Welcome to the RSU No. 67 Curriculum, Instruction, and Assessment Page

Employment Standards


Effective-Teaching and Employment Standards

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The Effective-Teaching Standards and the Employment Standards that follow are based on state-certification guidelines, recommended national teaching standards, and past practices in RSU No. 67. Teachers representing all levels worked in cooperation with the Superintendent of Schools and a member of the Board of Directors to develop standards designed to be non-threatening, but clear in their intent.


Professionals know that it is unrealistic to provide in writing all employment expectations. Additional rights and responsibilities are contained in the collective bargaining agreement between the RSU No. 67 Education Association and the RSU No. 67 Board of Directors. Teachers should familiarize themselves with this agreement.


The expectations contained herein are not in any way to be in conflict with the express provisions of the collective bargaining agreement between the RSU No. 67 Education Association and the RSU No. 67 Board of Directors. Teachers can expect supervisors to communicate in a professional manner any additional expectations that may be considered as evaluation and/or employment criteria.


REGIONAL SCHOOL UNIT NO. #67
Chester, Lincoln, and Mattawamkeag


Effective-Teaching and Employment Standards

Title:

Qualifications:

 


 Reports to:

Supervises:


Job Goal:

Teacher

  1. Appropriate certification for teaching assignment
  2. Such alternative(s) to the above qualifications as the Board may find appropriate and acceptable

Person(s) designated by the Board or the superintendent

Staff member(s) designated by the Board, the superintendent, or building principal, if applicable

To provide a safe, caring, supportive educational environment which empowers all individuals to fulfill their unique potential as lifelong learners and responsible, contributing citizens in an ever-changing global society.

 

PERFORMANCE RESPONSIBILITIES:

The following effective-teaching and employment standards shall be the basis upon which goals are drafted and observations and assessments are made:


 Effective-Teaching Standards


Subject Matter Knowledge


The competent teacher is someone who is knowledgeable in the subject or subject field proposed for his/her professional certification, understands how his/her subject matter is organized and linked to other disciplines, and can convey his/her knowledge and understanding to students.

 

Communication/Language Skills


The competent teacher is someone who communicates in clear, understandable, and appropriate language. To meet this standard, a teacher must demonstrate that he/she

  • Gives clear and concise explanations and directions;
  • Frames questions which encourage inquiry from students;
  • Uses probing inquiry questions to help students understand concepts and relationships;
  • Makes the goals of learning clear to students;
  • Uses language appropriate to the age, developmental level, special needs, and social, racial, and linguistic background of the students; and
  • Uses clear and effective oral and written communication.

Curriculum Planning/Classroom Instruction


The competent teacher is someone who designs instruction to facilitate learning consistent with the needs and interests of students in a manner which maintains a sense of order and purpose. To meet this standard, a teacher must demonstrate that he/she

  • Understands how students develop and learn;
  • Plans instructional programs around specific goals and objectives;
  • Develops objectives in a logical instructional sequence;
  • Uses a variety of resources and instructional techniques appropriate to the needs of students and the planned goals and objectives;
  • Uses information about students to adapt instruction to individual differences;
  • Incorporates previously taught concepts into new lessons so that there is an effective transfer of learning;
  • Checks regularly for comprehension to be sure that students understand the concepts being taught; and
  • Provides and protects opportunities for all students to learn and to demonstrate achievement.

Evaluation of Students


The competent teacher is someone who uses the results of various evaluative procedures to assess the effectiveness of instruction. To meet this standard, a teacher must demonstrate that he/she

  • Uses evaluative procedures appropriate to the age, developmental level, special needs, and social and linguistic background of students and corrects for any ethnic, racial, or sex bias in evaluation;
  • Interprets the results of evaluative procedures and uses these results to improve instruction for the class and for individual students;
  • Identifies problems which will inhibit learning and works toward remedying these problems;
  • Encourages the involvement of students in evaluation of instruction;
  • Reflects upon his/her own role, behavior, and performance in the classroom as they impact the effectiveness of instruction and makes adjustments as needed;
  • Uses a variety of evaluation procedures, e.g., systematic observation, student portfolio review, and exams;
  • Uses evaluation to determine when students have reached an acceptable level of mastery of program goals and objectives; and
  • Uses evaluation to assess the effectiveness of curriculum and instruction.

Professional Characteristics


The competent teacher is someone who demonstrates equity, sensitivity, and responsibility in his/her dealings with all students. To meet this standard, a teacher must demonstrate that he/she

  • Encourages and defends the exercise of students’ rights to equal treatment and freedom of expression;
  • Responds to the needs of individual students;
  • Works toward a learning environment which allows and encourages open inquiry;
  • Encourages a learning environment which is devoid of ridicule and avoids racial, sexual, social, ethnic, religious, and physical stereotyping;
  • Makes allowances for biases and limitations in his/her own background which may limit his/her responsiveness to students of other backgrounds; and
  • Refrains from demonstrations of hostility, ridicule, or sarcasm.

