|
Health and Wellness
|
| What is the maximum portion of the employee's health insurance premium paid by the employer? |
100%
|
| What is the maximum portion of the employee's dependents' health insurance premium paid by the employer? |
87%
|
| Does the employer specify a dollar cap for the portion of the premium they cover? If so, what is the cap? |
No, district provides a chart listing employer and employee contributions.
|
|
Pensions/Retirement
|
| Are there incentives for a teacher to take early retirement? |
Issue not addressed in scope of NCTQ reviewed documents
|
| By what date must a teacher give notification that he/she intends to resign or retire? |
Notice should be given as early as possible preceding the intended year of retirement
Board Policies 4117.1 & 4117.2: http://www.sanjuan.edu/Page/356
|
| Does the district offer an incentive to the teacher who notifies the district before the deadline that he/she intends to resign/retire at the end of the school year? |
Yes
teachers who give notice of retirement by February 1 qualify for a retirement incentive: $500 for those with 19 or fewer years of service and $1,000 for those with 20 or more years of service
p. 73, Art. 9.07.
|
| Is there a penalty for a teacher who fails to notify the district that he/she intends to resign/retire by the district's deadline? |
Yes
the teacher's credentials may be suspended
Board Policies 4117.1 & 4117.2: http://www.sanjuan.edu/Page/356
|
| Can a teacher receive payment for unused sick leave at retirement? How much? |
Issue not addressed in scope of NCTQ reviewed documents
|
| Can a teacher receive payment for unused personal leave at retirement? How much? |
No; personal days are taken from sick leave.
p. 43, Art. 5.11.
|
|
Tuition Reimbursement
|
| Is tuition reimbursement offered to teachers? |
Issue not addressed in scope of NCTQ reviewed documents
|
| Can a teacher receive financial support to cover National Board certification fees? |
Issue not addressed in scope of NCTQ reviewed documents
|
|
School Year
|
| STUDENTS: How many days are students in school? |
180
180 student days minus the 2 unscheduled staff development days, as determined by each site.
Past Policy
178
180 student days minus the 2 unscheduled staff development days, as determined by each site.
Past Policy
178
180 student days minus the 2 unscheduled staff development days, as determined by each site.
Past Policy
178
180 student days minus the 2 unscheduled staff development days, as determined by each site.
|
| STUDENTS: How many hours, minimum, are students scheduled to be in school each year? |
Grades 1-3: 930 hours (instructional); grades 4-6: 945 hours (instructional); grades 7-8: 1,026 hours, 36 minutes (instructional); grades 9-12: 1,080 (instructional)
Calculated by multiplying the minimum minutes in the student day by the total number of student days in a school year (310 minutes for students in grades 1-3, 315 minutes for students in grades 4-8, 342 minutes for grades 7-8, multiplied by 178 days). The agreement specifies that grades 9-12 shall have 64,800 instructional minutes (1,080 hours) per year.
p. 65, Art. 8.01.14
Past Policy
grades 1-3: 919 hours, 40 minutes (instructional); grades 4-6: 934 hours, 30 minutes (instructional); grades 7-8: 1,014 hours, 36 minutes (instructional); grades 9-12: 1,080 (instructional)
Calculated by multiplying the minimum minutes in the student day by the total number of student days in a school year (310 minutes for students in grades 1-3, 315 minutes for students in grades 4-8, 342 minutes for grades 7-8, multiplied by 178 days). The agreement specifies that grades 9-12 shall have 64,800 instructional minutes (1,080 hours) per year.
p. 60, Art. 8.01.14
|
| TEACHERS: How many days are teachers in school? |
185
Includes the two optional professional development days, and the two unscheduled professional development days that are scheduled by each site.
|
| TEACHERS: How many days is the teacher required to be on-site without students? (including half or partial days) |
5
Past Policy
7
Includes the two optional professional development days, and the two unscheduled professional development days that are scheduled by each site.
