Teacher Contract Research & Analysis

Teacher Contract Research and Analysis

EDU 704

Sally Student

Teacher Contract Research & Analysis

The Rutland Northeast Supervisory Union (RNESU) has two types of evaluations that are
performed by the principal or other designated administrator; a summative, performed the first
two years when a new teacher moves into the district; with another summative occurring at the
beginning of the sixth year; and a performance or formative which occurs during the next three
years following the last summative evaluation. (RNESU, 1992/2000)

Both evaluations consist of an Annual Growth Professional Plan (APGP) developed by

the educator being evaluated; a pre-conference on the APGP with the evaluator; two classroom
observations; and a post-conference with the evaluator. It should be noted that in the first two
probationary years of a new teacher, both the performance and summative evaluations must be
completed by March fifteenth prior to the offering of a new contract. (RNESU, 1992/2000)

When a veteran teacher has completed their summative evaluation, a copy of their
summative performance or observation report along with comments from the teacher, are filed
into the teachers personnel file at the central office. The supervisor then keeps a copy on file for
revisiting or review prior to the next evaluation process. The teacher also receives a copy for their
use. (RNESU, 1992/2000) (RNESU, 2005-2010)
Informal walkthroughs and formal observations are highly encouraged by the district to
happen more than once throughout the school year. Each report must be into the Superintendent
by May first. (RNESU, 1992/2000)
In order to help a teacher improve their teaching, I would use this evaluation process to
focus on their strengths while recognizing and celebrating their accomplishments. I would work
to empower my teachers to take responsibility for their own professional development, directing
them to effective workshops, trainings and courses. I would continue to work towards positive

Teacher Contract Research & Analysis

school climate in order to provide an atmosphere that enables teachers to build upon and improve
their self-esteem while taking risks in instruction that best meets the interest of all students. Also,
I would revisit and use the information garnished from the evaluation to look for improvements
in instruction and data that would suggest that the educator is conscience of those areas they need
to focus on and develop as they pursue their ongoing learning. If the educator is not actively
seeking improvements to their teaching, then I would need to move forward by classifying them
as a teacher in need of performance assistance or recommend them for probation.
A Performance Assistance Plan and a Probationary Plan are two alternatives used in the
RNESU district when educators fail to perform to the standards put forth by the Vermont State
Department of Education. The Probationary Plans last up to a year and adhere to the due process
rights named in the RNESU master agreement (RNESU, 2005-2010); school policy; and State
and Federal Statutes. School Boards will be involved after probation if non-renewal or dismissal
proceedings are undertaken. These two steps are put into place in order to assist the educator in
rectifying those concerns or specific areas that need improvement. (RNESU, 1992/2000)

References
Rutland Northeast Supervisory Union. (2005-2010). Master agreement.
Retrieved on 9-1-10, at http://rnesu.k12.vt.us/images/stories/rnesu_doc/

personal/master%20agreement%20final%2005-10-05.pdf
Rutland Northeast Supervisory Union. (1992, 2002). Supervision and evaluation models.
Retrieved on 9-1-10, at http://rnesu.k12.vt.us/images/stories rnesu_doc/personal/
supervision%20&%20evaluation%20procedures.pdf