option.
10.9

Training
10.9.1

Joint Evaluation Orientation Committee

Within thirty (30) work days of ratification of this Collective Bargaining
Agreement, the Parties, (District Bargaining Team and PEA Bargaining
Team), agree to meet and agree on a Memorandum of Understanding
(MOU) for a joint orientation program to introduce this new evaluation
program to District unit members and administrators. The joint orientation
program will introduce the new evaluation language in Article 10, provide
copies of the new evaluation forms, introduce the 2009 California
Standards for the Teaching Profession, describe how ratings are achieved
through evidence and describe the goals for the new evaluation language.

10.10 Appeals
10.10.1

If an Evaluatee disagrees with an overall evaluation rating given by the

Prime Evaluator on the Preliminary or Final Evaluation form, he or she
may request the Superintendent or designee review the overall rating.
The Superintendents or designees review shall occur within thirty (30)
days of the date that the Evaluatees written request is received by the
Human Resources Department.

10.11 Grievance
10.11.1

Procedural issues shall be subject to the grievance process.

39

10.12 Documentation
10.12.1

The signature of the Evaluatee shall not imply agreement or disagreement

with the preliminary and/or Final Evaluation Summary. The Evaluatee
may state in writing his or her disagreement which shall become a
permanent part of the evaluation summary.

10.12.2

Evaluation reports or summaries filed in the District Office will contain no

statement which has not been made available to the certificated employee
evaluated prior to its being placed in his or her personnel file.

10.12.3

Unit members shall receive a printed copy of the evaluation forms, if

requested.

10.12.4

A unit member electing not to provide an electronic signature shall inform

the evaluator they elect to by-pass the electronic-signature. The unit
member and evaluator shall each manually sign a printed form each time
a unit member elects to not provide an electronic signature.

10.12.5

The District and Association agree that the use of the electronic
evaluation tool, forms, and procedure shall be for the same purposes as
the current evaluation forms and procedures.

10.13 General Guidelines:

10.13.1

Observation of the work of an employee shall be conducted openly. The

use of eavesdropping, closed-circuit television, public address or audio
systems and similar surveillance devices shall be prohibited.

10.13.2

Within ten (10) work days of preparing the Final Evaluation Summary a
copy shall be given to the employee who may, if he/she disagrees within
ten (10) work days of receipt, submit a written response to the assigned
evaluator which shall be attached to the electronic file copy of the Final
Evaluation Report.

10.13.3

No evaluation procedure shall unduly interfere with the normal

teaching/learning process nor shall an employee be evaluated or
disciplined based upon the exercise of religious or political beliefs or other
rights as a citizen unless the exercise of such beliefs or rights violate
local, state or federal law.

10.13.4

In the event citizens complaints arise regarding the employees personal

and academic freedom or other matters which shall have a direct effect
upon the employees evaluation, they shall be communicated to the
employee within ten (10) days, at which time an administrative conference
may be called to resolve the problem. In the event materials of a
derogatory nature are to be placed into the employees file as a result of
this conference, said materials shall be placed pursuant to item 10.13.6.

10.13.5

Reports of community groups evaluating school activities in conjunction

40

with other special programs shall not be used as evidence in the

evaluation process.
10.13.6

An employee shall not have an evaluation based upon materials of a

derogatory nature that have been placed in the Districts personnel file
without first being notified in writing that such material is to be placed in
the file including the name(s) of the signatory(ies) to the materials. After
viewing such materials, the employee shall be provided an opportunity to
respond in writing and have such written response attached to the
material.

10.13.7

Standardized test scores shall not be used as evaluation data.

10.13.8

Maintenance of personnel files both hard copy and electronic, shall be

done in accordance with the requirements and stipulations of the
Education Code.

10.13.9

Time periods may be extended by mutual agreement.

10.13.10 If, after four (4) years, there is derogatory material exclusive of the formal
evaluations in the employees personnel file, the employee may request a
review of the material by the superintendent or his/her designee. If the
Superintendent or his/her designee determines that the derogatory
materials are not to be removed from the employees file, a written
statement giving the reasons for this action will be given to the employee.
10.13.11 The District and the Association shall mutually agree on the forms needed
to carry out these evaluation procedures to be used in the evaluation of
job performance of members of the bargaining unit.
ARTICLE 11
SAFETY CONDITIONS
11.1

Safe Working Conditions

11.1.1

Bargaining unit members shall not be required to work in unsafe

conditions or to perform tasks that endanger their health, safety or
well-being. The District shall comply with all safety requirements
imposed by proper authority in assuming the responsibility for the
safety of employees while they are in District facilities provided in
furtherance of the operation of the District.

11.1.2

Bargaining unit members who believe they are being required to work
under unsafe conditions or to perform tasks, which endanger their
health or safety, shall report such conditions to their immediate
supervisor. Within three (3) workdays of the report, the District shall
investigate and determine if the situation is safe or unsafe. If
necessary, the District shall initiate corrective actions within five (5)
workdays to provide safe conditions. .
41

11.1.3

The District shall provide, publish and post rules for safety and the
prevention of accidents, provide protective devices where they are
required for the safety of employees and provide safety equipment
where such equipment is necessary for the conduct of the educational
program and the operation of the schools.

11.1.4

The Superintendent or designee, upon request, shall consult with the

Association representative regarding the preparation of regulations
covering the safety of employees in performance of their duties.

11.1.5

The Superintendent or designee shall be responsible for the

distribution of safety rules for all personnel concerned and shall
appoint a District safety officer to oversee the condition of the District
facilities.

11.1.6

The District shall provide each classroom with first aid kits with basic
first aid supplies. Additionally, the District shall insure that disaster
preparedness materials such as blankets, bullhorn, radios, water,
rope, food packages and the like are available at the school site. All
disaster materials and first aid kits shall be checked and restocked
annually. The bargaining unit member will notify their immediate
supervisor of the need for replacements or a replacement kit. All
perishables shall be replaced by the District prior to its expiration date.

11.1.7

The Districts intent is that each classroom shall be provided

telecommunications equipment to be available for bargaining unit
members when safety issues arise.

11.1.8

The District shall make reasonable attempt to keep all school grounds
and facilities free of unwanted rodents, pests, and insects. If
insecticides or poisons are used, the District shall make available to
bargaining unit members the names of the chemicals to be used in
advance of this application. Pesticides and insecticides shall be
applied only at times when employees and pupils are not present.

11.1.9

In the event of a District or other governmental entity determined

emergency closure of District facilities, including, but not limited to
natural disaster, quarantine, or government order, bargaining unit
members shall receive their daily rate of pay and benefits. If make-up
days are required, the District shall negotiate the calendar placement
of said days with Association.

11.1.10

Bargaining unit members who are assigned to work with students who
are prone to exhibit violent behavior shall be encouraged to voluntarily
participate in assault prevention training at no cost to the unit
members.

11.1.11

Each school site shall post in each classroom the emergency

preparedness flip chart. Each site shall provide an electronic copy of
the school site safety plan to every site member at the beginning of the
42

school year. A hard copy of the school site safety plan shall be
available in the main office. The school site safety plan shall be
reviewed at least once annually and changes made as necessary.
PEA may choose to assign up to three unit members (one from
elementary, one from junior high and one from high school) to
participate on the district safety committee.
11.2

Assault
11.2.1 Bargaining unit members shall immediately, if possible (otherwise within no
more than 24 hours), report to their supervisor or designee any incident of
attack, assault or menace where they are the victim or a witness. The
supervisor or designee shall report the incident to the appropriate
enforcement authority and also inform the Superintendents office as soon as
possible. Nothing in this section shall preclude an individual unit member from
filing a report with the proper authorities.
11.2.2 In the event that civil charges are brought against bargaining unit members in
connection with an assault that happens within the course and scope of their
employment he/she shall be provided a legal defense as authorized by the
relevant Government Code provision.
11.2.3 The workers compensation laws with respect to wages and benefits shall
cover absence and/or disability arising out of an assault upon a unit member.
11.2.4 Unit members who have students in their class with a documented history of
causing or attempting to cause serious bodily injury shall be informed
electronically as required by law, within five (5) workdays after the District
receives such information.
11.2.5 Each site shall have a binder with a record of students who have committed
violent acts per Education Codes 49079. The binder shall be updated on a
monthly basis. The binder shall be kept in the site office and accessible to all
unit members. Unit members shall maintain any information received
pursuant to this provision in confidence for the limited purpose for which it is
provided and shall not further disseminate the information.

11.3

Pupil Transportation
11.3.1 No bargaining unit member shall be required to transport pupils in their
privately owned vehicles except in the case of an emergency.
11.3.2 Unit members who transport students in District vehicles, within the course
and scope of their employment, shall be primarily covered by District vehicle
insurance.

11.4

Non Discrimination: No bargaining unit member shall be discriminated against as a

result of reporting a condition believed to be unsafe.

11.5

Suspension of Students: All school board policies and procedures for suspension of
43

students shall be made available at each school site, and relevant Education Code
provisions for suspension of students shall be placed in the Appendix of this
Agreement. (See Appendix A)
ARTICLE 12
EMPLOYEE BENEFITS
12.1

12.2

The employer shall provide health with paid prescription and dental with orthodontia
benefits as specified within the Master Insurance contract(s) between the District
and the respective insurance carrier(s) as listed below as long as the carrier(s) is
willing to provide the program:
A.

District available medical plans, effective as the terms stipulated in the carrier
contract provisions.

B.

Delta Dental of California

C.

Vision Service Plan

D.

Life and Accident Insurance

Eligibility:
12.2.1 Full-Time Employees: For the term of the Agreement, the District shall pay
the full cost of the premium as stated under the section titled, District
Contribution.
12.2.2 Part-Time Employees: Half-time employees shall have the District
Contribution paid in full. Employees working less than halftime shall be
offered benefits to the extent required by law.
12.2.3 Temporary teachers working a regular day, shall be offered benefits during
employment, to the extent required by law.
12.2.4 Teachers on job share assignment benefit coverage, (see job share section
for entitlement).

12.3

District Contribution
12.3.1 Vision:
Effective January 1, 2015, or not more than 45 days after ratification of this
agreement, whichever is later, the District maximum contribution shall cover
each unit member at their level of plan enrollment up to the full family
contribution for vision coverage.
12.3.2 Medical Benefits:
Effective not more than 45 days after ratification of this agreement, the
Districts contribution to medical benefits shall be as follows:
44

A)
B)
C)

Employee Only - $625.00

Employee Plus One - $1,196.00
Family - $1,596.00

Unit members shall be issued a one-time off-schedule bonus check on or

before June 11, 2015 of up to 6 months difference in benefit contribution as
follows:
Employee Only - $625.98
2 Party - $1,227.96
Family - $1,935.96
[If at 5 months, the one-time bonus check (May 31, 2015) payment shall be:
Employee Only - $521.65
2 Party - $1,023.30
Family - $1,613.30]

12.3.3

Dependent coverage extended to domestic partners, effective January 1,

2004. Domestic partner defined as partnerships registered with the state in
accordance with the Family Code.
Dental:
Effective January 1, 2012, the Districts maximum contribution to
dental benefits will be $1,528.80 per year ($127.40 per month) per
employee.

If the formula generates a negative number, compensation salary Schedules and

statutory benefits shall not be reduced and/or negatively impacted.
12.4

Benefit carriers are:

12.4.1 Medical: CalPERS Health Programs
12.4.2 Vision: Vision Service Plan
12.4.3 Life: TheStandard
12.4.4 Dental: Delta Dental of California

12.5

Tax Sheltered Annuities/Flexible Spending Plan:

12.5.1 Employees may participate in the tax sheltered annuity of their choice with
the District providing payroll deduction for this purpose.
12.5.2 Employees who are currently receiving or are eligible for paid health
insurance benefits and have alternate health coverage may opt to enroll in an
IRS Section 125 cash option plan. The District contribution to the cash option
45

plan is $ 225.00 per month. Employees who opt to enroll in the section 125
plan shall be afforded the opportunity to re-enroll in a health insurance
program and to discontinue their section 125 plan during an open enrollment
period or at such time when alternate health coverage is no longer available.
This benefit applies to active employees and not retirees.
12.5.3 Bargaining unit members may also include in a section 125 plan all expenses
authorized by the relevant IRS regulations.
12.6

Life Insurance
12.6.1 The District shall provide all eligible members of the bargaining unit, under
the age of seventy (70), a $15,000 life insurance policy.
12.6.2 The District shall provide, at age seventy (70) or over, a $7,500 life insurance
policy to all eligible members of the bargaining unit.

12.7

Retirement Health Benefits

12.7.1 Retired employees shall be provided Kaiser or Blue Shield health plan under
the following conditions:
A.

The District shall pay for a health plan as long as other regular
employees receive the benefits. The District shall contribute an
amount not to exceed the amount contributed for regular employees.

B.

The District shall determine the carriers of the plan after consultation
with the Association.

C.

The retiree shall be actively drawing retirement benefits from either

STRS or PERS.

D.

The retiree shall be eligible for health insurance if eligible during active
employment for benefits.

E.

The retiree shall have been employed as a full-time employee

continuously by PUSD for fifteen (15) years prior to retirement.
Retirement shall be immediately following employment with PUSD.

F.

The retiree shall be at least 55 years old to qualify.

G.

A years service is defined as full-time regular service for 75% of the

year. Years under 75% shall not accumulate.

H.

Benefits paid by the District shall end when the retiree reaches age 65
or is deceased.

I.

The coverage shall be for the retiree and dependents. However,

dependent coverage stops when the retiree is no longer eligible or
dependent reaches age 65 or qualifies for Medicare.
46

12.8

J.

Eligible dependent is as defined in insurance contract.

K.

After age 65, the employee may elect to continue benefits by paying
the premium according to procedures established by the District.
Continuance of such benefits shall be dependent upon the benefits
being provided by the insurance carrier.

L.

A letter of resignation indicating retirement and a request for benefits

shall be submitted. Employees are encouraged to submit such
requests no later than March 1.

M.

Age requirement will be waived if employees retirement is due to a

disability acceptable by STRS.

Part-Time Employment with Full-Time Retirement Credit

12.8.1 Employees who are members of STRS may be granted permission to reduce
their workload and maintain full-time status for retirement purposes. The
number of participants in this program shall be at the discretion of the District.
12.8.2 Eligibility
A. To be eligible for the reduced workload program, an employee of the
Pittsburg Unified School District shall meet the following minimum
requirements.
(1)

Have been employed full time as a certificated employee for a

minimum of ten (10) years of which the immediately preceding
five (5) years were full time employment. Sabbaticals and
approved leaves shall not constitute a break in service, but
shall not be used in computing the five (5) year full-time service
requirement.

(2)

Shall have attained the age of 55 prior to entering the program,

which is limited to ten (10) years. The employee shall resign or
retire at the end of the ten (10) year period.

(3)

The option of part-time employment may be exercised at the

request of the employee for a period not to exceed ten (10)
years and can be revoked only with mutual consent of the
District and the employee.

(4)

Employees applying for this program for the ensuing school

year shall file a letter of intent with the Human Resources
Office by March 15.

(5)

This option is limited in pre-kindergarten through grade twelve

to employees who do not hold positions with salaries above
that of a school principal.
47

12.8.3 Salary and Employment Arrangements

A. The employees shall be paid a salary which is the pro-rata share of the
salary he/she would be earning had he/she not elected to exercise the
option of part-time employment but the employee shall retain all other
rights and benefits for which he/she makes the payments that would be
required if he/she remained in full-time employment.
B. The employee shall retain all rights and benefits (including all health and
medical plans) that he/she would have if he/she remained in full-time
employment. The District shall maintain the necessary records to identify
each employee receiving credit pursuant to this article.
C. The minimum part-time employment shall be the equivalent of one-half of
the number of days of service required by the employees contract of
employment during her/his final year of service in a full-time position.
D. The reduced workload assignment agreed upon by mutual consent by the
employee and the District may include work during one or both semesters
or any assignment that shall average the agreed upon reduced workload.
12.8.4 Retirement Provision:
A.

The employee employed on a part-time basis shall receive the

retirement credit he/she would receive if he/she were employed on a
full-time basis and have his/her retirement allowance based on the
salary that he/she would have received if employed on a full-time
basis.

B.

The employee and the District shall contribute to the Teachers

Retirement Fund the amount that would have contributed if the
member were employed on a full-time basis. The employees share
shall be withheld from his/her monthly warrant as it is presently being
done.