Past Policy
5
Past Policy
5
|
|
School Day
|
| How long is the school day for elementary students? |
Grades 1-3: 5 hours, 10 minutes (instructional); grades 4-6: 5 hours, 15 minutes (instructional); grades 7-8: 5 hours, 42 minutes (instructional)
p. 65, Art. 8.01.14.
|
| How long is the school day for secondary students? |
5 hours, 42 minutes (instructional)
There is a variance between what is listed in the agreement. The agreement says that for grades 9-12 the instructional year shall consist of 64,800 minutes; however it also says the instructional minutes per day shall be 342. This combined with 178 student days creates a discrepancy.
p. 65, Art. 8.01.14.
|
| How long is the scheduled workday for teachers? (total time scheduled on-site, including lunch) |
Issue not addressed in scope of NCTQ reviewed documents
|
| How much time is the teacher required to be on-site beyond the length of the student day? (This does not include time for meetings) |
15 minutes
p. 63, Art. 8.01.1.
|
|
Preparation Time
|
| How much planning time does an elementary teacher receive? |
Elementary: 2 hours, 40 minutes minutes each week; middle: one class period a day
p. 64, Art. 8.01.8.a & p. 64, Art. 8.01.7.
|
| How much planning time does a secondary teacher receive? |
One class period a day
p. 64, Art. 8.01.7.
|
| How much teacher planning time is designated for collaborative planning? |
Issue not addressed in scope of NCTQ reviewed documents
|
|
Structure of the Salary Schedule
|
| What type of salary schedule is in use? |
Traditional salary schedule (step and lane)
p. 1 (pdf).
|
| What is the average percent increase in pay earned for each additional year of experience? |
1.5%
p. 1 (pdf).
|
| Teachers in most districts earn a raise for each additional year of experience and an annual adjustment for cost of living and other factors. What is that average annual adjustment? (reported as a percentage of change from the previous year) |
0%
pp. 1 & 2 (pdf).
Past Policy
6.7%
In 2014-2015, our salary analysis was based on a weighted calculation of the two salary schedules in use that year. In 2015-2016, only a single salary schedule was in use.
p. 2 (pdf).
Past Policy
2.2%
The 2013-2014 salary schedule was in effect from the beginning of the school year through January 21,2015; the 2014-2015 was in effect from February 1, 2015 through the end of the year. Based on Article 12 of the 2012-2014 CBA (p. 65, Art. 12.01) district payroll is based on 10 paychecks. Therefore, the following formula was used to calculate the 2014-2015 salaries used in our analysis: (.6 * 2013-2014 salary) + (.4 * salary effective 2/1/2015).
|
| What is the average total change in salary accounting for both earning an additional year of experience and an annual adjustment for cost of living and other factors? (reported as the percentage of change from the previous year) |
1.5%
pp. 1 & 2 (pdf).
Past Policy
8.3%
In 2014-2015, our salary analysis was based on a weighted calculation of the two salary schedules in use that year. In 2015-2016, only a single salary schedule was in use.
p. 2 (pdf).
Past Policy
3.8%
The 2013-2014 salary schedule was in effect from the beginning of the school year through January 21,2015; the 2014-2015 was in effect from February 1, 2015 through the end of the year. Based on Article 12 of the 2012-2014 CBA (p. 65, Art. 12.01) district payroll is based on 10 paychecks. Therefore, the following formula was used to calculate the 2014-2015 salaries used in our analysis: (.6 * 2013-2014 salary) + (.4 * salary effective 2/1/2015).
|
| What is the average difference between the master's and bachelor's salary? |
$5,938
p. 1 (pdf).
|
| How many lanes (or columns) based on advanced degrees or credit attainment are on the teacher's salary schedule? |
4: BA, BA+30/MA, BA+45/MA+15, BA+75/BA+MA+60/MA+30
Column V - Continuing Education - is only available to those with a Master's or Doctorate degree and requires that teachers have 150 hours of continuing education and that they meet specified requirements.
p. 1 (pdf).
|
| In what year of service will a teacher with a bachelor's and/or master's degree reach the maximum salary (assuming no step freezes)? |
20
p. 1 (pdf).
|
|
Annual Salary
|
| What is the annual salary for a fully certified, first year teacher with a bachelor's degree? |
$44,600
p. 1 (pdf).
|
| What is the annual salary for a teacher with a bachelor's degree and 5 years of experience? |
$49,481
p. 1 (pdf).
|
| What is the annual salary for a teacher with a bachelor's degree on the highest step of the salary schedule? |
$56,116
p. 1 (pdf).
|
| What is the annual salary for a fully certified, first year teacher with a master's degree? |
$44,963
p. 1 (pdf).
|
| What is the annual salary for a teacher with a master's degree and 5 years of experience? |
$52,373
p. 1 (pdf).
|
| What is the annual salary for a teacher with a master's degree on the highest step of the salary schedule? |
$64,694
p. 1 (pdf).
|
| What is the maximum annual salary available to teachers? What are the education requirements for this salary? In what year of service will a teacher receive this salary? |
$85,360, BA+75/BA+MA+60/MA+30, 20
p. 1 (pdf).
|
|
Performance Pay
|
| Is annual salary increase tied to evaluation rating? |
Issue not addressed in scope of NCTQ reviewed documents
p. 128, Exhibit D.5.B.
