Master teachers will be given a stipend based on a portfolio, graded by the principal on a rubric developed by district curriculum specialists, that contains:

• A completed vertically-aligned curriculum designed to improve student performance at their respective school differentiated among classroom teachers and the needs of their students;
• A set of rigorous diagnostic, formative, and summative assessments that measure and assess student growth/progress towards completion of the vertically-aligned curriculum; and
• Documented methods/strategies for improving student performance. 

*Rubric must be designed and presented to master teachers no later than September 15

Mentor teachers will be paired with a novice instructor and provided a stipend based on completing a series of steps.  These steps include:

• Conduct a minimum of one 30 minute classroom observation once a month during the teacher’s off period and complete a follow up evaluation and post-instructional conference;
• Allow mentee teacher to observe one 30 minute classroom lesson a minimum of once a month during the mentee’s off period and complete a follow up evaluation and post-instructional conference;
• Conduct one team teaching lesson once every nine weeks in mentee’s classroom and complete a follow up evaluation and post-instructional conference; and
• Conduct achievement data conferences once every six weeks.  Conferences will involve in depth analysis of mentee’s instructional data (grade book, assessment scores, etc.) to gauge student achievement and produce an action plan for continued improvement. 

Reward will be based on a portfolio, evaluated monthly by a campus administrator on a rubric developed by district curriculum specialists, that contains:

• Satisfactory mentee evaluations, completed by the mentor teacher, of 30 minute classroom observations conducted once a month;
• Satisfactory mentor evaluations, completed by the mentee teacher, of 30 minute classroom observations conducted once a month;
• Satisfactory mentee and mentor evaluations of team teaching lesson; and
• Achievement data (grade book, benchmark exams, etc.) from mentee teacher accompanied by completed action plan forms, outlining data’s instructional implications and subsequent actions taken by mentee teacher.

Teachers will be required to attend an additional 6 hours of professional development outside of regularly scheduled school professional development hours. 

Professional development must occur between October 1, 2009- May 30, 2010.

Before the school year, teachers will partner with another teacher in the same grade.  Partnerships will be formed between:

• Math and Science teachers; and
• Social Studies and English teachers

Each teacher will be required, once every two weeks, to co-teach a lesson with the other teacher during their off period.  Reward will be given based on a portfolio, graded on a rubric developed by the campus staff and approved by the principal, that contains:

• A robust lesson plan, developed together, for each lesson co-taught;
• Instructional evaluations, developed by master teachers at the campus and approved by the principal, of each lesson after delivered; and

A comprehensive evaluation of two filmed lessons, one per semester.  Comprehensive evaluations are conducted by first having each teacher complete a post instruction evaluation of the lesson similar to all other lessons.  Second, the principal will conduct a post-instructional conference where they will view the lesson together and discuss all instructional components included in the evaluation.  Third, the teacher will then complete a post-viewing evaluation based upon the conference with the principal.

Must occur between October 1, 2009- May 30, 2010.

Teachers are required to attend 12 hours of professional development outside of regularly scheduled school professional development opportunities.  Teachers will be required to present acquired information to other staff members at either regularly scheduled staff meetings or optional meetings conducted by the teacher outside of normal school hours.  The presentation must include the following components:

• Complete summary of lessons learned;
• Specific examples of how the professional development would enhance student achievement at the campus; and
• Distribution of all relevant materials to staff.

Must occur between October 1, 2009- May 30, 2010.

All staff members within the custodian’s assigned duty area will complete an online survey every six weeks.  Survey questions will target specific skills on the custodial annual performance appraisal instrument.  Survey results will be forwarded to the principal to provide data for determining appraisal ratings.  Custodian will qualify for the award if s/he receives a rating of “Exceeds Expectations” on 4 of the 5 target appraisal instruments. 

Receive an “above satisfactory” end-of-year evaluation and complete 90% (or more) of all repair/maintenance ticket items (e.g. pencil sharpener repair, light bulb replacement, hanging out-of-reach classroom related items, etc.) weekly, for at least 24 weeks during the school year. 

* All ticket item requests must be turned in weekly to school administrator for documentation purposes. 

Must occur between October 1, 2009- May 30, 2010.

Conduct 20 one hour tutor sessions with ten students chosen by campus staff who are academically behind their peers.  Reward will be given based on a portfolio, graded on a rubric developed by the librarian and approved by the principal, that contains:

1. Comprehensive lesson plans, approved by the campus administrator, for each tutoring session;
2. Post tutoring session self evaluations; and
3. Copies of student work from each tutoring session demonstrating student achievement.

Conduct Family Literacy Night sessions, on average, once every two weeks with at least 10 students and their parent/s.  Each session must be at least one hour long.  Parents must complete evaluations and, on average, be scored at a minimum of “above satisfactory” in order to qualify for the award. 

Lead, prepare, and coordinate bi-weekly after-school book club meetings with 12 (or more) struggling readers (identified by the ELA teacher) for no less than two six week periods.
AND
Provide project based after-school tutoring during two (or more) critical events/projects/competition periods throughout the school year (e.g., science fair, history day, forensics week, fine arts celebration, debate meets, math Olympiad, spelling bees, etc.).

All staff members will complete an online survey every six weeks.  Survey questions will target cafeteria member’s contribution towards team effectiveness and child nutrition.  Survey results will be forwarded to the principal to provide data for determining appraisal ratings.  Cafeteria personnel will qualify for the award if s/he receives a rating of “Exceeds Expectations” on three of the four target appraisal instruments. 

Coordinate a minimum of two sessions per semester with selected students on topics such as study skills, time management, high school course selection, college readiness, and/or bullying.  These sessions must be an hour in length and have a minimum of ten students designated by campus staff as in need of intervention.  Reward will be given based on a portfolio, graded on a rubric developed by the counselor and approved by the principal, that contains:

• Description of each session with corresponding handouts;
• Complete evaluations, created by counselor and approved by principal, from students attending the session; and

Level 1: Achieves three of the following
Level 2: Achieves four (or more) of the following

Performance Targets:

1. Reduce, by __% or more, the number of total students dropping courses each semester (as compared to the previous year’s “semester snapshot”).
2. Increase the percentage of students taking grade-level coursework by __% (or more) from the previous school year.
3. Increase the percentage of students applying to community colleges and/or 4-year colleges and universities by __% (or more) from the previous year.
4. Increase the percentage of students filing the FAFSA on time by__% (or more) compared to the previous academic year.
5. Decrease the number of truant students for 3 of 4 quarters (as compared to the previous year’s “semester snapshot”).
6. Hold quarterly meetings with identified students (no less than 20) on graduation plans (parents must attend at least one meeting).
7. Increase the number of mathematics and reading/language arts college credit hours earned among graduating students by __% (or more) compared to the previous three-year average.
8. Increase, by __% (or more), the number of students accessing dual credit classes.
9. Increase, by__% (or more), the percentage of students taking the SAT and/or ACT assessment as measured by the previous academic year. 

Must occur between October 1, 2009- May 30, 2010.

Level 1:
Provides bi-weekly tutoring (lasting no less than 40 minutes) to no less than two at-risk students (identified by the lead teacher) to improve skills and academic achievement for at least six consecutive weeks. 

Level 2:
Provides bi-weekly tutoring (lasting no less than 40 minutes) to no less than two at-risk students (identified by the lead teacher) to improve skills and academic achievement for at least twelve consecutive weeks. 

Partners with teacher to work with a group of four or fewer students in need of additional support (i.e. academic intervention, behavioral problems, etc.) within normal classroom setting.  Aides will work with group of students during normal instructional periods for a minimum of one hour a week for at least sixteen weeks throughout the school year.