C.

Employees in the program who reach the age 65 during the school
year may continue through that school year.
ARTICLE 13
SALARY

13.1

Compensation
13.1.1 All revised salary schedules are attached hereto as Appendix B and C.
FY 2014-2015 Nine (9.0%) percent salary increase, effective July 1, 2014;
Stipend rates shall be increased by 9% retroactive to July 1, 2014.
FY 2015-2016 Reopen Article 13 Salary and Article 12 Benefits only,
bargaining to begin Fall of 2015 (after State budget adopted).
FY 2016-2017 Reopen Article 13 Salary and Article 12 Benefits, plus two
48

(2) Articles each.

Increases shall apply to all rates and schedules.
13.1.2 Signing and Transfer Bonuses:
A. Signing Bonus: Effective upon ratification there shall be a signing bonus
for the hard to fill teaching assignments as follows: (i) $2,500 for math,
science, reading specialist, special education, and dual immersion
program; and (ii) $5,000 for speech language pathologists if there is a
commitment on the part of the employee to remain with the District for a
minimum of two (2) years. If an individual leaves prior to two (2) years of
District service, then the bonus needs to be repaid, unless there is mutual
agreement not to repay based upon extenuating circumstances.
B. Transfer Bonus: There shall be a transfer bonus of one thousand dollars
($1,000) for qualified bargaining unit members who transfer to math,
science, reading specialist, special education, dual immersion program,
and speech language pathologists if there is a commitment to remain in
the position for a minimum of two (2) years. If a unit member leaves prior
to two (2) years of District service, then the bonus needs to be repaid,
unless there is mutual agreement not to repay based upon extenuating
circumstances.
13.1.3 Salary Schedules for Bargaining Unit Members:
A. Teachers (Appendix B and C)
B. Speech and Language Therapists, Psychologist (Appendix B and C)
C. Children Center Teachers (Appendix C)
D. Preschool Program (Appendix B and C)
E. Adult Education Program (Appendix B and C)
13.1.4 Extra Duty Assignments
A. Extra Duty Assignment Stipend Schedule (Appendix B and C) is attached.
B. Stipends: All stipend positions shall be negotiated by the Association and
the District. The Association and the District shall adjust the list of stipend
positions and both parties shall keep a current list of said positions.
13.1.5

Advanced Degrees: Effective July 1, 2000, bargaining unit members shall

be compensated for possessing a Masters Degree, and for possessing a
Doctorate Degree. The established rates are listed on the current Salary
Schedules.
49

13.1.6

Hourly Rate of Pay is established on the current salary schedules:

A.

13.1.7

13.2

The hourly rate of pay shall be increased by the same percentage

increase bargained and applied to unit members Salary Schedules in
Sections 13.1.1 and 13.1.3 above.
Business Expenses: The District shall pay prior authorized reasonable
and necessary expenses, including, but not limited to, fees, travel,
lodging, meals and incidentals, incurred when the employee is
involved in any activity at the discretion of, or authorized by, a District
administrator when such activity is away from the employees primary
work location.

Salary Schedule Implementation

13.2.1

An employee may elect to have his/her annual salary received in 11

payments or participate in the Summer Fund Program to receive 12
payments. The Summer Fund Program will generate one (1)
additional check with their June payment, after the first year of work
has been completed. The Summer Fund Program is offered as long
as the payroll system can accommodate this option. Monthly earnings
are to be received on the last day of the month.
A.

Mandatory Deductions are required by law.

B.

Optional deductions are those voluntary deductions selected by the

employee.

C.

Salary payments will be disbursed as designated by law and payroll

deadlines.

13.2.2

Credit for Service and Earned Degrees

A.

Credit for service outside the District shall be allowed on the salary
schedule at the rate of one (1) increment for one year of service up to
the maximum as indicated on 13.2.2 B. Student teaching and day to
day substitute experience will not be accepted as experience.

B.

All certificated employees shall receive up to a maximum of twelve

(12) increments for their prior years of experience.

C.

Private school experience for step increment on the salary schedule

shall be accepted, providing the private school was State accredited.

D.

Earned degrees received and units of study in an accredited institution

of higher learning shall be allowed for initial placement and
subsequent horizontal movement on the salary schedule.
Units of study for professional growth shall also be counted for
horizontal movement on the salary schedule.
50

E.

Permanent employees who resign from the District and are

subsequently re-employed within 39 months shall be granted full
experience credit and will be placed on the same step where he/she
would have been the year following his/her resignation.

F.

Employees whose initial employment with the District was in programs

conducted under contract with public or private agencies or other
categorically funded projects, and then were subsequently employed
as probationary employees with no break in service, shall be credited
with the time served in the specifically funded program for salary
schedule placement and advancement purposes.

13.2.3

13.2.4

All Employees shall advance one (1) vertical step on the salary
schedule for each year of service, except those whose placement is at
the maximum step for their class. Employees frozen at the maximum
step for their class shall continue to accrue years of service credit,
which shall then be applied when an employee advances horizontally
on the salary schedule.
A.

A year of service is defined as seventy-five percent (75%) or more of

the regularly scheduled work year.

B.

Employees who have been employed in the regular educational

program of the District as probationary or permanent employees
before being subsequently assigned to programs conducted under
contract with public or private agencies or other categorically funded
projects shall be entitled to continue vertical advancement on the
salary schedule for each year of service while assigned to such
restricted programs.
Course credit for salary placement and movement on the salary
schedule shall be given for post-graduate, lower division; upper
division or graduate course work taken at two-year or four-year
colleges, universities, or graduate schools which are accredited by
regional accrediting commission or other programs approved by the
District. In addition, other program credit may be credited for
movement on this salary schedule with prior District approval. Units of
study for professional growth and district in-service (professional
development) shall also be counted for salary placement and
movement on the salary placement and movement on the salary
schedule including Continuing Education Units (CEUs) granted for
attending professional development programs completion including
course work relating to completion of a credential or teaching
authorization. All course semester units as defined by the particular
accredited college or university shall be acceptable for placement on
the salary schedule. Quarter units shall be converted to semester units
by multiplying the total of such units by two-thirds (2/3).

51

13.3.5

Reclassification
A.

Employees planning on reclassifying from one class to another must

file such requests with the Human Resources Office.

B.

Supporting official records or transcripts verifying post-graduate units

of study that are to apply toward reclassification must be filed with the
Human Resources Office. Salary adjustment based upon verification
shall occur within three (3) months of filing verification retroactive to
the date of verification.
ARTICLE 14
PROFESSIONAL GROWTH

14.1

Those employees whose professional clear multiple or single subject teaching

credential was initially issued after August 31, 1985, or whose professional clear
services or specialist credential was initially issued after June 30, 1994 are required
to obtain 150 clock hours of participation in professional growth activities within each
five (5) year period.

14.2

Employees to whom this article applies will have received information booklets and
appropriate forms from the Commission on Teacher Credentialing (CTC) with their
most recently issued credential. Additional booklets and forms are available in the
Human Resources Office.

14.3

Before a holder of a clear teaching credential commences or amends an individual

program of professional growth, a professional growth advisor (school principal or
other District designee) shall certify to the employee that the planned program or
amendment complies with the governing code sections and regulations of the
Commission on Teacher Credentialing (CTC). The District shall annually provide
employees with a list of Professional Growth Advisors.
ARTICLE 15
EMPLOYEE TRAVEL

15.1

Employees who are required to provide their own means of transportation in the
performance of their duties and employees who are assigned to more than one (1)
school per day shall be reimbursed for all such travel at the approved IRS rate per
mile for all driving done between the arrival at the first location and other work
locations during that day.

15.2

Employees who use their personal vehicles for District approved field trips or other
approved business of the District shall receive the benefits provided in 15.1 above,
provided the use of the employee vehicle has been approved.

15.3

Employees whose regular duties require the use of their vehicles may be paid a flat
mileage rate per month. Such rate shall not exceed the approved IRS rate per mile.

15.4

Employees within the bargaining unit engaged in conference travel shall be

reimbursed in the manner established by each school faculty not to exceed the
52

established rate in 15.1 above, or conference expense allocated to each school.

ARTICLE 16
WORK YEAR
16.1

The calendar shall include one hundred eighty (180) teaching days for all
employees, plus two (2) workdays for all unit members, plus three (3) mandatory
staff development days.
16.1.1 Additional Workdays: Employees holding the following positions listed below
shall work additional days beyond the regular work year. Persons working less than
full-time shall have their additional workdays prorated accordingly.

16.2

A.

Secondary Counselors, School Psychologists, Speech and Language

Therapist, and Work 3 Experience Teachers shall work ten (10)
additional workdays.

B.

Part-time counselors
(1)

Part-time Counselors working fifty percent (50%) or more shall

work ten (10) additional workdays.

(2)

Part-time Counselors working less than fifty percent (50%) shall

work five (5) additional workdays.

(3)

Resource Management Teachers and Elementary Counselors

shall work five (5) additional workdays.

(4)

A site administrator may adjust the regular work year of

certificated librarians by up to four (4) calendar days for work to
be performed prior to or subsequent to the approved work year
calendar. A librarian whose work year is adjusted under this
Section shall receive an equal number of compensatory work
days for the number of adjusted days worked, which must be
taken during the work year of the adjustment. The site
administrator and librarian shall mutually agree when the
adjusted work days shall be scheduled and when the
compensatory work days shall be taken.

Calendar Committee:

The District and the Association shall bargain a threeyear school calendar, including placement of workdays,
non-workdays and staff development days. The District
and the Association will each appoint two (2) people to a
four-member calendar committee, who will meet during
the first and second years of the calendar to review the
calendar and consider whether calendar changes
should be recommended.

53

16.3

Staff Development Days

16.3.1 Beginning July 1, 2000, the Association and District agree to add to the
regular work year of bargaining unit members three (3) days of mandatory
staff development.
16.3.2 Compensation for Staff Development Days:
A. Beginning July 1, 2000, the Salary Schedules in Sections 13.1.1 & 13.1.6
shall be increased by 1.5% as compensation for increasing the regular
work year of bargaining unit members by three (3) days for staff
development training.
B. The parties agree that should the state funded program for these staff
development days be reduced below the current funding level or
eliminated in its entirely, the 1.5% added to the salary schedules and the
three (3) days added to the unit members work year shall be equivalently
reduced or eliminated accordingly.
C. With respect to the three (3) staff development days delineated herein,
leaves available to unit members shall be limited to illness of the unit
members, bereavement leave and jury duty which cannot be postponed.
Additional leave may be approved by the superintendent. Unit members
not in attendance at staff development days, except for leaves outlined
immediately above, shall be docked one days per diem for each day
missed.
16.3.3 Content of Staff Development
A.

It is the intent of the parties to this Agreement that staff development

training opportunities be site-specific and delivered at each school site.
If however, there are professional development issues, which would
best be delivered at the district level, then the Association and District
shall plan accordingly.

B.

Site Staff Development Days: The teaching staff and the

administration of the site shall determine the content of site staff
development days. The District may provide guidance and assistance,
if requested.

C.

District Professional Development Committee: If there is a need for

district-wide staff development, a District professional Development
Committee shall be formed. Membership shall be comprised of four
bargaining unit members appointed by the Association and an
administrator from the Educational Service Division. The purpose of
the Committee shall be to assist in the design of district-wide staff
development days.

D.

Planning for staff development training at both the site and district
levels shall include discussion of staff development opportunities for
54

unit members in specialized programs, e.g., school psychologists,

librarians, counselors, speech therapists, and elementary preparation
teachers.
16.3.4 The District and the Association agree to meet by May 1 of the preceding
year to discuss strategies to maximize attendance at District staff
development days.
ARTICLE 17
SUMMER SCHOOL
17.1

Current certificated employees of the District who apply for summer school teaching
positions shall be given priority over outside applicants.

17.2

All summer school teaching positions shall be posted at least twenty (20) calendar
days prior to the application deadline.

17.3

In order to ensure that the widest number of unit members are eligible for the
positions, posting for summer school shall contain only minimum qualifications.

17.4

The criteria for summer school selection shall be considered in the following order
listed below. Each subsequent criterion will only be considered if a tie between
applicants results from the preceding criteria and more applicants than positions are
still available.
17.4.1 Credential(s) in the applied for subject area;
17.4.2 Recent classes/grade levels taught in the subject area in the last three years;
17.4.3 One point will be given for each formal training, including in-house
professional development, completed and verified within the last three years,
relevant to the following areas. (Proof of verification shall be the responsibility of the
applicant.)
(1)
(2)
(3)
(4)
(5)
(6)
(7)
(8)
(9)

Instructional Strategies;
Academic Intervention Strategies;
Student Engagement Strategies;
Content Standards;
Parent Involvement;
Student Motivation;
Classroom Management
Culturally Relevant Teaching;
Utilizing Assessments

17.4.4 No unsatisfactory ratings in any category on the final summer school

evaluation, if available. The parties shall meet to bargain the summer school
evaluation process by September 30, 2015.
17.4.5 If all else is equal, seniority.
17.5

The District will provide the Association with a list of summer school applicants by
55

position and the Districts most recent seniority list, if requested.

17.6 In order to provide the opportunity for the largest number of unit members, no person
shall be selected to teach summer school for more than three (3) consecutive summers,
unless there are no qualified applicants for the position(s).
Unit members who are selected to teach summer school due to no qualified applicants for
the position are starting their first year of their next consecutive three year cycle.
ARTICLE 18
PRESCHOOL PROGRAM
18.1

Preschool teachers follow the District work year minus five (5) days.

18.2

Sick Leave: Ten (10) days sick leave per year.

18.3

The workday for preschool teachers shall be seven (7) hours.

18.4

Split Shifts: No Preschool Teacher shall have more than one-half (1/2) hour unpaid
time in the middle of their daily schedule. Participation shall be on a volunteer basis
and shall last no longer than six (6) consecutive months in a year.
ARTICLE 19
STATUTORY CHANGES

19.1

Changes in Federal or California law that are mandatory and are contrary to the
provisions of this contract shall supersede the provisions of this contract. Changes in
Federal or California law that are permissive may be subject to negotiation with
respect to future contracts.
ARTICLE 20
COMPLETION OF MEET AND NEGOTIATION

20.1

During the term of the Agreement, the Association expressly waives and
relinquishes the right to meet and negotiate, and agrees that the District shall not be
obligated to meet and negotiate.
ARTICLE 21
SAVINGS CLAUSE

21.1

If any provision of this Agreement or any application thereof to any employee is held
by a court of final jurisdiction to be contrary to law, then such provision or application
shall be deemed invalid, to the extent required by such court, but all other provisions
or applications shall continue in full force and effect.
ARTICLE 22
SHARED ASSIGNMENT JOB SHARING

22.1

The District agrees to consider requests for shared assignments on a case by case
basis. Employees covered by the terms and provisions of this Agreement who
choose to render paid service to the District in other than full time equivalent
56

positions shall be entitled to request Superintendent approval to serve in job-sharing.

22.2

Job Sharing: Job sharing is defined as a plan whereby two (2) unit employees agree
to share one full-time bargaining unit position (1 FTE), on an easily divisible basis,
and must include one or more of the following components: working with the same
students and/or the same subject area, grade level, or department and must require
cooperative planning.

22.3

Teachers requesting shared assignments shall do so in writing to the Human

Resources Office prior to April 15 of the proceeding school year.

22.4

Re-entry to a full time position from a shared assignment may be limited to the
beginning of the school year.

22.5

The District shall provide paid health and welfare benefits for one full time
assignment to be shared. Job Sharing employees may authorize payroll deductions
to complete the premium(s) for fully paid health, dental or vision plan.

22.6

Employees covered by this Article shall be afforded the same payroll deduction
rights as are given all other employees.

22.7

Employees covered by this Article shall have their work year adjusted to conform to
the configuration of the agreed upon schedule which must be approved by the
employees immediate supervisor.

22.8

Employees covered by this Article shall have their work schedule clearly defined by
their immediate supervisor.

22.9

Wages for employees covered by this Article shall be determined by placement on

the salary schedule as per full time employees, prorated according to actual time of
assignment.