Employment Standards


Classroom Management


A competent teacher is someone who sets and maintains appropriate standards of classroom behavior that facilitate teaching and learning. To meet this standard, a teacher must demonstrate that he/she

  • Relates to students in a manner which creates mutual respect. Possible methods by which a teacher may achieve this standard include
    • Respecting student privacy,
    • Promoting positive interaction,
    • Clarifying expectations, and
    • Striving to meet individual student needs, including seeking assistance from appropriate resources;
  • Maintains discipline appropriate to the learning environment while addressing individual needs of students;
  • Maintains a safe learning environment; and
  • Maintains accurate documentation pertinent to his/her teaching assignment (e.g., certification, lesson plans, grades, etc.).

Personal Qualities


A competent teacher is someone who understands the relationship between his/her personal qualities and effective teaching and learning. To meet this standard, a teacher must demonstrate that he/she

  • Maintains personal qualities that foster professionalism, student learning, and a positive school environment. Possible methods by which a teacher may achieve this standard include

    • Grooming and dressing appropriately,
    • Appearing interested and enthusiastic about work,
    • Showing initiative,
    • Being flexible and open-minded,
    • Having an appropriate sense of humor,
    • Being patient,
    • Being a student advocate,
    • Using appropriate language, and
    • Maintaining professional peer relationships.

 Community Relations


A competent teacher is someone who promotes communication and involvement with parents and the community. To meet this standard, a teacher must demonstrate that he/she

  • Fosters positive community relations. Possible methods by which a teacher may achieve this standard include
    • Participating in open house and/or parent-teacher conferences,
    • Communicating with parents/guardians on an ongoing basis,
    • Encouraging assistance and involvement by parents/community members,
    • Becoming a member of a community group, and
    • Becoming involved with children’s activities outside the classroom setting.

Policies


A competent teacher is someone who knows and follows RSU No. 67 policies, procedures, and regulations. The RSU No. 67 Policy Handbook is available in the office of the principal at each school.


Responsibility


A competent teacher is someone who is present at and punctual to professional obligations, both voluntary and assigned.


School Property


A competent teacher is someone who takes necessary and reasonable measures to protect and maintain district equipment, materials, and facilities and refrains from unauthorized possession, removal, or attempted removal of district or other people’s personal property from district premises.

 

Conduct of Professional Teachers


A competent teacher is someone who understands the importance of lifelong learning and professional development and avoids situations that may compromise his/her professionalism. To meet this standard, a teacher must demonstrate that he/she

  • Seeks to improve his/her teaching/academic skills through professional development. Possible methods by which a teacher may achieve this standard include
    • Collaboration with peers to improve the instructional program,
    • Participation in workshops and in-service programs,
    • Active involvement in professional organizations and community affairs,
    • Completion of course work or academic training at colleges and universities,
    • Service to school or district on committees,
    • Travel,
    • Reading, and
    • Participation in activities approved by the District Support Team;
  • Is aware of his/her contractual benefits and uses them in the way they are intended; and
  • Is aware of situations where individual reputations could be compromised. Example situations include
    • Transporting students in personal vehicles,
    • Having physical contact with students,
    • Using school showering facilities,
    • Gambling with students,
    • Accepting gifts in return for favors, and
    • Conversing about students or peers.

Harassment/Abuse


A competent teacher is someone who knows and abides by laws governing harassment and abuse in the workplace. To meet this standard, a teacher must demonstrate that he/she

  • Refrains from harassment or discrimination against a student, co-worker, supervisor, or any other person who is in any way associated with RSU No.67;
  • Refrains from inappropriate personal contact (such as assault, battery, and sexual abuse) of a student, co-worker, supervisor, or any other person who is in any way associated with RSU No. 67; and
  • Refrains from personal threats, intimidation, and coercion toward anyone associated with RSU No. 67.

Substance Abuse


A competent teacher is someone who does not report for work or perform any work for the district with alcohol or any illegal drug in his/her system.

TERMS OF EMPLOYMENT:


EVALUATION:

Salary and work conditions are established by the Negotiations Agreement Between the RSU No. 67 Board of Directors and the RSU No. 67 Education Association.

Performance will be evaluated in accordance with provisions of the Board’s policy on Evaluation of Professional Personnel.

 

Legal References: 20-A M.R.S.A., section 13202


"A school board, after investigation, due notice of hearing and hearing thereon, shall dismiss any teacher, although having the requisite certificate, who proves unfit to teach or whose services the board deems unprofitable to the school; and give to that teacher a certificate of dismissal and of the reasons for the dismissal, a copy of which the board shall retain. That dismissal shall not deprive the teacher of compensation for previous services."


Unprofitability: To meet the standard of being unprofitable to the school, there must be some showing that the teacher's usefulness has been impaired and that the good of the school requires the teacher's dismissal.


Unfitness to teach: To meet the standard of being unfit to teach, there must be a grave lack of judgment which involves such moral impropriety, professional incompetence or unsuitability to the discharge of duties as to undermine the teacher's classroom performance and overall impact on the teacher's students.