|
| If an annual salary increase is tied to evaluation rating, how do annual salary increases work? |
Issue not addressed in scope of NCTQ reviewed documents
p. 128, Exhibit D.5.B.
|
| Aside from annual salary increases, are other aspects of a teacher’s pay based on evaluation rating? |
Issue not addressed in scope of NCTQ reviewed documents
|
| Do teachers earn performance pay for factors other than evaluation ratings? |
Issue not addressed in scope of NCTQ reviewed documents
|
|
Other Differentiated Pay
|
| Can a teacher earn additional pay by working in a school classified as "high-needs"? |
Issue not addressed in scope of NCTQ reviewed documents
|
| Can a teacher earn additional pay by teaching subjects deemed 'hard to staff'? |
Issue not addressed in scope of NCTQ reviewed documents
Past Policy
yes, special education teachers are paid on a separate salary schedule
p. 135, Exhibit E-1.
Past Policy
yes, special education teachers are paid on a separate salary schedule
|
| Can a teacher who has National Board certification earn additional pay? |
Yes, National Board certified teachers receive 300 hours of continuing education credit or 20 units toward progress on the salary schedule. Upon recertification, National Board Certified teachers will receive 150 hours continuing education credit or 10 units towards progress on the salary schedule.
p. 128, Exhibit D.3.G.1.g & g.i
|
| What compensation is offered to a teacher who serves as a department head at the secondary level? |
$1,074 - $1,672, depending on subject area and size of department
p. 113, Art. 24.05.02.b.i & ii.3. & p. 137, Exhibit D-9.
Past Policy
$596.50 - $1,639, depending on subject area and size of department
p. 107, Art. 24.05.02.b.i & ii.3. & p. 131, Exhibit D-9.
Past Policy
$596.50 - $1,519, depending on subject area and size of department
|
|
General Salary Information
|
| Are uncertified teachers paid less than fully certified teachers? |
Yes
pp. 131 & 132 , Exhibits D-1 & D-2.
|
| Can a teacher get credit on the salary schedule for subject-related work experience? How many years of experience are awarded for subject-related experience? |
Issue not addressed in scope of NCTQ reviewed documents
|
| Are teachers eligible for a longevity bonus? If so, in what year(s) of service is a teacher eligible? |
Yes, in years 15 (2% of base salary), 18 (4% of base salary), and 20 (8% of base salary)
pp. 129 & 130, Exhibit D.6 & pp. 131 & 132 , Exhibits D-1 & D-2.
|
|
Evaluation System
|
| What is the teacher required to be evaluated on? |
Professional Development Plan (goals for student progress, teacher identifies how growth will be assessed)
Professional Practice (California Standards for the Teaching Profession)
Note: "Professional Practice" is NCTQ's generic term for the classroom observation component. San Juan has assigned that term to the process whereby teachers identify a focus area to achieve student growth, a process NCTQ normally identifies as the professional development plan.
p. 7, Art. 3.02; p. 9, Art. 3.04; p. 10, Art. 3.04.4.a.
|
| Do impartial third parties from outside the school serve as evaluators? |
Other
Issue not addressed for non-tenured teachers; No, for tenured teachers
The contract states clearly that site administrators evaluate the tenured teacher, however, it does not specify that the administrator who evaluates the non-tenured teacher must be site-based.
p. 9, Art. 3.04.1.a & 3.04.1.b.
|
| Is peer review a component of teacher evaluation; what is the nature of the review? |
other
No for non-tenured; optional, at request of teacher, for tenured
Tenured teachers choose whether their evaluator ("facilitator") will be a site administrator or a peer facilitator. Non-tenured are all evaluated by a site administrator.
p. 9, Art. 3.04.1.a & 3.04.1.b.
|
| Does the evaluation include student input? |
Issue not addressed in scope of NCTQ reviewed documents
|
| What kind of feedback does a teacher receive following a formal observation(s)? |
Conference with evaluator
In addition to the post-observation conference, there must be at least two "reflective conversations" over the course of the year (p. 11, Art. 3.04.4.c.)
p. 10, Art. 3.04.4.a.ii.
|
| What kind of feedback must the teacher receive following an evaluation? |
Conference with evaluator
p. 19, Art. 3.04.10.e & f.
|
| How many categories of ratings are there? |
Issue not addressed in scope of NCTQ reviewed documents
|
| Are evaluators required to give notice of an observation? |
Yes
p. 10, Art. 3.04.4.a.ii.
|
|
Role of Student Achievement in Teacher Evaluation
|
| How is student growth/achievement calculated for teachers of tested subjects? |
Teacher-created goals for student progress; teacher determines how growth will be measured.