22.10 Column movement and other specified terms and conditions on the printed salary
schedule shall accrue according to the fractional basis of service rendered.
22.11 Teachers on shared assignment shall apply for renewal on an annual basis by April
15th. Failure to do so will automatically revert the employee to his/her prior full time
equivalent status.
22.12 Employees covered by this Article shall have their sick leave, personal necessity
leave, personal leave, and any other appropriately designated benefit prorated on
the basis of actual time of assignment.
22.13 A shared assignment or job share assignment shall not be a factor in determining
class size.

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ARTICLE 23
PEER ASSISTANCE PROGRAM
23.1

Purpose

It is the intent of the Association and the District to establish a Peer Assistance Program
that enables exemplary teachers to assist teachers in professional development. The focus
of this program is to improve instruction, including subject matter knowledge, strategies, and
methods. This program is part of a coordinated effort by the Association and the District to
train, strengthen and retain employees.
23.2

Definitions
23.2.1 "Classroom Teacher" or "Teacher" means any member of the certificated
bargaining unit.
23.2.2 "Consulting Teacher" means a certificated bargaining member who is
selected by the Joint Committee to provide assistance to Referred and/or
Voluntary Participating Teachers.
23.2.3 "Evaluator" means the certificated administrator appointed by the
Superintendent to evaluate a certificated teacher.
23.2.4 "Referred Participating Teacher" means bargaining unit member with
permanent status who receives assistance to improve his or her instructional
skills, classroom management, knowledge of subject and/or related aspects
of his or her teaching performance as a result of an unsatisfactory final
evaluation.
23.2.5 "Voluntary Participating Teacher" means any bargaining unit member
(probationary or permanent) who voluntarily participates in the Peer
Assistance Program.

23.3

Joint Committee
23.3.1 The Joint Committee shall consist of five (5) members: three (3) permanent
certificated classroom teachers who are selected by the Association and two
(2) members chosen by the Superintendent. The initial term for two (2)
teacher members and one (1) Superintendent's member of the Joint
Committee shall be two (2) years for one term cycle, and the initial term for
the remaining members shall be three (3) years for one term cycle. For the
purposes of length of term, the initial terms will start on July 1, 2000.
Subsequent terms for all members shall be two (2) years.
23.3.1.1

The Joint Committee shall make all decisions through

consensus for appointments, reports and recommendations to
the Superintendent, and program plans and budgets. Failing
consensus, decisions shall be made by majority vote. Four (4)
of the five (5) Joint Committee members shall constitute a
quorum for the purposes of meetings and conducting business.
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23.3.1.2

The Joint Committee shall establish its own meeting schedule.

Such meetings may take place during the regular workday.
Teachers who are members of the Joint Committee shall
receive a stipend of three thousand dollars ($3,000) for the
initial planning year, and one-thousand dollars ($1,000) each
subsequent year, and will be released from their regular duties
to attend meetings without loss of pay or benefits.

23.3.1.3

The Joint Committee shall be responsible for the following:

23.3.1.3.1

Providing annual training for Joint Committee members.

23.3.1.3.2

Adopting rules and procedures to effect the provisions of

this Article, including but not limited to a method for
selecting a Chair and another person to take and
maintain meeting minutes. Said rules and procedures
will be consistent with the provisions of this Agreement,
and to the extent there is an inconsistency, the
Agreement will prevail.

23.3.1.3.3

Establishing application procedures for Consulting

Teachers.

23.3.1.3.4

Selecting the panel of Consulting Teachers.

23.3.1.3.5

Providing training for Consulting Teachers prior to the

Consulting Teachers' participation in the program.

23.3.1.3.6

Selecting trainers and/or training providers, which may

include District, university, CTA staff and/or private
consultants.

23.3.1.3.7

Receiving written notification from the Superintendent of

any teachers requiring participation in the Peer
Assistance Program. Making available the list of
Consulting Teachers for selection by the Participating
Teachers. Communicating to the appropriate site
principal the name of the Referred participating Teacher
and their Consulting Teacher.

23.3.1.3.8

Distributing at the beginning of each year a copy of the

adopted rules and procedures to all bargaining unit
members and administrators.

23.3.1.3.9

Reviewing the final report prepared by the Consulting

Teacher.

23.3.1.3.10

Making recommendations to the Superintendent

regarding the Referred Participating Teacher's progress
in the Peer Assistance Program. The recommendation
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is to consist of:
23.3.1.3.10.1 Referred Participating Teacher's name
23.3.1.3.10.2 Referred Participating Teacher did or did not
participate fully in the Peer Assistance Program,
and one (1) of the following:

23.4

23.3.1.3.10.2.1

Is making progress and continued

participation in the Peer Assistance
Program is recommended; or

23.3.1.3.10.2.2

Made significant progress and

continued participation in the Peer
Assistance Program is not needed;
or

23.3.1.3.10.2.3

Did not make progress in the Peer

Assistance Program and is not
recommended for continued
participation in the Peer Assistance
Program.

23.3.1.3.11

Evaluating annually the impact of the Peer Assistance

Program in order to improve the program.

23.3.1.3.12

Developing the budget for the Peer Assistance Program

beginning with the 2000-2001 school year.

23.3.1.3.13

Planning staff development activities with year-end

carryover funds. The Joint Committee shall establish a
Staff Development and New Teacher In-service
Subcommittee, comprised of the members of the Joint
Committee and an additional person selected by the
Superintendent. By May 1 of each school year or each
school year Subcommittee shall develop a budget for
staff development activities with Peer Assistance
Program year-end carryover funds. If the Subcommittee
is unable to agree on a budget for the carry-over funds,
the controversy shall be referred to the Association
President and the Superintendent to resolve.

Confidentiality
All proceedings, documents, information, reports and other matter related to
implementation of this Article shall be strictly confidential.

23.5

Referred Participating Teacher

23.5.1 A Referred Participating Teacher may select his or her own Consulting
60

Teacher from the panel of Consulting Teachers provided by the Joint

Committee. A different Consulting Teacher may be selected by the
Participating Teacher to work with him/her at any time during the first six (6)
weeks of the process when requested by the Participating Teacher or the
Consulting Teacher. The Participating Teacher shall be allowed only one (1)
change per year.
23.5.2 A Consulting Teacher shall not participate in the formal District evaluation of
any Referred Participating Teacher.
23.5.3 The Consulting Teacher, Referred Participating Teacher and site evaluator
shall have an initial meeting to review the most recent evaluation of the
Referred Participating Teacher.
23.5.4 All communication between the Consulting Teacher and a Referred
Participating Teacher shall be confidential, and without the written consent of
the Referred Participating Teacher shall not be shared with others, including
the site principal, the evaluator, or the Joint Committee, with the exception of
the Consulting Teacher's final written report as described in Section 23.7.10
of this Article.
23.5.5 A Participating Teacher has the right to be represented throughout these
procedures by an Association representative.
23.6

Voluntary Participating Teacher

23.6.1 The purpose of participation in the Peer Assistance Program for the Volunteer
Participating Teacher is for peer assistance only and the Consulting Teacher
shall not participate in a performance review of any Volunteer Participating
Teacher.
23.6.2 The Volunteer Participating Teacher may put in a request to the Joint
Committee to participate in the Peer Assistance Program. The Consulting
Teacher and the Volunteer Teacher shall meet to establish goals and develop
a plan to meet his/her needs.
23.6.3 The Consulting Teacher shall not prepare any written report regarding a
Volunteer Participating Teacher.
23.6.4 A Volunteer Participating Teacher may terminate his or her participation in the
Peer Assistance program at any time. Terminating participation will not be
reflected in any evaluation or any report.
23.6.5 All communication between the Consulting Teacher and a Volunteer
Participating Teacher shall be confidential, and without the written consent of
the Volunteer, shall not be shared with others, including the site principal, the
evaluator, or the Joint Committee.

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23.7

Consulting Teacher
The qualifications for the Consulting Teacher shall be set forth in the Rules and
Procedures developed by the Joint Committee, provided that the following shall
constitute minimum qualifications: credentialed classroom teacher with permanent
status with at least four (4) years consecutive teaching experience; substantial
recent experience in classroom instruction; and demonstrated exemplary teaching
ability, as indicated by effective oral and written communication skills, subject matter
knowledge, and mastery of a range of teaching strategies necessary to meet the
needs of pupils in different contexts. A Consulting Teacher cannot be a member of
the Joint Committee.
23.7.1 Consulting Teacher positions shall be filled by the posting of the position by
the District. Each applicant is required to submit a completed application. All
applications shall be treated with confidentiality and they shall not be placed
in a Consulting Teachers personnel file. The Joint Committee procedures for
selecting Consulting Teachers shall include provisions for classroom
observation of the Consulting Teacher Candidates.
23.7.2 A Consulting Teacher shall be provided release time as determined by the
Joint Committee. The term of the Consulting Teacher shall be two (2) years,
and s/he may not serve in the position for more than two (2) consecutive
terms.
23.7.3 Functions performed pursuant to this Article by bargaining unit members shall
not constitute either management or supervisory functions. The Consulting
Teacher shall retain all rights of bargaining unit members. A Consulting
Teacher may not be appointed to a site administrative position until two full
years after the expiration of their Consulting Teacher term.
23.7.4 Consulting Teachers who work in a full time classroom assignment shall have
the responsibility of no more than one (1) Referred Participating Teacher, or
not more than three (3) Voluntary Participating Teachers.
23.7.5 Consulting Teachers working in a full time classroom assignment shall
receive the following stipends:
23.7.5.1

Five hundred dollars ($500) per year for a total of one thousand
dollars ($1000) for each two-year term for Consulting Teacher
training and pre- and in-service.

23.7.5.2

One thousand dollars ($1,000) per year for working with each
Voluntary Participating Teacher.

23.7.5.3

Three thousand dollars ($3,000) per year for working with a

Referred Participating Teacher.

23.7.6 Consulting Teachers shall assist participating teachers by demonstrating,

observing, coaching, conferencing and referring, or by other activities which
in their professional judgment will assist the participating teachers.
62

23.7.7 The Consulting Teacher shall meet with Referred Participating Teachers to:
discuss the Peer Assistance Program; establish mutually agreed upon goals
and objectives; develop an assistance plan; and develop a process for
determining successful progress in the Peer Assistance Program.
23.7.8 The Consulting Teacher shall meet with Volunteer Participating Teachers to
establish mutually agreed upon goals and objectives and develop a plan to
meet their needs.
23.7.9 The Consulting Teacher shall log the dates, times, and instructional area
worked on with the Referred Participating Teacher and shall provide periodic
written feedback to the Referred Teacher for discussion and review.
23.7.10 The Consulting Teacher's final written report shall make recommendations to
the Joint Committee in regard to the Referred Participating Teacher's
progress in the Peer Assistance Program. The report shall be that the
Referred Participating Teacher did or did not participate fully in Peer
Assistance, and one (1) of the following:
23.7.10.1

Is making progress and continued participation in the Peer

Assistance Program is recommended; or

23.7.10.2

Made significant progress and continued participation in the

Peer Assistance Program; or

23.7.10.3

Did not make progress in the Peer Assistance Program and it is

not recommended to continue in the Program.

23.7.11 The Consulting Teacher shall submit the written report to the Referred
Participating Teacher to receive his or her input and signature before the
Consulting Teacher submits it to the Joint Committee. The Participating
Teacher's signature does not mean agreement, but rather that s/he has
received a copy of the report. The Referred Participating Teacher shall have
the right to submit a written response, within twenty (20) days, and have it
attached to the final report. The Referred Participating Teacher shall also
have the right to request a meeting with the Joint Committee, and to be
represented at this meeting by the Association representative of his or her
choice.
23.7.12 When visiting a school site, Consulting Teachers shall adhere to the rules and
procedures for visitors to the site.
23.8

The results of the Referred Participating Teacher's participation in the Peer

Assistance Program shall be made available for placement in his or her personnel
file and may be used in the evaluation of the Referred Participating Teacher.

23.9

Functions performed by bargaining unit members under this document shall not
constitute either management or supervisory functions.
63

23.10 Unit members who perform functions as Consulting Teachers or Joint Committee
Members under this Article shall have the same protection from liability and access
to defense as other bargaining unit members.
23.11 Budget for Peer Assistance Program
23.11.1

The Joint Committee shall develop the Peer Assistance Program

Budget.

23.11.2

The budget for the Peer Assistance Program shall not, in any one
year, exceed the funding allocation for that year.

23.11.3

Any and all funds remaining in the Peer Assistance Program at the
end of a fiscal year shall be allocated for the purpose of staff
development as outlined in Section 23.3.1.3.13 of this Agreement
governing responsibilities of the Joint Committee. The Staff
Development and New Teacher In-Service Subcommittee of the Joint
Committee shall develop the budget for staff development activities
with Peer Assistance Program year-end carryover funds.

23.12 Nothing in this Article abridges the District's or bargaining members' rights and
responsibilities under Education Code.
23.13 PEA and PUSD shall create a joint bargaining committee in order to review Peer
Assistance Program and Beginning Teacher Support and Assessment (BTSA)
programs.
ARTICLE 24
NON-DISCRIMINATION
24.1

Neither the District nor the Association shall illegally discriminate against any
bargaining unit member because of race, color, gender, gender identity, gender
expression, ancestry, national origin, religion, sex, sexual orientation, age, disability,
medical condition, genetic information, marital status, economic status, denial of
Family and Medical Care Leave, political affiliation, domicile, military and veteran
status, membership or participation in an employee organizations legal activities
with respect to implementation or exercise of the rights and responsibilities
contained in this agreement; or any other basis prohibited by law.
ARTICLE 25
EMPLOYEE RIGHT/DUE PROCESS

25.1

Just Cause/Due Process

The district may discipline a unit member only for just cause. Discipline shall include
warnings, reprimands, or suspensions without pay for less than fifteen (15) working
days. Nothing in this Article shall apply to procedures set forth in the Education
Code, including but not limited to Education Code Sections 44938, 44939, and/or the
non-reelection of temporary or probationary unit members.
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25.2

Right to Representation
25.2.1 Each unit member is guaranteed his/her right to representation through the
Association.
25.2.2 A unit member is entitled to have present an Association representative when
being formally reprimanded. When request for such representation is made,
the formal reprimand shall not be discussed until the unit member has the
opportunity to have an Association representative present.
25.2.3 A unit member shall also be entitled to have present at meetings an
Association Representative when the unit member has specific reason based
on prior communications to believe that the meeting is intended for verbal
reprimand.
25.2.4 Where the member during the course of the conference has a reasonable
belief that discipline may arise from the discussion, he/she may request to
have an Association Representative present and the request will be
accommodated.
25.2.5 In circumstances where rights to representation exist, an employee does not
commit insubordination by refusing to participate in a meeting without a
representative present.

25.3

Progressive Discipline
The following progressive discipline procedures will be applied except where
the serious nature of the offense may require the District to directly impose a
written warning, written reprimand, or suspension without pay.
25.3.1 Verbal Counseling/Warning
The district shall first issue a verbal counseling/warning before imposing
further discipline. Verbal counseling/warning may result in a post-conference
summary memorandum. Post-conference summary memorandum will not be
placed in the unit members Personnel File, but may be attached to a
subsequent Letter or Warning and/or Letter of Reprimand and included in the
Personnel File.
25.3.2 Written Warning
Subject to 25.2.1 above, written warnings will not be used unless the unit
member has been verbally warned about similar actions within the last four
(4) years. A Written Warning will not be placed in the unit members
Personnel File at the time of delivery, but may be attached to a subsequent
Letter of Reprimand and included in the Personnel File.
25.3.3 Written Reprimand
Subject to 25.2.1 above, written reprimands will not be used unless the unit
65

member has received a written warning about similar actions within the last
four (4) years. The unit member will be provided with a copy of the reprimand
and a copy will be placed in the unit members Personnel File. The unit
member may attach a written response in a timely manner. Written
Reprimands (the procedure) shall be grievable when not brought to the
attention of the unit member in a timely manner and/or violates Article 24:
Non-Discrimination. Content of Written Reprimands are not grievable.
25.3.4 Suspension Without Pay
Subject to 25.2.1 above, suspensions will not be used unless the unit
member has received a written reprimand about similar actions within the last
four (4) years twelve (12) months. No unit member will be suspended more
than (15) working days during a school year. In all instances, however, the
length of a suspension will relate to the severity of the action.
25.4

Notice
Notice of suspension will be made in writing and served in person or by
certified mail upon the unit member by the superintendent or designee. A
copy will be concurrently provided to the Association president. The notice of
suspension will contain:
25.4.1 A statement of the specific acts or omissions upon which the action is based.
25.4.2 A statement of the cause(s) for which action is recommended;
25.4.3 Where applicable, the Education Code section, policy, rule regulation, or
directive violated;
25.4.4 Penalty proposed and effective date;
25.4.5 Copies of the documentary evidence upon which the recommendation is
based;
25.4.6 A statement of the unit members right to challenge the proposed action by
requesting a hearing pursuant to the arbitration procedures of Article 4:
Grievance procedure of this Agreement subject to 25.6.1 below. Only
suspensions and the exceptions in Article 25.3.3 above may be grieved under
this Article.

25.5

Administrative Leave
In the event a unit member is placed on administrative leave without advance notice,
a notice providing the reason for the Districts action will be sent to the unit members
last known address within a reasonable length of time, with a copy concurrently
provided to the Association president.

66

25.6

Arbitration
Only suspension without pay (Article 25.3.4) and the exception cited in Article 25.3.3
above may be appealed to arbitration under the grievance procedure in Article 4:
Grievance Procedure of the Agreement commencing with Section 4.7. If timely
appealed, the penalty will not be applied until the arbitrators decision is rendered,
except for just cause necessitating the immediate removal of the unit member from
the worksite. At arbitration, the just cause for earlier discipline may be determined
by the arbitrator.

25.7

Confidentiality
All information or proceedings regarding any actions or proposed actions pursuant to
the Article will be kept confidential by the parties to the extent permitted by the law.
ARTICLE 26
SITE MOVING and ROOM RELOCATION

26.1. Unit members who are classroom teachers who are required to transfer to another
site because of a District facilities project, the opening or closing of a school,
involuntary transfer, or site facility emergency shall be allowed the daily per diem
rate of pay up to two (2) days as follows: one day for time spent to pack and one day
for time spent to unpack their classroom materials.
26.2. Unit members who are classroom teachers who are required to relocate their
classroom within the same site due to a District facilities project, or site facility
emergency shall be allowed the daily per diem rate of up to one (1) day for time
spent to pack and unpack their classroom materials.
26.3. Unit members who are counselors, psychologists or speech therapists and are
required to transfer to another site or move their office or classroom to another site,
shall be allowed the daily per diem rate of one-half (1/2) day for time spent to pack
and unpack their materials.
26.4. Unit members who are transferred under Paragraphs 1, 2 or 3 above may use the
last work day of the school year to pack, but must also complete normal year-end
closing duties.
26.5. Unit members eligible for the per diem payment(s) set forth above but who do not
pack or unpack their classroom materials shall not be entitled to any per diem
payment.
26.6. The District shall move the unit members packed materials in a timely manner.
26.7. The District shall provide boxes, markers and other necessary materials for packing
two weeks before the scheduled move unless exigent circumstances exist, which
circumstances shall be determined solely by the District, warrant a shorter period of
time.
26.8. The District shall provide unit members who are required to transfer or relocate their
67

classroom under paragraphs 1 through 3 above at least two weeks notice of the
transfer or relocation, unless exigent circumstances, which circumstances shall be
determined solely by the District, warrant a shorter period of notice.

68

APPENDIX A
CALIFORNIA EDUCATION CODE: Suspension and Expulsion
EC 48900

69

CALIFORNIA EDUCATION CODE: Suspension and Expulsion

EC 48900 Grounds for suspension or expulsion; jurisdiction; legislative intent
(Amended by Assembly bill 86 effective January 1, 2009)
A pupil shall not be suspended from school or recommended for expulsion, unless the
superintendent or the principal of the school in which the pupil is enrolled determines that
the pupil has committed an act as defined pursuant to any of subdivisions (a) to (r),
inclusive:
(a) (1) Caused, attempted to cause, or threatened to cause physical injury to another
person.
(2) Willfully used force or violence upon the person of another, except in self-defense.
(b) Possessed, sold, or otherwise furnished a firearm, knife, explosive, or other dangerous
object, unless, in the case of possession of an object of this type, the pupil had obtained
written permission to possess the item from a certificated school employee, which is
concurred in by the principal or the designee of the principal.
(c) Unlawfully possessed, used, sold, or otherwise furnished, or been under the influence
of, a controlled substance listed in Chapter 2 (commencing with Section 11053) of Division
10 of the Health and Safety Code, an alcoholic beverage, or an intoxicant of any kind.
(d) Unlawfully offered, arranged, or negotiated to sell a controlled substance listed in
Chapter 2 (commencing with Section 11053) of Division 10 of the Health and Safety Code,
an alcoholic beverage, or an intoxicant of any kind, and either sold, delivered, or otherwise
furnished to a person another liquid, substance, or material and represented the liquid,
substance, or material as a controlled substance, alcoholic beverage, or intoxicant.
(e) Committed or attempted to commit robbery or extortion.
(f) Caused or attempted to cause damage to school property or private property.
(g) Stolen or attempted to steal school property or private property.
(h) Possessed or used tobacco, or products containing tobacco or nicotine products,
including, but not limited to, cigarettes, cigars, miniature cigars, clove cigarettes, smokeless
tobacco, snuff, chew packets, and betel. However, this section does not prohibit use or
possession by a pupil of his or her own prescription products.
(i) Committed an obscene act or engaged in habitual profanity or vulgarity.
(j) Unlawfully possessed or unlawfully offered, arranged, or negotiated to sell drug
paraphernalia, as defined in Section 11014.5 of the Health and Safety Code.
(k) Disrupted school activities or otherwise willfully defied the valid authority of supervisors,
teachers, administrators, school officials, or other school personnel engaged in the
performance of their duties.
(l) Knowingly received stolen school property or private property.

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(m) Possessed an imitation firearm. As used in this section, "imitation firearm" means a
replica of a firearm that is so substantially similar in physical properties to an existing
firearm as to lead a reasonable person to conclude that the replica is a firearm.
(n) Committed or attempted to commit a sexual assault as defined in Section 261, 266c,
286, 288, 288a, or 289 of the Penal Code or committed a sexual battery as defined in
Section 243.4 of the Penal Code.
(o) Harassed, threatened, or intimidated a pupil who is a complaining witness or a witness
in a school disciplinary proceeding for the purpose of either preventing that pupil from being
a witness or retaliating against that pupil for being a witness, or both.
(p) Unlawfully offered, arranged to sell, negotiated to sell, or sold the prescription drug
Soma.
(q) Engaged in, or attempted to engage in, hazing. For purposes of this subdivision,
"hazing" means a method of initiation or preinitiation into a pupil organization or body,
whether or not the organization or body is officially recognized by an educational institution,
which is likely to cause serious bodily injury or personal degradation or disgrace resulting in
physical or mental harm to a former, current, or prospective pupil. For purposes of this
subdivision, "hazing" does not include athletic events or school-sanctioned events.
(r) Engaged in an act of bullying, including, but not limited to, bullying committed by means
of an electronic act, as defined in subdivisions (f) and (g) of Section 32261, directed
specifically toward a pupil or school personnel.
(s) A pupil shall not be suspended or expelled for any of the acts enumerated in this
section, unless that act is related to school activity or school attendance occurring within a
school under the jurisdiction of the superintendent of the school district or principal or
occurring within any other school district. A pupil may be suspended or expelled for acts
that are enumerated in this section and related to school activity or attendance that occur at
any time, including, but not limited to, any of the following:
(1) While on school grounds.
(2) While going to or coming from school.
(3) During the lunch period whether on or off the campus.
(4) During, or while going to or coming from, a school sponsored activity.
(t) A pupil who aids or abets, as defined in Section 31 of the Penal Code, the infliction or
attempted infliction of physical injury to another person may be subject to suspension, but
not expulsion, pursuant to this section, except that a pupil who has been adjudged by a
juvenile court to have committed, as an aider and abettor, a crime of physical violence in
which the victim suffered great bodily injury or serious bodily injury shall be subject to
discipline pursuant to subdivision (a).
(u) As used in this section, "school property" includes, but is not limited to, electronic files
and databases.

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(v) A superintendent of the school district or principal may use his or her discretion to
provide alternatives to suspension or expulsion, including, but not limited to, counseling and
an anger management program, for a pupil subject to discipline under this section.
(w) It is the intent of the Legislature that alternatives to suspension or expulsion be
imposed against a pupil who is truant, tardy, or otherwise absent from school activities.

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48900.1 Pupil suspended by teacher for 48900 (i) or (k) violation; attendance of
parent for portion of school day; local policy and procedures
(a) The governing board of each school district may adopt a policy authorizing teachers to
require the parent or guardian of a pupil who has been suspended by a teacher pursuant to
Section 48910 for reasons specified in subdivision (i) or (k) of Section 48900, to attend a
portion of a school day in the classroom of his or her child or ward. The policy shall take into
account reasonable factors that may prevent compliance with a notice to attend. The
attendance of the parent or guardian shall be limited to the class from which the pupil was
suspended.
(b) The policy shall be adopted pursuant to the procedures set forth in Sections 35291 and
35291.5. Parents and guardians shall be notified of this policy prior to its implementation. A
teacher shall apply any policy adopted pursuant to this section uniformly to all pupils within
the classroom.
The adopted policy shall include the procedures that the district will follow to accomplish the
following:
(1) Ensure that parents or guardians who attend school for the purposes of this section
meet with the school administrator or his or her designee after completing the classroom
visitation and before leaving the school site.
(2) Contact parents or guardians who do not respond to the request to attend school
pursuant to this section.
(c) If a teacher imposes the procedure pursuant to subdivision (a), the principal shall send
a written notice to the parent or guardian stating that attendance by the parent or guardian
is pursuant to law. This section shall apply only to a parent or guardian who is actually living
with the pupil.
(d) A parent or guardian who has received a written notice pursuant to subdivision (c) shall
attend class as specified in the written notice. The notice may specify that the attendance of
the parent or guardian be on the day the pupil is scheduled to return to class, or within a
reasonable period of time thereafter, as established by the policy of the board adopted
pursuant to subdivision (a).
48900.2
In addition to the reasons specified in Section 48900, a pupil may be suspended from
school or recommended for expulsion if the superintendent or the principal of the school in
which the pupil is enrolled determines that the pupil has committed sexual harassment as
defined in Section 212.5.
For the purposes of this chapter, the conduct described in Section 212.5 must be
considered by a reasonable person of the same gender as the victim to be sufficiently
severe or pervasive to have a negative impact upon the individual's academic performance
or to create an intimidating, hostile, or offensive educational environment. This section shall
not apply to pupils enrolled in kindergarten and grades 1 to 3, inclusive.

73

48900.3
In addition to the reasons set forth in Sections 48900 and 48900.2, a pupil in any of grades
4 to 12, inclusive, may be suspended from school or recommended for expulsion if the
superintendent or the principal of the school in which the pupil is enrolled determines that
the pupil has caused, attempted to cause, threatened to cause, or participated in an act of,
hate violence, as defined in subdivision (e) of Section 233.
48900.4
In addition to the grounds specified in Sections 48900 and 48900.2, a pupil enrolled in any
of grades 4 to 12, inclusive, may be suspended from school or recommended for expulsion
if the superintendent or the principal of the school in which the pupil is enrolled determines
that the pupil has intentionally engaged in harassment, threats, or intimidation, directed
against school district personnel or pupils, that is sufficiently severe or pervasive to have the
actual and reasonably expected effect of materially disrupting class work, creating
substantial disorder, and invading the rights of either school personnel or pupils by creating
an intimidating or hostile educational environment.
48900.5
Suspension shall be imposed only when other means of correction fail to bring about proper
conduct. However, a pupil, including an individual with exceptional needs, as defined in
Section 56026, may be suspended for any of the reasons enumerated in Section 48900
upon a first offense, if the principal or superintendent of schools determines that the pupil
violated subdivision (a), (b), (c), (d), or (e) of Section 48900 or that the pupil's presence
causes a danger to persons or property or threatens to disrupt the instructional process.
48900.6
As part of or instead of disciplinary action prescribed by this article, the principal of a school,
the principal's designee, the superintendent of schools or the governing board may require
a pupil to perform community service on school grounds or, with written permission of the
parent or guardian of the pupil, off school grounds, during the pupil's nonschool hours. For
the purposes of this section, "community service" may include, but is not limited to, work
performed in the community or on school grounds in the areas of outdoor beautification,
community or campus betterment, and teacher, peer, or youth assistance programs. This
section does not apply if a pupil has been suspended, pending expulsion, pursuant to
Section 48915. However, this section applies if the recommended expulsion is not
implemented or is, itself, suspended by stipulation or other administrative action.
48900.7
(a) In addition to the reasons specified in Sections 48900, 48900.2, 48900.3, and 48900.4,
a pupil may be suspended from school or recommended for expulsion if the superintendent
or the principal of the school in which the pupil is enrolled determines that the pupil has
made terroristic threats against school officials or school property, or both.
(b) For the purposes of this section, "terroristic threat" shall include any statement, whether
written or oral, by a person who willfully threatens to commit a crime which will result in
death, great bodily injury to another person, or property damage in excess of one thousand
74

dollars ($1,000), with the specific intent that the statement is to be taken as a threat, even if
there is no intent of actually carrying it out, which, on its face and under the circumstances
in which it is made, is so unequivocal, unconditional, immediate, and specific as to convey
to the person threatened, a gravity of purpose and an immediate prospect of execution of
the threat, and thereby causes that person reasonably to be in sustained fear for his or her
own safety or for his or her immediate family's safety, or for the protection of school district
property, or the personal property of the person threatened or his or her immediate family.

75

APPENDIX B
SALARY SCHEDULES
2014 2015
Certificated Salary Schedule
Psychologist / Speech Therapist Salary Schedule
Preschool Salary Schedule (182 Day)
Adult Education Salary Schedule
Extra Duty Stipends

76

PITTSBURG UNIFIED SCHOOL DISTRICT

CERTIFICATED SALARY SCHEDULE
2014- 2015 SCHOOL YEAR
S
T
E
P
S

1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25

CLASS I

CLASS II

B. A. Degree
or Equivalent
Waiver/Internship

B. A. Degree
plus 15 Semester Units
Waiver/Internship

45,158
45,272
45,383
45,497
45,609
46,608
48,464
50,327

45,315
45,475
45,633
45,790
46,784
48,838
50,888
52,940
54,991

CLASS III
CLASS IV
CLASS V
CLASS VI
BA + 30 Sem Units BA + 45 Sem Units BA + 60 Sem Units BA + 75 Sem Units
plus Credential
plus Credential
plus Credential
plus Credential
BA + Credential
Pre 9/1/2002 placements
plus Preliminary/Clear Credential

47,191
47,642
48,092
48,858
51,137
53,430
55,712
57,996
60,282
61,334
61,334
63,631

47,642
48,092
48,626
50,753
53,233
55,712
58,190
60,665
63,139
64,376
66,863
69,339
69,339
69,339
71,180

47,642
48,546
50,231
53,059
55,328
57,988
60,666
63,153
65,642
67,437
70,098
72,762
72,762
72,762
74,062
74,062
74,062
78,113

Masters:
Doctorate:

*Units plus B.A. Degree are units taken after date of receiving a B.A. Degree

47,642
48,546
51,345
53,600
55,955
59,345
62,527
65,415
68,313
71,180
74,062
78,987
78,987
78,987
80,124
80,124
80,124
80,124
80,124
81,363
81,363
81,363
81,363
81,363
83,804
$1,020.24
$1,587.04

No lateral (left to right) movement shall occur without a Preliminary/Clear Credential.

Individuals without Pre/Clear Credential can only move vertically (one step to next) each year of service.