Teachers must develop a plan which demonstrates student growth. The teacher determines how growth will be assessed. There is no standardized common assessment.
p. 9, Art. 3.04.
|
| How is student achievement/growth calculated for teachers of non-tested subjects? |
Teacher-created goals for student progress; teacher determines how growth will be measured.
p. 9, Art. 3.04.
|
|
Evaluation Requirements for non-tenured Teachers
|
| How frequently do non-tenured teachers receive an evaluation rating? |
Once a year
p. 12, Art. 3.04.6.a.
|
| What is the minimum number of times a non-tenured teacher must be observed during the evaluation? |
2-3 formal observations
In addition to the required formal observations, there must be 2 "reflective conversations" annually during which " the Facilitator and the Practitioner review evidence (including, but not limited to: student work, student assessments, lesson plans, professional reflections, etc.) not generated by a classroom formal or informal observation and identify next steps." (p. 11, Art. 3.04.c)
p. 10, Art. 3.04.4.a.iii.
|
| What is the deadline for the first formal observation of the non-tenured teacher? |
November 15
p. 10, Art. 3.04.4.a.iii.
|
| What is the deadline for the final evaluation of the non-tenured teacher? |
April 1
p. 19, Art. 3.04.10.f.
|
| What is the required minimum length of the formal observation for a non-tenured teacher? |
40 minutes
p. 10, Art. 3.04.4.a.i.
|
|
Evaluation Requirements for Tenured Teachers
|
| How frequently do tenured teachers receive an evaluation rating? |
Other
1x/2yrs in teacher's 3rd, 5th, 7th & 9th year of employment; 1x/3yrs in years 12, 15, 18, etc.
p. 13, Art. 3.04.6.b & c.
|
| What is the minimum number of times a tenured teacher must be observed during the evaluation? |
2-3 formal
In addition to the required formal observations, there must be 2 "reflective conversations" annually during which " the Facilitator and the Practitioner review evidence (including, but not limited to: student work, student assessments, lesson plans, professional reflections, etc.) not generated by a classroom formal or informal observation and identify next steps." (p. 11, Art. 3.04.c)
p. 10, Art. 3.04.4.a.iii.
|
| What is the deadline for the first formal observation of the tenured teacher? |
November 15
p. 10, Art. 3.04.4.a.iii.
|
| What is the deadline for the final evaluation of the tenured teacher? |
May 1
p. 19, Art. 3.04.10.e.
|
| What is the minimum length of a tenured teacher's formal observation? |
40 minutes
p. 10, Art. 3.04.4.a.i.
|
|
Consequences of a Negative Evaluation
|
| Following an unsatisfactory final evaluation, how much time must a tenured teacher (or annual contract where tenure nonexistent) be in formal remediation before s/he may be dismissed or non-renewed at the end of the school year? |
1 year (dismissal allowed)
p. 23, Art. 3.07.1.e.
|
| Does the district assign a mentor or support team to the teacher in remediation? |
Yes (Consulting Teacher through Peer Assistance and Review)
p. 28, Art. 3.08.4.d.
|
| How many classroom observations (minimum) are required during remediation? |
Other
Multiple observations by the consulting teacher
p. 30, Art. 3.08.4.d.x.d).
|
| How long is the remediation process? |
1 year
Remediation may be extended a second year if there has not been adequate improvement.
p. 23, Art. 3.07.1.e.
|
| Can the teacher file a grievance or formally appeal an evaluation rating if there are no acknowledged procedural violations? |
Issue not addressed in scope of NCTQ reviewed documents
Teachers may file a grievance "regarding the procedures in preparing reports and recommendations which are used as a basis for a referral to PAR" but there is no evidence the teacher may appeal an evaluation rating if there are no acknowledged procedural violations.
pp. 21 & 22, Art. 3.06.3.
|
| Can a teacher request a second evaluation from a different evaluator? |
Issue not addressed in scope of NCTQ reviewed documents
|
|
Sick & Personal Leave
|
| What is the total possible number of paid general leave days (sick, personal, and other days used for personal reasons) a teacher can get each year? |
13 (10 sick, 10 of which may be used for personal reasons, 3 critical illness/injury for immediate family)
p. 41, Art. 5.01.1; p. 43, Art. 5.11; p. 42, Art. 5.10.
|
| What is the total number of paid sick and personal days a teacher gets each year? |
10 (10 sick, 10 of which may be used for personal reasons)
p. 41, Art. 5.01.1 & p. 43, Art. 5.11.