Longevity Bonus is incorporated into the basic salary schedule at Class VI, Step 20 and 25
Certificated Hourly rate of pay: $31.87 (Salary Matrix ADS)
Intervention Hourly rate of pay: $40.84 (Salary Matrix ADS)
Class Coverage Hourly rate of pay: $48.26 (Salary Matrix CCH)

Home Teacher rate of Pay : $31.87 (Salary Matrix HMT)

Athletic Director
Dean of Students
Elementary Counselors:
Secondary Counselors:

10 extra Days / Per diem of base Salary

Work Experience Teacher:

10 extra Days / Per diem of base Salary

Work Year: 185 workdays

10 extra Days / Per diem of base Salary

5 extra Days / Per diem of base Salary
10 extra Days / Per diem of base Salary

Fringe Benefits:
Kaiser, Blue Shield, Delta Dental and VSP Vision ,Life Insurance, Section 125 Plan for full time employees

Effective January 1, 2013: District contribution to medical premiums - Employee Only $520.67/mo Employee plus one $991.34/mo Family $1,273.74/mo

Effective May 14, 2015: District contribution to medical premiums - Employee Only $625.00/mo Employee plus one $1,196.00/mo Family $1,596.00/mo
Ten (10) days sick leave per year for full time employees (pro-rated for part time employees)
Board Ratification: April 22, 2015

PITTSBURG UNIFIED SCHOOL DISTRICT

PSYCHOLOGIST / SPEECH THERAPIST SALARY SCHEDULE

2014 - 2015 SCHOOL YEAR

STEPS
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25

CLASS I
B.A.
Degree + 30
Sem. Units *

CLASS II
B.A.
Degree + 45
Sem. Units *

CLASS III
B.A.
Degree + 60
Sem. Units *

CLASS IV
B.A.
Degree + 75
Sem. Units *

53,325
53,834
54,345
55,442
57,784
60,374
62,956
65,535
68,118
69,308

71,902

53,834
54,345
54,988
57,353
60,155
62,956
65,754
68,553
71,347
72,746
75,555
78,352

53,834
54,857
56,761
59,955
62,520
65,525
68,554
71,361
74,175
76,202
79,212
82,221

58,486
60,825
63,164
65,504
67,845
70,183
72,524
74,862
77,202
80,432
83,689
89,257
89,257
89,257
90,542
90,542
90,542
90,542
90,542
91,940
91,940
91,940
91,940
91,940
94,749

*Units plus B.A. Degree are units taken after date of receiving B.A. Degree

Salary Matrix - P

Psychologist employed after September 1, 1967 will not be eligible to advance below the dotted line in Class I.

Masters Degree:
Doctorate Degree:
Lead Psychologist:
Longevity Bonus:

$1,020.24 additional
Work Year: 195 workdays
$1,587.04 additional
$ 566.80 stipend
Incorporated into the basic salary schedule at Class VI, Steps 20 & 25

Fringe Benefits:
Kaiser, Blue Shield, Delta Dental and VSP Vision, Life Insurance, Section 125 Plan for full time employees
Effective January 1, 2013: District contribution to medical premiums Employee Only $520.67/mo Employee plus one $991.34/mo Family $1,273.74/mo
Effective May 14, 2015: District contribution to medical premiums Employee Only $625.00/mo Employee plus one $1,196.00/mo Family $1,596.00/mo
Ten (10) days sick leave per year for full time employees (pro-rated for part time employees)
Board Ratification: April 22, 2015

PITTSBURG UNIFIED SCHOOL DISTRICT

PRESCHOOL SALARY SCHEDULE 2014-2015
9% Increase, effective July 1, 2014
(182 Day Schedule)
CLASS I

CLASS II

CLASS III

CLASS IV

PRESCHOOL
PERMIT ONLY

PRESCHOOL
PERMIT + 15
UNITS - MINIMUM
75 UNITS

PRESCHOOL
PERMIT +
B.A. DEGREE

PRESCHOOL
PERMIT + REGULAR
ELEMENTARY
CREDENTIAL

27,322
28,464
29,603
30,746
31,893
33,047
34,187
35,342
36,470

28,555
29,804
31,082
32,378
33,649
34,930
36,209
37,495
38,766
40,043
41,320
42,598

29,977
31,355
32,787
34,255
35,667
37,096
38,522
39,935
41,404
42,805
44,261
45,705

31,898
33,475
35,067
36,672
38,263
39,854
41,455
43,036
44,643
46,225
47,835
49,427
49,427
49,427
49,427
49,427
49,427
49,427
49,427
49,660
49,660
49,660
49,660
49,660
49,893

STEPS
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25

Masters Degree:
Doctorate Degree
Longevity Bonus

$1,020.24 additional
$1,587.04 additional
A longevity bonus of $233 is provided at Class IV Steps 20 and 25

Preschool Hourly Rate of Pay: $19.11

Work Year:

10 months / 182 workdays

Fringe Benefits:
Kaiser, Blue Shield, Delta Dental, Vision, Life Insurance and Section 125 Plan for full time employees.
Effective January 1, 2013: District contribution to medical premiums - Employee Only $520.67/mo Employee plus one $991.34/mo
Family $1,273.74/mo
Effective May 14, 2015: District contribution to medical premiums - Employee Only $625.00/mo, Employee plus one $1,196.00/mo, Family
$1,596.00/mo

Ten (10) days sick leave per year for full time employees (pro-rated for part-time employees).
Board Ratification: April 22, 2015

ADULT EDUCATION SALARY SCHEDULE

2014 - 2015 SCHOOL YEAR
9% Increase effective July 1, 2014

FULL TIME
HOURLY RATE

PART-TIME
HOURLY RATE

STEP

STEP
1
2
3
4
5
6
7
8
9
10
11
12
*20

34.35
34.35
34.35
36.16
36.16
36.16
36.16
37.91
37.91
37.91
37.91
39.68

Paid Holidays:
(Full Time Only)
July 4th (If class is in Session)
Labor Day
Veteran's Day
Thanksgiving Day
Board Holiday
Christmas Day
New Year's Day
Martin Luther King Day
Lincoln's Day
Washington's Day
Cesar Chavez Day
Board Holiday
Memorial Day

July 4, 2014
September 1, 2014
November 11, 2014
November 27, 2014
November 28, 2014
December 25, 2014
January 1, 2015
January 19, 2015
February 13, 2015
February 16, 2015
April 2, 2015
April 3, 2015
May 25, 2015

1
2
3
4
5
6
7
8
9
10
11
12

30.80
30.80
30.80
32.82
32.82
32.82
32.82
34.89
34.89
34.89
34.89
37.09

*Longevity Bonus: A longevity bonus of $233 is provided at Step 20

Full Time Counselor:

Salary:

37.54

Other periods of time off will

be considered time off
without pay

Part time employees

No Paid Holidays
No Paid Vacation

Masters Degree: $1,020.24 additional

Doctorate Degree:$1,587.04 additional
Substitute Rate and Testing:

Salary: $ 27.44

Experience for placement on the salary schedule will be evaluated upon initial employment.
A maximum of four (4) years experience will be accepted.
Vacation (11 month employees only): 2 weeks paid

Fringe Benefits: (20+ hours per week)

Kaiser, Blue Shield, Delta Dental, Vision, Life Insurance and Section 125 Plan for full time employees .
Effective January 1, 2013: District contribution to medical premiums :
Employee Only $520.67/mo Employee plus one $991.34/mo Family $1,273.74/mo
Effective May 14, 2015: District contribution to medical premiums :
Employee Only $625.00/mo Employee plus one $1,196.00/mo Family $1,596.00/mo

STRS Annual Salary based on 1190 hours x hourly rate of pay.

Board Ratification: April 22, 2015

Part-Time Counselor:
Salary:
33.93

PUSD CERTIFICATED EXTRA DUTY STIPENDS 2014 - 2015 SCHOOL YEAR

9% increase, effective July 1, 2014

Athletics

Athletic Director

$3,937

(1)

Asst. Ath Director

$1,749

(1)

Athletic Trainer

$2,953

Basketball

Cheerleading

$2,953.00

Head Varsity

$2,953

(2)

Head Varsity

$2,953

(1)

Junior Varsity

$2,792

(2)

Varsity Assistant

$2,792

(1)

Freshman

$1,635

(2)

Junior Varsity

$2,792

(1)

Freshman

$2,792

(1)

Head Varsity

$2,953

(1)

Asst. Varsity

$2,792

(1)

Soccer

Softball

Head Varsity

$2,953

(2)

JV Head Coach

$2,792

(1)

Asst. Varsity

$2,792

(2)

Freshman

$1,635

(1)

Junior Varsity

$2,792

(2)

Freshman

$2,792

(2)
Tennis

Head Varsity

$2,953

(2)

Head Varsity

$2,953

(1)

Asst. Varsity

$2,792

Volleyball

Head Varsity

$2,953

(2)

Junior Varsity

$2,792

(2)

Freshman

$2,792

(2)

(1)

Head Varsity

$3,284

(1)

Head Varsity

$2,953

(2)

Asst. Varsity

$2,792

(4)

Assistant Varsity

$2,792

(2)

Junior Varsity Head

$2,792

(1)

Junior Varsity

$2,792

(2)

Junior Varsity Asst.

$2,792

(1)

Freshman, Head

$2,792

(1)

Freshman, Asst.

$2,792

(1)

Head Varsity

$2,953

(1)

Assistant Varsity

$2,792

(1)

Head Varsity

$2,953

(1)

Assistant Varsity

$2,792

(1)

Head Varsity

$2,953

(1)

Assistant Varsity

$2,792

(3)

Head Varsity

$2,953

(1)

Assistant Varsity

$2,792

(1)

Wrestling

Co-Ed Teams
Cross Country

Swimming

Track

Water Polo

PUSD CERTIFICATED EXTRA DUTY STIPENDS SCHOOL YEAR

Performing Arts
PHS Band Band Director
Asst. Band Director
Jr. High Band Band Director
PHS Theater Dir. Major Production

Student Activity

Yearbook

$2,511

(1)

$1,905

(3)

$1,552

(1) at each site

$1,905

(1)

Asst. Production

$1,552

(1)

Added Performance

$1,552

(1)

High School

$3,937

(1)

Junior High

$1,974

(1) at each site

High School

$1,974

(1)

$786

(1) at each site

Junior School

DEPARTMENT CHAIRPERSON
1 - 4 PERSONS
5 - 9 PERSONS
10 - 14 PERSONS
15 + PERSONS

(2)
(Fall, Spring)

(Fall, Winter)

Football

Head Coach

(1)
(Fall, Winter, Spring)

Baseball

Golf

$547
$1,038
$1,543
$2,029

July 10, 2009 MOU approved for 10th Dept Chair at PHS
Board Approved: November 18, 2015

Maximum Authorization Per Site:

Six (6) per Junior High School plus one (1) ELD Dept. Chair
Ten (10) per High School plus one (1) ELD Dept. Chair, PHS
Two (2) per Alternative High School (Black Diamond)

APPENDIX C
EVALUATIONS FORMS
(1 7)
Evaluation Notification Form
Initial Conference Summary
Observation Form
Preliminary / Final Evaluation Summary
Partner Collaboration Evaluation Plan
Partner Collaboration Evaluation Summary
Self-Evaluation Form

77

PITTSBURG UNIFIED SCHOOL DISTRICT

EVALUATION NOTIFICATION FORM
Name:

Date: ______/______/20______

Subject/Grade:
Status: (check one)

School:
Emergency

School Year:
Temporary

Probationary

Permanent

Prime Evaluator:

For all unit members, please check current year in the evaluation cycle:
Year 1
Year 2
Year 3
Year 4
FiveYear Cycle

AdministrativeMandated Evaluation
Non-Evaluation Year
Evaluation Year With a Choice of 3 Options (Article 10.8.1)
Non-Evaluation Year
Start Year:___________End Year:_____________Next Evaluation:____________

Formal type of evaluation:

The Administrative Mandated
The AdministrativeMandated Evaluation is:
a. required for temporary unit members
b. required for probationary unit members
c. required for permanent unit members on the first year of the Four (4)-Year Evaluation Cycle or Five
(5)-Year Evaluation Cycle.
d. may be required for permanent unit members who have not received a Meets Standards on their
previous evaluation.
Choice Evaluation Year
Please select your option below, sign, and return by October 15th.
The following options are available to any permanent unit members during their choice year (3rd year)
of the evaluation cycle:
The AdministrativeChoice
The Partner Collaboration option
The Self-Evaluation option

Unit member must receive notification of evaluation by October 1st of evaluation year.
Please Note: Only Unit Members on Year 3 of the Evaluation Cycle shall indicate their choice,
sign, and return by October 15th. (If no selection is made, Unit Member shall be evaluated by the
AdministrativeChoice option.)

____________________________________
Evaluators Signature
Date

____________________________________
Evaluatees Signature
Date

PEA/PUSD FORM 1: Evaluation Notification Form 5/7/12

PITTSBURG UNIFIED SCHOOL DISTRICT

INITIAL CONFERENCE SUMMARY
Name:

Date: ______/______/20______

Subject/Grade:
Status: (check one)

School:
Emergency

School Year:

Temporary

Probationary

Permanent

Prime Evaluator:
Unit member shall be evaluated on three (3) Standards.
Evaluator and Evaluatee shall each select one (1) Standard to be evaluated for the evaluation year.
Evaluators Selected Standard: 1

Evaluators initials _________

Evaluatees Selected Standard: 1

Evaluatees initials _________

Additionally, Standard 6 shall be selected for all unit members.

Evaluation Criteria: California Standards for the Teaching Profession
Standard 1: Engaging and Supporting All Students in Learning
1.1 Using knowledge of students to engage them in learning
1.2 Connecting learning to students prior knowledge, backgrounds, life experiences, and interests
1.3 Connecting subject matter to meaningful, real-life contexts*
1.4 Using a variety of instructional strategies resources, and technologies to meet students diverse learning needs
1.5 Promoting critical thinking through inquiry, problem solving, and reflection
1.6 Monitoring student learning and adjusting instruction while teaching
Standard 2: Creating and Maintaining an Effective Environment for Student Learning
2.1 Promoting social development and responsibility within a caring community where each student is treated fairly
and respectfully
2.2 Creating physical or virtual learning environments that promote student learning, reflect diversity, and encourage
constructive and productive interactions among students
2.3 Establishing and maintaining learning environments that are physically, intellectually, and emotionally safe
2.4 Creating a rigorous learning environment with high expectations and appropriate support for all students
2.5 Developing, communicating, and maintaining high standards for individual and group behavior
2.6 Employing classroom routines, procedures, norms, and supports for positive behavior to ensure a climate in which
all students can learn
2.7 Using instructional time to optimize learning
Standard 3: Understanding and Organizing Subject Matter for Student Learning
3.1 Demonstrating knowledge of subject matter* academic content standards
3.2 Applying knowledge of student development and proficiencies to ensure student understanding of subject matter
3.3 Organizing curriculum to facilitate student understanding of the subject matter
3.4 Utilizing instructional strategies that are appropriate to the subject matter
3.5 Using and adapting resources, technologies, and standards aligned instructional materials, including adopted
materials, to make subject matter accessible to all students
3.6 Addressing the needs of English Learners and students with special needs* to provide equitable access to the
content
PEA/PUSD FORM 2: Initial Conference Summary 5/7/12

Evaluation Criteria: California Standards for the Teaching Profession

Standard 4: Planning Instruction and Designing Learning Experiences for All Students
4.1 Using knowledge of students academic readiness, language proficiency, cultural background, and individual
development to plan instruction
4.2 Establishing and articulating goals for student learning
4.3 Developing and sequencing long-term and short-term instructional plans to support student learning
4.4 Planning instruction that incorporates appropriate strategies to meet the learning needs of all students
4.5 Adapting instructional plans and curricular materials to meet the assessed learning needs of all students
Standard 5: Assessing Student Learning
5.1 Applying knowledge of the purposes, characteristics, and uses of different types of assessments
5.2 Collecting and analyzing assessment data from a variety of sources to inform instruction
5.3 Reviewing data, both individually and with colleagues, to monitor student learning
5.4 Using assessment data to establish learning goals and to plan, differentiate, and modify instruction
5.5 Involving all students in self-assessment, goal setting*, and monitoring progress
5.6 Using available technologies to assist in assessment, analysis, and communication of student learning
5.7 Using assessment information to share timely and comprehensible feedback with students and their families
Standard 6: Developing as a Professional Educator
6.1 Reflecting on teaching practice in support of student learning
6.2 Establishing professional goals and engaging in continuous and purposeful professional growth and development
6.3 Collaborating with colleagues and the broader professional community to support teacher and student learning
6.4 Working with families to support student learning
6.5 Engaging local communities in support of the instructional program
6.6 Managing professional responsibilities to maintain motivation and commitment to all students
6.7 Demonstrating professional responsibility, integrity, and ethical conduct

Review ratings and observation form.