|
| Can unused sick days carry over from one year to the next? |
Yes
p. 41, Art. 5.01.3.
|
| Can unused personal days carry over from one year to the next? |
No because personal days are taken from sick leave.
p. 39, Art. 5.11.
|
| What is the maximum number of sick days a teacher can accumulate? |
No maximum
p. 41, Art. 5.01.3.
|
| After how many days of absence does a teacher have to provide medical documentation for sick leave? |
4
p. 42, Art. 5.08.
|
|
Professional Development Leave
|
| Is there additional paid leave for any professional development not already scheduled and required by the district? How much? |
Yes
20 days of short-term instructional leave to visit other schools, provide demonstrations, attending demonstrations/workshops/symposiums, and for study and research travel; 1 year partially paid sabbatical leave (50% salary)
pp. 44 & 45, Art. 5.14.1 & 5.14.2; p. 46, Art. 5.20; pp. 49 & 50, Art. 5.20.16.
|
|
Other Leave
|
| Apart from general leave (sick, personal, and other leave for personal reasons) and professional development, what other types of paid leave does the district offer? |
Terminal illness (12 calendar months), bereavement (3-5 days), military (district acknowledges the Military and Veterans Code), quarantine, court witness, jury duty (unlimited), industrial accident & health (60 days)
Terminal illness leave shall begin after exhaustion of sick leave. In the event of death in the immediate family of a member, three (3) days paid leave shall be granted if the bereaved travels 300 or fewer miles one way; five (5) days paid leave if the distance is more than 300 miles one way.
p. 41, Art. 5.04; p. 42, Art. 5.09; p. 45, Art. 5.15, 5.16, 5.17; p. 51, Art. 5.29.1.
|
| Is leave available for a teacher to attend union associated activities (not counting leave given to elected union representatives)? |
No
The local chapter of the Association shall have 15 days of leave per member to utilize for local, state or national conferences, however this leave is unpaid.
pp. 45 & 46, Art. 5.18.
|
|
Attendance Incentives
|
| When are leave days restricted or subject to refusal? |
When used for recreation, engaging in other employment, work stoppage/strike, illegal activity
p. 43, Art. 5.11.2.
|
| Can a teacher earn additional pay or leave days for demonstrating good job attendance? How much? |
Issue not addressed in scope of NCTQ reviewed documents
|
| Can a teacher receive payment for unused sick leave at the end of each school year? How much? |
Issue not addressed in scope of NCTQ reviewed documents
|
| Can a teacher receive payment for unused personal leave at the end of each school year? How much? |
No; personal days are taken from sick leave.
p. 43, Art. 5.11.
|
| Can a teacher receive payment for unused sick leave at retirement? How much? |
Issue not addressed in scope of NCTQ reviewed documents
|
| Can a teacher receive payment for unused personal leave at retirement? How much? |
No; personal days are taken from sick leave.
p. 43, Art. 5.11.
|
|
Transfers
|
| Are internal transfers given priority over new hires for vacant positions? |
Yes
p. 33, Art. 4.02.2.a.
|
| Are principals and/or site selection committees allowed to select voluntary transfer applicants to hire? If not, then how are voluntary transfers assigned to schools? |
Yes
p. 38, Art. 4.04.1 & 4.04.2.
|
| Separate from excessing, does the district allow school or district administrators to involuntarily transfer a teacher to another school? If so, for what reasons is he/she allowed to initiate such a transfer? |
Yes, for just cause
p. 37, Art. 4.03.8.a.
|
|
Identifying Involuntary Transfers Due to Excessing
|
| Are teachers identified for excessing in reverse order of seniority? |
Yes
Elementary teachers are involuntarily transferred by reverse district-seniority while middle and high school teachers are transferred by reverse seniority within a department.
p. 34, Art. 4.03.1.f.
|
| How are teachers identified for excessing? |
Seniority (district-wide seniority for elementary teachers; department seniority for middle and high school teachers)
p. 34, Art. 4.03.1.f.
|
|
Placing Excessed Teachers
|
| How are excessed teachers assigned to schools? |
Other
Involuntary transfers between 5/1-5/20: teacher assigned by HR to one of his/her 3 preferred schools; involuntary transfers between 8/1-1st teacher workday: HR assigns teachers in order of seniority.
p. 35, Art. 4.03.2.c & p. 36, Art. 4.03.3.
|
| If excessed teachers are not hired by mutual consent, what happens if there are no available openings? |
Issue not addressed in scope of NCTQ reviewed documents
|