The level of Meets Standard is reached when the majority of the objectives in the standard are rated at
Satisfactory or above. An overall evaluation rating of Meets Standards shall mean that the unit
member is performing at Meets Standard on at least two (2) of the three (3) selected standards.
The level of Does Not Meet Standard is reached when fewer of the majority of the objectives in the
standard are rated at Satisfactory or above. An overall evaluation rating of Does Not Meet Standards
shall mean that the unit member is not performing at the level of Meets Standard on at least two (2) of the
three (3) selected standards.
Evaluator and Evaluatee shall mutually agree on the first observation date (See Article 10.6.2.2.1).
If the first observation date is scheduled at the initial conference, insert below:
Date: _________________________

____________________________________
Evaluators Signature
Date

____________________________________
Evaluatees Signature
Date

Evaluatee shall receive a copy of this completed form at the end of the Initial Conference.
PEA/PUSD FORM 2: Initial Conference Summary 5/7/12

PITTSBURG UNIFIED SCHOOL DISTRICT TEACHER OBSERVATION FORM for Administrative-Mandated Evaluation or Administrative-Choice Evaluation
Evaluatee: ____________________________________________________Evaluator: ____________________________________________School_______________________________
Subject/Grade: _________________________________________________Period/Time: ______________________Date:___________________ School Year______________________
Start Time: _________________________ End Time: __________________________
Status (check one)

Emergency

Temporary

Probationary

Permanent

Evaluators Selected Standard: 1

Evaluatees Selected Standard: 1

Observation Number
(Check One)
1
2

ADDITIONALLY, ALL UNIT MEMBERS ARE EVALUATED ON STANDARD 6

Evaluation Ratings
The level of Meets Standard is reached when the majority of the objectives in the standard are rated at Satisfactory or above.
An overall evaluation rating of Meets Standards shall mean that the unit member is performing at the level of Meets Standard on at least two (2) of the three (3) selected standards.
An evaluation rating of Does Not Meet Standard shall mean that the unit member is not performing at Meets Standard on at least two (2) of the three (3) selected standards.
Permanent certificated personnel, who as a result of their written Preliminary Summary in January, Meet Standards, as determined by the Prime Evaluator, shall not undergo
continued evaluation for the balance of that school year. In such cases, permanent unit members will have demonstrated to the satisfaction of the Prime Evaluator that their service has
met the standards for the present formal evaluation year.
Observation Evaluation Rating: (check one)
Unit members rating is Meets Standards

Unit members rating is Does Not Meet Standards

Unit members overall evaluation rating is Does Not Meet Standards
and he/she requires an additional observation

For those with Permanent Status:

Unit Members overall evaluation rating is Meets Standards and he/she
shall not undergo continued evaluation for the balance of the school year

___________________________________
Evaluators Signature

________________
Date

PUSD/PEA FORM 3: Observation Form for Administrators, Page 1 of 13

___________________________________
Evaluatees Signature

________________
Date

Standard 1: Engaging and Supporting All Students in Learning

The level of Meets Standard is reached when at least four (4) of the objectives in the standard are rated at Satisfactory or above.
DOES NOT MEET STANDARD

Check one:
Objectives
1.1
Using knowledge of
students to engage them in
learning

1.2
Connecting learning to
students prior knowledge,
backgrounds, life
experiences, and interests

1.3
Connecting subject matter
to meaningful, real-life
contexts*

1.4
Using a variety of
instructional strategies,
resources, and technologies
to meet students diverse
learning needs
1.5
Promoting critical thinking
through inquiry, problem
solving, and reflection

Unsatisfactory

MEETS STANDARD

Needs Improvement

Does not learn about

students through data
provided by the school
and/or through district
assessments.

Does not gather data to

learn about individual
students.

Does not develop

awareness of prior
knowledge, culture,
backgrounds, life
experience, or interests
represented among
students.

Does not use information

about students prior
knowledge, cultural
backgrounds, life
experiences, and interests
to support student learning.

Does not use real-life

connections during
instruction as identified in
curriculum.

Does not explore using

additional real-life
connections to subject
matter in lessons to support
student understanding.

Does not use instructional

strategies, resources, and
technologies as provided by
school and/or district.

Does not use any additional

instructional strategies,
resources or technologies
in lessons to meet students
diverse learning needs.

Asks questions that focus

only on factual knowledge
and comprehension

Does not ask any questions

that require students to
recall, interpret, or think
critically.

PUSD/PEA FORM 3: Observation Form for Administrators, Page 2 of 13

Satisfactory
Uses data from a variety of
formal and informal
sources to learn about
students and guide
selection of instructional
strategies to meet diverse
learning needs.

Uses school resources and

family contacts to expand
understanding of students
prior knowledge, cultural
backgrounds, life
experiences, and interests
to connect to student
learning.

Includes connections from

subject matter to
meaningful, real-life
contexts, including those
specific to students family
and community.

Utilizes a variety of
strategies including
culturally responsive
pedagogy, resources, and
technologies during
ongoing instruction to meet
students diverse
learning needs.

Guides students to think

critically through use of
questioning strategies,
posing/solving problems,
and reflection on issues in
content.

Exceeds

Observation Evidence

Evidence Provided By Unit Member

(if applicable)

Uses data from multiple

measures to make
adjustments to instruction
and meet individual
identified learning needs.

Integrates broad
knowledge of students and
their communities to
inform instruction.

Integrates connections to
meaningful, real-life
contexts in planning subject
matter instruction and is
responsive during
instruction to engage
students in relating to
subject matter.

Creates, adapts, and

integrates a broad range of
strategies, resources, and
technologies into
instruction designed to
meet students diverse
learning needs.

Supports students to
initiate critical thinking
through independently
developing questions,
posing problems and
reflecting on multiple
perspectives.

STANDARD 1 IS CONTINUED ON NEXT PAGE

Objectives

Unsatisfactory

Needs Improvement

Satisfactory

Exceeds

Observation Evidence
1.6
Monitoring student
learning and adjusting
instruction while teaching

Does not implement lessons

following curriculum
guidelines.

Does not seek to clarify

instructions or learning
activities to support
student understanding.

PUSD/PEA FORM 3: Observation Form for Administrators, Page 3 of 13

Makes ongoing adjustments

to instruction based on
observation of student
engagement and regular
checks for understanding.

Adjusts strategies during

instruction based on the
ongoing monitoring of
individual student needs
for assistance, support, or
challenge.

Evidence Provided By Unit Member

(if applicable)

Standard 2: Creating and Maintaining an Effective Environment for Student Learning

The level of Meets Standard is reached when at least four (4) of the objectives in the standard are rated at Satisfactory or above.
DOES NOT MEET STANDARD

Check one:
Objectives
2.1
Promoting social
development and
responsibility within a
caring community where
each student is treated fairly
and respectfully
2.2
Creating physical learning
environments that promote
student learning, reflect
diversity, and encourage
constructive and productive
interactions among students

2.3
Establishing and
maintaining learning
environments that are
physically, intellectually, and
emotionally safe
2.4
Creating a rigorous learning
environment with high
expectations and
appropriate support for all
students

2.5
Developing, communicating,
and maintaining high
standards for individual and
group behavior

Unsatisfactory

MEETS STANDARD

Needs Improvement

Satisfactory

Exceeds

The physical learning

environment is detrimental
to student learning.

Does not model fair and

respectful behavior.
Demonstrates little
commitment to fairness and
respect in communications
with students about
language and behavior.

The physical learning

environment does not
support student learning.

Models fair and respectful

behavior. Reinforces
positive, responsible, and
respectful student
interactions. Assists
students to resolve conflicts.

Develops shared
responsibility with students
for resolving conflict and
creating and maintaining a
caring classroom
community.

Does not adhere to policies

and laws regarding safety
that are required by the site,
district, and state.

Does not recognize and

address safety issues
regarding materials, student
interactions, and the
organization of the learning
environments.

Anticipates and reduces

risks to physical, intellectual,
and emotional safety using
multiple strategies that
include examining biases in
the learning environment
and curriculum.

Develops a rigorous learning

environment that includes
accuracy, analysis, problem
solving, and appropriate
levels of challenge.

Does not model and

communicate expectations
for fair and respectful
behavior to support social
development.

Does not strive to create a

rigorous learning
environment.

Does not establish any

expectations, rules, and
consequences for individual
and group behavior.

Focuses the rigor of the

learning environment only
on accuracy of answers and
completion of learning tasks.

Does not develop,

communicate, model or
explain expectations for
individual and group
behavior.

Develops physical learning

environments that reflect
student diversity and
provide a range of resources
for learning.

Uses multiple strategies

including culturally
responsive instruction to
develop and maintain high
standards for individual and
group behavior.

Observation Evidence

Evidence Provided By Unit Member

(if applicable)

Maintains physical learning

environments that reflect
student diversity and
provides a broad range of
resources, displays, and
artifacts that are current and
integral to instruction.

Integrates support for

students to take risks and
offer respectful opinions
about divergent viewpoints.

Integrates rigor throughout

the learning environment
that values accuracy,
analysis, and critical reading,
writing and thinking.

Integrates equitable
expectations, positive
supports, and consequences
for individual and group
behavior within and across
learning activities.

STANDARD 2 IS CONTINUED ON NEXT PAGE

PUSD/PEA FORM 3: Observation Form for Administrators, Page 4 of 13

Objectives

Unsatisfactory

Needs Improvement

Satisfactory

Exceeds

Observation Evidence
2.6
Employing classroom
routines, procedures, norms,
and supports for positive
behavior to ensure a climate
in which all students can
learn
2.7
Using instructional time to
optimize learning

Does not establish any

procedures, routines or
norms for single lessons to
support student learning.

Does not develop sufficient

routines, procedures, or
norms in single lessons or
sequence of lessons.

Maintains regular use of

routines and procedures
that are culturally
responsive and engage
students in the development
and monitoring of norms.

Does not pace instruction

based on curriculum
guidelines or student need.

Paces instruction with very

little consideration of lesson
type, adjustments for
sufficient student work time
and transitions to optimize
learning.

Paces instruction for

students to provide
adequate time for
instruction, checking for
understanding, completion
of learning activities and
closure.

PUSD/PEA FORM 3: Observation Form for Administrators, Page 5 of 13

Engages students in
monitoring and reflecting on
routines, procedures, and
norms in ways that are
culturally responsive.
Maintains a quality learning
climate that builds on
student strengths.

Paces instruction to include

ongoing assessment of
student learning. Supports
students in the monitoring
of instructional time.

Evidence Provided By Unit Member

(if applicable)

Standard 3: Understanding and Organizing Subject Matter for Student Learning

The level of Meets Standard is reached when at least four (4) of the objectives in the standard are rated at Satisfactory or above.
DOES NOT MEET STANDARD

Check one:
Objectives
3.1
Demonstrating knowledge
of subject matter* academic
content standards

3.2
Applying knowledge of
student development and
proficiencies to ensure
student understanding of
subject matter

Unsatisfactory

3.4
Utilizing instructional
strategies that are
appropriate to the subject
matter

Needs Improvement

Satisfactory

Has little foundational

knowledge of subject
matter, related academic
language and academic
content standards.

Does not examine concepts

in subject matter and
academic language, to
identify connections
between academic content
standards and instruction.

Understands and explains

the relationship between
essential subject matter
concepts, academic
language, and academic
content standards.

Does not demonstrate

knowledge of student stages
of development or
awareness of differences in
students understanding of
subject matter.

Demonstrates little
knowledge of student
development or does not
implement learning
activities that address
students proficiencies and
support understanding of
subject matter including
related academic language.

Adapts instruction in
response to knowledge of
student development and
proficiencies to meet
students diverse learning
needs. Ensures
understanding of subject
matter including related
academic language.

Does not gather or use any

additional instructional
strategies in lessons to
increase student
understanding of academic
language appropriate to
subject matter.

Selects and adapts a variety

of instructional strategies to
ensure student
understanding of academic
language appropriate to
subject matter and that
address students diverse
learning needs.

3.3
Organizing curriculum to
facilitate student
understanding of the subject
matter

MEETS STANDARD

Does not follow organization

of curriculum as provided
by site and district to
support student
understanding of subject
matter.

Does not use instructional

strategies that are provided
in the curriculum.

Does not examine

organization of curriculum
or consider adjustments in
lessons to support
understanding of subject
matter.

Uses knowledge of
curriculum and student
readiness to organize and
adjust the curriculum to
ensure student
understanding.

Exceeds

Observation Evidence

Evidence Provided By Unit

Member (if applicable)

Uses broad knowledge

of inter-relationships
of concepts, academic
content standards, and
academic language, in
ways that ensure clear
connections and relevance
to students.

Integrates knowledge
of range of students
development into
instructional decisions
to ensure student
understanding of subject
matter including related
academic language.

Integrates knowledge of
curriculum and resources to
organize and adjust
instruction within and
across subject matter to
extend student
understanding.

Integrates instructional
strategies appropriate to
subject matter to meet
students diverse learning,
to ensure student
understanding of academic
language, and guide
students in understanding
connections within and
across subject matter.

STANDARD 3 IS CONTINUED ON NEXT PAGE

PUSD/PEA FORM 3: Observation Form for Administrators, Page 6 of 13

Objectives

Unsatisfactory

Needs Improvement

Satisfactory

Exceeds

Observation Evidence

3.5
Using and adapting
resources, technologies, and
standards aligned
instructional materials,
including adopted materials,
to make subject matter
accessible to all students
3.6 (part I)
Addressing the needs of
English Learners and
students with special needs*
to provide equitable access
to the content

3.6 (part II)

Addressing the needs of
English Learners and
students with special
needs* to provide
equitable access to the
content

Does not use available

instructional materials,
resources, or technologies
for specific lessons to make
subject matter accessible to
students.

Does not use any additional

instructional materials,
resources, and technologies
to make subject matter
accessible to students.

Is unaware of students
primary language or English
language proficiencies based
on available assessment
data.

Does not seek additional

information describing
elements of culture and
language proficiencies in
listening, speaking, reading
and writing. Does not use
measures for assessing
English learners
performance to identify
gaps in English language
development.

Does not seek any additional

information on the full range
of students identified with
special needs to address
challenges or supports in
lessons.

Does not have an awareness

of the full range of students
identified with special needs
students through data
provided by the school.

PUSD/PEA FORM 3: Observation Form for Administrators, Page 7 of 13

Selects, adapts, and utilizes

appropriate instructional
materials, resources, and
technologies for concept and
skill development in subject
matter. Resources reflect the
diversity of the classroom
and support differentiated
learning of subject
matter.

Identifies language
proficiencies and English
learner strengths in the
study of language and
content. Differentiates
instruction using one or
more components of English
language development to
support English learners.

Integrates a wide range

of adapted resources,
technologies, and
instructional materials to
meet identified student
needs and make subject
matter accessible to
students.

Utilizes information on the

full range of students
identified with special needs
to assess strengths and
competencies to provide
appropriate challenge and
accommodations in
instruction.

Integrates accommodations,
adaptations, and extensions
to instruction for the full
range of students with
special needs to ensure
adequate support and
challenge.

Integrates knowledge of
English language
development and English
learners strengths and
assessed needs into
English language and
content instruction.

Evidence Provided By Unit

Member
(if applicable)

Standard 4: Planning Instruction and Designing Learning Experiences for All Students
The level of Meets Standard is reached when at least four (4) of the objectives in the standard are rated at Satisfactory or above.

DOES NOT MEET STANDARD

Check one:
Objectives
4.1
Using knowledge of
students academic
readiness, language
proficiency, cultural
background, and
individual development
to plan instruction.
4.2
Establishing and
articulating goals for
student learning

4.3
Developing and sequencing
long-term and short-term
Instructional plans to
support student learning
4.4
Planning instruction that
incorporates appropriate
strategies to meet the
learning needs of all
students

MEETS STANDARD

Unsatisfactory

Needs Improvement

Satisfactory

Exceeds

Does not plan daily lessons

using available curriculum
or information from district
and state required
assessments.

Does not plan any lessons

using additional assessment
information on student
academic readiness,
language, cultural
background, or individual
development.

Does not communicate

learning objectives for
lessons to students based on
content standards and
available curriculum
guidelines.

Plans differentiated
instruction which is based
on broad knowledge of
students. Matches resources
and specific strategies to
students diverse learning
needs and cultural
backgrounds.

Does not establish or share

learning goals for skill
development with students
lessons.

Does not use available

curriculum guidelines for
daily, short or long-term
plans.

Does not plan curriculum

units that include a series
of connected lessons that
are linked to long-term
planning to support
student learning.

Plans differentiated
instruction based on
knowledge of students
academic readiness,
academic language, diverse
cultural backgrounds, or
individual cognitive, social,
emotional, and physical
development to meet their
individual needs.

Establishes and
communicates to students
clear learning goals for
content that are accessible,
challenging, and
differentiated to address
students diverse learning
needs.

Establishes short- and longterm curriculum plans for

subject matter concepts and
essential related academic
language and formats that
support student learning.

Does not plan instruction

that incorporates strategies
suggested by curriculum
guidelines.

Does not select strategies for

lessons that respond to
students diverse learning
needs.

PUSD/PEA FORM 3: Observation Form for Administrators, Page 8 of 13

Incorporates differentiated
instructional strategies
into ongoing planning
that addresses culturally
responsive pedagogy,
students diverse language,
and learning needs and
styles.

Observation Evidence

Evidence Provided By Unit

Member (if applicable)

Establishes and articulates

learning goals to students
that integrate content
standards with students
strengths, interests,
and learning needs.

Refines sequence of longterm plans to reflect

integration of curriculum
guidelines, frameworks, and
content standards with
assessed instructional needs
to ensure student learning.

Plans instruction using

a wide range of strategies to
address learning styles and
meet students assessed
language and learning
needs. Provides appropriate
support and challenge for
students.

STANDARD 4 IS CONTINUED ON NEXT PAGE

Objectives

Unsatisfactory

Needs Improvement

Satisfactory

Exceeds

Observation Evidence

4.5
Adapting instructional plans
and curricular materials to
meet the assessed learning
needs of all students.

Does not implement lessons

or use materials from
curriculum provided.

Does not adapt plans or

materials in lessons to
address students learning
needs.

PUSD/PEA FORM 3: Observation Form for Administrators, Page 9 of 13

Makes adjustments and

adaptations to differentiate
instructional plans. Uses
culturally responsive
pedagogy and additional
materials to support
students diverse learning
needs.

Makes ongoing adjustments

to instructional plans and
uses a variety of materials as
the instructional need arises
to support student learning.

Evidence Provided By Unit

Member
(if applicable)

Standard 5: Assessing Student Learning

The level of Meets Standard is reached when at least four (4) of the objectives in the standard are rated at Satisfactory or above.

DOES NOT MEET STANDARD

Check one:
Objectives

Unsatisfactory

MEETS STANDARD

Needs Improvement

Satisfactory

5.1
Applying knowledge of the
purposes, characteristics, and
uses of different types of
assessments

Is unaware of the purposes

or characteristics of
formative and summative
assessments.

Does not use different types

of pre-assessment, formative
or summative assessments.

5.2
Collecting and analyzing
assessment data from a
variety of sources to inform
instruction

Does not use data from

required assessments to
assess student learning.

Does not collect any

additional data using
supplemental assessments.

Does not review or monitor

available assessment data as
required by site and district
processes.

Does not review or monitor

available assessment data
individually or with
colleagues to identify
learning needs of students.

Reviews and monitors a

variety of data on student
learning individually or with
colleagues to identify trends
and patterns among groups
of students.

Uses a variety of assessment

data to set student learning
goals for content and
academic language.

5.3
Reviewing data, both
individually and with
colleagues, to monitor
student learning

5.4
Using assessment data to
establish learning goals and
to plan, differentiate, and
modify instruction
5.5
Involving all students in selfassessment, goal setting*,
and monitoring progress

Does not use data from

assessments provided by site
and district to set learning
goals for the class.

Does not inform students

about lesson objectives,
outcomes, or summative
assessment results.

Does not use data from

available assessments to
establish content based
learning goals for class and
individual students in single
lessons or sequence of
lessons.

Does not encourage students

to establish learning goals
through lessons that include
goal-setting exercises.

Decides on the purpose for

assessment and skills to be
assessed to select
appropriately matched preassessment, formative, and
summative assessments.

Collects a variety of formal

and informal assessment
data on student learning.

Models and scaffolds student

self-assessment and goal
setting processes for learning
content and academic
language development.
Recognizes the need for
individual learning goals.

Observation Evidence

Exceeds

Evidence Provided By Unit

Member (if applicable)

Develops and adapts the

range of appropriate
assessments to address
questions about students
learning needs and progress.

Designs and integrates

an assessment plan that
provides formal and
informal assessment data on
student learning.

Reviews and monitors a

broad range of data
individually and with
colleagues to analyze student
thinking and identify
underlying causes for trends.

Uses a broad range of data to

set learning goals for content
and academic language that
are integrated across content
standards for individuals and
groups.

Implements structures for

students to self-assess and
set learning goals related to
content, academic language
and individual skills.

STANDARD 5 IS CONTINUED ON NEXT PAGE

PUSD/PEA FORM 3: Observation Form for Administrators, Page 10 of 13

Objectives

Unsatisfactory

Needs Improvement

Satisfactory

Exceeds

Observation Evidence
5.6
Using available technologies
to assist in assessment,
analysis, and communication
of student learning

5.7
Using assessment
information to share timely
and comprehensible
feedback with students and
their families

Does not use any technology

to record assessments,
determine proficiency levels,
or make required
communications about
student learning.

Does not use available

technology to implement
individual assessments,
record results, or
communicate with
administration, colleagues,
and families about student
learning.

Does not provide students

with any feedback through
assessed work or required
summative assessments.

Does not provide students

with sufficient feedback
based on formative
assessments. Does not seek
to provide feedback in ways
that students understand.

PUSD/PEA FORM 3: Observation Form for Administrators, Page 11 of 13

Uses technology to design

and implement assessments,
record and analyze results,
and communicate about
student learning with
administration, colleagues,
families, and students.
Ensures that those who lack
access to technology receive
communications.

Provides students with clear

and timely information about
strengths, needs, or
strategies for improving
academic achievement.

Integrates a variety of
technologies into the
development,
implementation, analysis of
assessments, and
communication of student
learning to all audiences.

Integrates the ongoing

sharing of comprehensible
feedback to students from
formal and informal
assessments in ways that
support increased learning.

Evidence Provided By Unit

Member
(if applicable)

Standard 6: Developing as a Professional Educator through Observation and Dialogue

The level of Meets Standard is reached when at least four (4) of the objectives in the standard are rated at Satisfactory or above.
Evaluatees shall have an opportunity to share additional evidence for Standard 6 with their Prime Evaluator during a Post-Observation Conference.
DOES NOT MEET STANDARD

Cehck one:

Unsatisfactory

6.1
Reflecting on teaching
practice in support of student
learning

Is unaware of the need to

reflect on teaching practice to
support student learning.
Does not reflect individually
or with colleagues on
immediate student learning
needs.

Does not develop goals

connected to the CSTP
through required processes
or local protocols.

Does not reflect on teaching

practice individually or with
colleagues that is focused on
methods to support the full
range of learners.

Does not attend staff, grade

level, department, or other
required meetings and
collaborations.

Does not consult with

colleagues to consider how
best to support teacher and
student learning.

Collaborates with colleagues

to improve student learning
and reflect on teaching
practice at the classroom
level.

Is unaware of the role of the

family in student learning and
the need for interactions with
families.

Does not acknowledge the

importance of the familys
role in student learning. Does
not welcome family
involvement at classroom/
school events.

Does not understand the

importance of engaging with
families and school
community.

Does not promote collaboration

between school and community
to support tudent learning.

Acknowledges the
importance of the familys
role in student learning
Communicates with families
in a variety of ways. Supports
or encourages families to
contribute to the classroom
and school.

Understand cultures and

dynamics of students. Shows
value and respect for students
and community. Builds
relationships with schools and
community.

6.2
Establishing professional
goals and engaging in
continuous and purposeful
professional growth and
development

6.3
Collaborating with colleagues
and the broader professional
community to support
teacher and student learning
6.4
Working with families to
support student learning

6.5
Engaging local communities in
support of the instructional
program

Needs Improvement

MEETS STANDARD

Objectives

Does not set goals connected

to the CSTP that take into
account self-assessment of
teaching practice.

Satisfactory

Exceeds

Engages in reflection
individually or with
colleagues on the relationship
between making adjustments
in teaching practice and
impact on the full range of
learners.

Sets goals connected

to the CSTP that are
authentic, challenging, and
based on self- assessment.

Reflects individually and with

colleagues on refinements in
teaching practice and
connections among the
elements of the CSTP to
positively impact the full
range of learners.

Sets and modifies authentic

goals connected to the CSTP
that are intellectually
challenging and based on selfassessment and feedback
from a variety of sources.

Collaborates with colleagues

to expand impact on teacher
and student learning within
grade or department and
school and district levels.

Observation Evidence

Evidence Provided By Unit

Member (if applicable)

Works with the greater

school community to provide
opportunities and support for
families to actively
participate in the classroom
and school.

Seeks out resources from local

community and business to
promote sutdent learning.
Provides students with
community-based experiences
to support student learning.

STANDARD 6 IS CONTINUED ON NEXT PAGE

PUSD/PEA FORM 3: Observation Form for Administrators, Page 12 of 13

Objectives

Unsatisfactory

Needs Improvement

Satisfactory

Exceeds

Observation Evidence

6.6
Managing professional
responsibilities to maintain
motivation and commitment
to all students
6.7
Demonstrating professional
responsibility, integrity, and
ethical conduct.

Does not have an

understanding of professional
responsibilities.

Does not conform to

professional responsibilities
and conduct.

Does not meet professional

responsibilities in timely
ways or seek support when
needed.

Does not consistently meet

professional obligations to
comply with state and federal
policies and guidelines.

PUSD/PEA FORM 3: Observation Form for Administrators, Page 13 of 13

Anticipates professional
responsibilities and manages
time and effort required to
meet expectations. Seeks
support when needed.

Is informed, understands, and

upholds the professional
codes, ethical responsibilities
and legal requirements
applicable to the teaching
profession.

Integrates the full range of

professional responsibilities
into advanced planning and
prepares for situations that
may be challenging.

Demonstrates professional
obligations to students,
colleagues, school
community, and the
professional of education.

Evidence Provided By Unit

Member
(if applicable)

PITTSBURG UNIFIED SCHOOL DISTRICT

Check one:

PRELIMINARY EVALUATION SUMMARY FINAL EVALUATION SUMMARY

Name:

Date: ______/______/20______

Subject/Grade:
Status: (check one)

School:
Emergency

School Year:
Temporary

Probationary

Permanent

Prime Evaluator:
Evaluator: Check the two (2) standards that were selected for evaluation on the Initial Conference Form
in addition to Standard 6.
1
2 3
4
5
6
The level of Meets Standard is reached when the majority of the objectives in the standard are rated at
Satisfactory or above. The level of Does Not Meet Standard is reached when fewer of the majority of the
objectives in the standard are rated at Satisfactory or above.
Assessment Criteria: California Standards for the Teaching Profession

Standard 1: Engaging and Supporting All Students in Learning

Complete for the Three Standards Evaluated

Check objectives
rated at
satisfactory or
above:

1.1 Using Knowledge of students to engage them in learning.

1.2Connecting learning to students prior knowledge, backgrounds, life
experiences, and interests.
1.3 Connecting subject matter to meaningful, real-life contexts*
1.4 Using a variety of instructional strategies resources, and technologies to meet
students diverse learning needs
1.5 Promoting critical thinking through inquiry, problem solving, and reflection
1.6 Monitoring student learning and adjusting instruction while teaching

Standard 2: Creating and Maintaining an Effective Environment for

Student Learning

Standard 1 is met when at

least 4 out of 6 objectives are
rated at satisfactory or above.
Check one:

Meets Standard 1
Does Not Meet Standard 1
Check objectives
rated at
satisfactory or
above:

2.1 Promoting social development and responsibility within a caring community

where each student is treated fairly and respectfully
2.2 Creating physical or virtual learning environments that promote student
learning, reflect diversity, and encourage constructive and productive interactions
among students
2.3 Establishing and maintaining learning environments that are physically,
intellectually, and emotionally safe
2.4 Creating a rigorous learning environment with high expectations and
appropriate support for all students
2.5 Developing, communicating, and maintaining high standards for individual and
group behavior
2.6 Employing classroom routines, procedures, norms, and supports for positive
behavior to ensure a climate in which all students can learn
2.7 Using instructional time to optimize learning
PEA/PUSD FORM 4: Final Evaluation Summary 5/7/12

Standard 2 is met when at

least 4 out of 7 objectives are
rated at satisfactory or above.
Check one:

Meets Standard 2
Does Not Meet Standard 2

Assessment Criteria: California Standards for the Teaching Profession

Standard 3: Understanding and Organizing Subject Matter for Student

Learning

Complete for the Three Standards Evaluated

Check objectives
rated at
satisfactory or
above:

3.1 Demonstrating knowledge of subject matter* academic content standards.

3.2 Applying knowledge of student development and proficiencies to ensure student
understanding of subject matter.
3.3 Organizing curriculum to facilitate student understanding of the subject matter.
3.4 Utilizing instructional strategies that are appropriate to the subject matter.
3.5 Using and adapting resources, technologies and standards aligned instructional
materials, including adopted materials, to make subject matter accessible to all
students
3.6 Addressing the needs of English Learners and students with special needs to
provide equitable access to the content

Standard 4: Planning Instruction and Designing Learning Experiences

for All Students

Check one:

Meets Standard 3
Does Not Meet Standard 3

Check objectives
rated at
satisfactory or
above:

4.1 Using knowledge of students academic readiness, language proficiency,

cultural background, and individual development to plan instruction.
4.2 Establishing and articulating goals for student learning
4.3 Developing and sequencing long-term and short-term instructional plans to
support student learning
4.4 Planning instruction that incorporates appropriate strategies to meet the learning
needs of all students
4.5 Adapting instructional plans and curricular materials to meet the assessed
learning needs of all students

Standard 5: Assessing Student Learning

Standard 4 is met when at

least 3 out of 5 objectives are
rated at satisfactory or above.
Check one:

Meets Standard 4
Does Not Meet Standard 4
Check objectives
rated at
satisfactory or
above:

5.1 Applying knowledge of the purposes, characteristics, and uses of different types
of assessments
5.2 Collecting and analyzing assessment data from a variety of sources to inform
instruction
5.3 Reviewing data, both individually and with colleagues, to monitor student
learning
5.4 Using assessment data to establish learning goals and to plan, differentiate, and
modify instruction
5.5 Involving all students in self-assessment, goal setting*, and monitoring progress
5.6 Using available technologies to assist in assessment analysis, and
communication of student learning
5.7 Using assessment information to share timely and comprehensible feedback
with students and their families

Standard 6: Developing as a Professional Educator

Standard 3 is met when at

least 4 out of 7 objectives are
rated at satisfactory or above.

Standard 5 is met when at

least 4 out of 6 objectives are
rated at satisfactory or above.

Check one:

Meets Standard 5
Does Not Meet Standard 5

Check objectives
rated at
satisfactory or
above:

6.1 Reflecting on teaching practice in support of student learning

6.2 Establishing professional goals and engaging in continuous and purposeful
professional growth and development
6.3 Collaborating with colleagues and the broader professional community to
support teacher and student learning
6.4 Working with families to support student learning
6.5 Engaging local communities in support of the instructional program
6.6 Managing professional responsibilities to maintain motivation and commitment
to all students
6.7 Demonstrating professional responsibility, integrity, and ethical conduct
PEA/PUSD FORM 4: Final Evaluation Summary 5/7/12

Standard 6 is met when at

least 4 out of 7 objectives are
rated at satisfactory or above.

Check one:

Meets Standard 6
Does Not Meet Standard 6

Summary and Recommendations

PRELIMINARY EVALUATION SUMMARY
A. For All Unit Members, Check One:
Meets Standards
Two (2) or more out of three (3) Standards Met
Does Not Yet Meet Standards:
Less than two (2) out of three (3) Standards Met: Another observation shall occur on ______________
B. For Permanent Unit Members who received Meets Standards, Insert Date:
Permanent Unit Members, who received an overall rating of Meets Standards, shall not undergo continued
evaluation for the balance of that school year. Next Evaluation Year 20____-20____
FINAL EVALUATION SUMMARY
A. For All Unit Members, Check One:
Meets Standards
Two (2) or more out of three (3) Standards Met: Continue Evaluation Cycle;
Next Evaluation Year 20____-20____
Does Not Meet Standards*
Less than two (2) out of three (3) Standards Met: Administrator Mandated Assessment next school year,
20____-20____
* Unit member shall be afforded Direct Assistance (See Article 10.7)
Probationary:
Continue Probationary Status
Continue Probationary Status with Recommendation for Assistance
Recommend for Permanent Status
Recommend Non-Reemployment
Additional Comments - Evaluator

_______________________________________
Evaluators Signature
Date

Additional Comments - Evaluatee

_______________________________________
Evaluatees Signature
Date

I understand my signature does not necessarily indicate agreement.

____Additional comments by evaluator are attached

____Additional comments by evaluatee are attached

PEA/PUSD FORM 4: Final Evaluation Summary 5/7/12

PITTSBURG UNIFIED SCHOOL DISTRICT

PARTNER COLLABORATION EVALUATION PLAN
For Evaluatees in their Third Year of the Four (4)-Year Evaluation cycle.
Name:

Date: ______/______/20______

Subject/Grade:

School:

School Year:

Partner:

(Partner must have Permanent Status)

Evaluatee shall choose two (2) standards as a focus area and collaborate with a partner. This option
may include, but is not limited to teacher observation, teacher modeling, videotaping, lesson design, or
other methodologies for the purpose of improving teacher performance and student achievement.
1

Collaboration Plan for Selected Standards

Evaluation Criteria: California Standards for the Teaching
Profession

Create a collaboration plan for the two (2)

selected standards.

Standard 1: Engaging and Supporting All Students in Learning

Collaboration Plan for Standard 1:

1.1 Using knowledge of students to engage them in learning
1.2 Connecting learning to students prior knowledge,
backgrounds, life experiences, and interest
1.3 Connecting subject matter to meaningful real-life contexts*
1.4 Using a variety of instructional strategies, resources, and
technologies to meet students diverse learning needs
1.5 Promoting critical thinking through inquiry, problem solving,
and reflection
1.6 Monitoring student learning and adjusting instruction while
teaching
Standard 2: Creating and Maintaining an Effective
Environment for Student Learning

Collaboration Plan for Standard 2:

2.1 Promoting social development and responsibility within a

caring community where each student is treated fairly and
respectfully
2.2 Creating physical or virtual learning environments that promote
student learning, reflect diversity, and encourage constructive and
productive interactions among students
2.3 Establishing and maintaining learning environments that are
physically, intellectually, and emotionally safe
2.4 Creating a rigorous learning environment with high
expectations and appropriate support for all students
2.5 Developing, communicating, and maintaining high standards
for individual and group behavior
2.6 Employing classroom routines, procedures, norms, and
supports for positive behavior to ensure a climate in which all
PEA/PUSD FORM 5: Partner Collaboration Evaluation Plan 5/7/12

students can learn

2.6 Using instructional time to optimize learning
Standard 3: Understanding and Organizing Subject Matter for
Student Learning

Collaboration Plan for Standard 3:

3.1 Demonstrating knowledge of subject matter* academic content

standards
3.2 Applying knowledge of student development and proficiencies
to ensure student understanding of subject matter
3.3 Organizing curriculum to facilitate student understanding of the
subject matter
3.4 Utilizing instructional strategies that are appropriate to the
subject matter
3.5 Using and adapting resources, technologies, and standards
aligned instructional materials, including adopted materials, to
make subject matter accessible to all students
3.6 Addressing the needs of English Learners and students with
special needs* to provide equitable access to the content
Standard 4: Planning Instruction and Designing Learning
Experiences for All Students

Collaboration Plan for Standard 4:

4.1 Using knowledge of students academic readiness, language

proficiency, cultural background, and individual development to
plan instruction
4.2 Establishing and articulating goals for student learning
4.3 Developing and sequencing long-term and short-term
instructional plans to support student learning
4.4 Planning instruction that incorporates appropriate strategies to
meet the learning needs of all students
4.5 Adapting instructional plans and curricular materials to meet
the assessed learning needs of all students
Standard 5: Assessing Student Learning

Collaboration Plan for Standard 5:

5.1 Applying knowledge of the purposes, characteristics, and uses
of different types of assessments
5.2 Collecting and analyzing assessment data from a variety of
sources to inform instruction
5.3 Reviewing data, both individually and with colleagues, to
monitor student learning
5.4 Using assessment data to establish learning goals and to plan,
differentiate, and modify instruction
5.5 Involving all students in self-assessment, goal setting*, and
monitoring progress
5.6 Using available technologies to assist in assessment analysis,
and communication of student learning
5.7 Using assessment information to share timely and
comprehensible feedback with students and their families
Standard 6: Developing as a Professional Educator

Collaboration Plan for Standard 6:

6.1 Reflecting on teaching practice in support of student learning
6.2 Establishing professional goals and engaging in continuous and
PEA/PUSD FORM 5: Partner Collaboration Evaluation Plan 5/7/12

purposeful professional growth and development

6.3 Collaborating with colleagues and the broader professional
community to support teacher and student learning
6.4 Working with families to support student learning
6.5 Engaging local communities in support of the instructional
program
6.6 Managing professional responsibilities to maintain motivation
and commitment to all students
6.7 Demonstrating professional responsibility, integrity, and ethical
conduct

Partner Collaboration Evaluation Key Dates:

Unit member returns Evaluation Notification Form
indicating Partner Collaboration Option to
Administrator
Unit member completes Partner Collaboration
Evaluation Plan Form
Unit member participates in two (2) collaboration
meetings with his/her partner
Unit member completes Partner Collaboration
Evaluation Summary Form
Unit member submits Partner Collaboration Plan
and Summary Forms to Administrator

____________________________________
Evaluatees Signature
Date

By October 15

By December 15
Between October 1 and May 1
At least thirty (30) calendar days prior to the last
day scheduled on the school calendar adopted by
the governing board
At least thirty (30) calendar days prior to the last
day scheduled on the school calendar adopted by
the governing board

_____________________________________
Partners Signature
Date

PEA/PUSD FORM 5: Partner Collaboration Evaluation Plan 5/7/12

PITTSBURG UNIFIED SCHOOL DISTRICT

PARTNER COLLABORATION EVALUATION SUMMARY
For Evaluatees in their Third Year of the Four (4)-Year Evaluation cycle.
Name:

Date: ______/______/20______

Subject/Grade:

School:

School Year:

Partner:

(Partner must have Permanent Status)

Evaluatee shall choose at least two (2) standards as a focus area and collaborate with a partner. This
option may include, but is not limited to teacher observation, teacher modeling, videotaping, lesson
design, or other methodologies for the purpose of improving teacher performance and student
achievement. The evaluatee and his/her partner shall participate in at least two (2) collaborative
meetings.
Evaluatee: Check the two (2) standards that were selected on the Partner Collaboration Plan Form.
1

Dates of Collaboration Meetings: __________________________

6
__________________________

Evaluatee shall summarize the evidence or outcomes of the partner collaboration. Evaluatee may
also provide his/her reflections on the collaboration model or growth in the selected standard.
Evaluation Criteria: California Standards for the Teaching
Profession

Summarize the partner collaboration for the

selected standards.

Standard 1: Engaging and Supporting All Students in

Learning

Evidence of / Outcomes of / Reflections on

Collaboration on Standard 1:

1.1 Using Knowledge of students to engage them in learning

1.2 Connecting learning to students prior knowledge,
backgrounds, life experiences, and interests
1.3 Connecting subject matter to meaningful, real-life contexts*
1.4 Using a variety of instructional strategies resources, and
technologies to meet students diverse learning needs
1.5 Promoting critical thinking through inquiry, problem solving,
and reflection
1.6 Monitoring student learning and adjusting instruction while
teaching
Standard 2: Creating and Maintaining an Effective
Environment for Student Learning
2.1 Promoting social development and responsibility within a
caring community where each student is treated fairly and
respectfully
2.2 Creating physical or virtual learning environments that
promote student learning, reflect diversity, and encourage
constructive and productive interactions among students

Evidence of / Outcomes of / Reflections on

Collaboration on Standard 2:

PEA/PUSD FORM 6: Partner Collaboration Evaluation Summary 5/7/12

2.3 Establishing and maintaining learning environments that are

physically, intellectually, and emotionally safe
2.4 Creating a rigorous learning environment with high
expectations and appropriate support for all students
2.5 Developing, communicating, and maintaining high standards
for individual and group behavior
2.6 Employing classroom routines, procedures, norms, and
supports for positive behavior to ensure a climate in which all
students can learn
2.7 Using instructional time to optimize learning
Standard 3: Understanding and Organizing Subject Matter
for Student Learning
3.1 Demonstrating knowledge of subject matter* academic
content standards
3.2 Applying knowledge of student development and
proficiencies to ensure student understanding of subject matter
3.3 Organizing curriculum to facilitate student understanding of
the subject matter
3.4 Utilizing instructional strategies that are appropriate to the
subject matter
3.5 Using and adapting resources, technologies and standards
aligned instructional materials, including adopted materials, to
make subject matter accessible to all students
3.6 Addressing the needs of English Learners and students with
special needs* to provide equitable access to the content

Evidence of / Outcomes of / Reflections on

Collaboration on Standard 3:

Standard 4: Planning Instruction and Designing Learning

Experiences for All Students
4.1 Using knowledge of students academic readiness, language
proficiency, cultural background, and individual development
to plan instruction
4.2 Establishing and articulating goals for student learning
4.3 Developing and sequencing long-term and short-term
instructional plans to support student learning
4.4 Planning instruction that incorporates appropriate strategies
to meet the learning needs of all students
4.5 Adapting instructional plans and curricular materials to meet
the assessed learning needs of all students

Evidence of / Outcomes of / Reflections on

Collaboration on Standard 4:

Standard 5: Assessing Student Learning

Evidence of / Outcomes of / Reflections on

Collaboration on Standard 5:

5.1 Applying knowledge of the purposes, characteristics, and

uses of different types of assessments
5.2 Collecting and analyzing assessment data from a variety of
sources to inform instruction
5.3 Reviewing data, both individually and with colleagues, to
monitor student learning
5.4 Using assessment data to establish learning goals and to plan,
differentiate, and modify instruction
5.5 Involving all students in self-assessment, goal setting*, and
PEA/PUSD FORM 6: Partner Collaboration Evaluation Summary 5/7/12

monitoring progress
5.6 Using available technologies to assist in assessment analysis,
and communication of student learning
5.7 Using assessment information to share timely and
comprehensible feedback with students and their families
Standard 6: Developing as a Professional Educator

Evidence of / Outcomes of / Reflections on

Collaboration on Standard 6:

6.1 Reflecting on teaching practice in support of student learning

6.2 Establishing professional goals and engaging in continuous
and purposeful professional growth and development
6.3 Collaborating with colleagues and the broader professional
community to support teacher and student learning
6.4 Working with families to support student learning
6.5 Engaging local communities in support of the instructional
program
6.6 Managing professional responsibilities to maintain
motivation and commitment to all students
6.7 Demonstrating professional responsibility, integrity, and
ethical conduct

Partner Collaboration Evaluation Key Dates:

Unit member returns Evaluation Notification
Form indicating Partner Collaboration Option
to Administrator
Unit member completes Partner Collaboration
Evaluation Plan Form
Unit member participates in two (2)
collaboration meetings with his/her partner
Unit member completes Partner Collaboration
Evaluation Summary Form
Unit member submits Partner Collaboration
Plan and Summary Forms to Administrator

____________________________________
Evaluatees Signature
Date

By October 15

By December 15
Between October 1 and May 1
At least thirty (30) calendar days prior to the last
day scheduled on the school calendar adopted by
the governing board
At least thirty (30) calendar days prior to the last
day scheduled on the school calendar adopted by
the governing board

_____________________________________
Partners Signature
Date

PEA/PUSD FORM 6: Partner Collaboration Evaluation Summary 5/7/12

PITTSBURG UNIFIED SCHOOL DISTRICT

SELF-EVALUATION FORM
For Evaluatees in their Third Year of the Four (4)-Year Evaluation cycle.
Name:
Subject/Grade:

Date:
School:

School Year:

Evaluatee will assess him/herself on meeting the CSTP. The Evaluatee will choose two (2) standards
and provide evidence that demonstrates competency. Examples of evidence include but are not limited to
portfolios, lesson design, curriculum development, student work samples, student case studies,
videotaping, etc.
Selected Standards & Summary of Evidence
Evaluation Criteria: California Standards for the Teaching Profession

Standard 1: Engaging and Supporting All Students in Learning

Provide evidence for the two (2)

selected standards:
Standard 1

1.1 Using knowledge of students to engage them in learning

1.2 Connecting learning to students prior knowledge, backgrounds, life
experiences, and interest
1.3 Connecting subject matter to meaningful, real-life contexts*
1.4 Using a variety of instructional strategies, resources, and technologies to
meet students diverse learning needs
1.5 Promoting critical thinking through inquiry, problem solving, and
reflection
1.6 Monitoring student learning and adjusting instruction while teaching

Evidence:

Standard 2: Creating and Maintaining an Effective Environment for

Student Learning
2.1 Promoting social development and responsibility within a caring
community where each student is treated fairly and respectfully
2.2 Creating physical or virtual learning environments that promote student
learning, reflect diversity, and encourage constructive and productive
interactions among students
2.3 Establishing and maintaining learning environments that are physically,
intellectually, and emotionally safe
2.4 Creating a rigorous learning environment with high expectations and
appropriate support for all students
2.5 Developing, communicating, and maintaining high standards for
individual and group behavior
2.6 Employing classroom routines, procedures, norms, and supports for
positive behavior to ensure a climate in which all students can learn
2.7 Using instructional time to optimize learning

Standard 2

Standard 3: Understanding and Organizing Subject Matter for Student

Learning
3.1 Demonstrating knowledge of subject matter* academic content standards
3.2 Applying knowledge of student development and proficiencies to ensure
student understanding of subject matter
3.3 Organizing curriculum to facilitate student understanding of the subject
matter
3.4 Utilizing instructional strategies that are appropriate to the subject matter
3.5 Using and adapting resources, technologies, and standards aligned
instructional materials, including adopted materials, to make subject matter

Standard 3

Evidence:

Evidence:

PEA/PUSD FORM 7: Self-Evaluation Form 5/7/12

accessible to all students

3.6 Addressing the needs of English Learners and students with special
needs* to provide equitable access to the content
Standard 4: Planning Instruction and Designing Learning Experiences for
All Students
4.1 Using knowledge of students academic readiness, language proficiency,
cultural background, and individual development to plan instruction
4.2 Establishing and articulating goals for student learning
4.3 Developing and sequencing long-term and short-term instructional plans
to support student learning
4.4 Planning instruction that incorporates appropriate strategies to meet the
learning needs of all students
4.5 Adapting instructional plans and curricular materials to meet the assessed
learning needs of all students

Standard 4

Standard 5: Assessing Student Learning

Standard 5

5.1 Applying knowledge of the purposes, characteristics, and uses of different

types of assessments
5.2 Collecting and analyzing assessment data from a variety of sources to
inform instruction
5.3 Reviewing data, both individually and with colleagues, to monitor student
learning
5.4 Using assessment data to establish learning goals and to plan,
differentiate, and modify instruction
5.5 Involving all students in self-assessment, goal setting*, and monitoring
progress
5.6 Using available technologies to assist in assessment, analysis, and
communication of student learning
5.7 Using assessment information to share timely and comprehensible
feedback with students and their families

Evidence:

Standard 6: Developing as a Professional Educator

Standard 6

6.1 Reflecting on teaching practice in support of student learning

6.2 Establishing professional goals and engaging in continuous and
purposeful professional growth and development
6.3 Collaborating with colleagues and the broader professional community to
support teacher and student learning
6.4 Working with families to support student learning
6.5 Engaging local communities in support of the instructional program
6.6 Managing professional responsibilities to maintain motivation and
commitment to all students
6.7 Demonstrating professional responsibility, integrity, and ethical conduct

Evidence:

Evidence:

Self-Evaluation Key Dates:

Evaluatee returns Evaluation Notification Form indicating Self-Evaluation
Option to Administrator
Evaluatee will gather evidence and complete form.
Evaluatee will submit form to the Human Resources Department for placement
in his/her file

_______________________________________
Evaluatees Signature
Date
PEA/PUSD FORM 7: Self-Evaluation Form 5/7/12

By October 15
By May 1
At least thirty (30) calendar days
prior to the last day scheduled on
the school calendar