Study of the Mount Diablo Unified School District - Mt. Diablo Unified ...

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Personnel Services and Professional DevelopmentPosition Title:Working Conditions:Supervisor:Classification:Salary:EXHIBIT 5‐1SAMPLE JOB DESCRIPTION FORMATAcademic Coach for Low‐IncidenceProfessional Office/Professional AttireDirector of Special EducationCertifiedAs per the Agreement between the union and the district for 185‐daysPerformance Appraisal: Authentic as per the professional specifications below conducted by the Directorand/or designee with the input of appropriate building principalsPrimary Functions:1. Coordinates and supervises all placements in programs for the Moderate and Severely MentallyImpaired and Autism Spectrum Disorder.2. Coordinates all assistive technology for the Department.3. Coordinates all related services for students placed in programs under supervisory responsibility.4. Chairs all conferences for programs under supervisory responsibility.5. Trains building administrators in chairing conferences when and where appropriate for studentssupervised.6. Interfaces as a member of a team with other Academic Coaches.7. Provides training to specific staff, as needed relative to individual student needs.8. Provides training for staff on Autism Spectrum Disorder as per Article 7.9. Collaborates with the Transition Coordinator for all transition conferences for area of supervisoryresponsibility.10. Provides at least two general trainings annually on areas of supervisory responsibility.11. Manages all opportunities to showcase students under her supervision, (i.e. Parent University,etc).12. Advocates for all students unable to advocate for themselves.13. Works closely with the Parent Liaison Coordinator.14. Provides support to general and special education teachers identifying appropriate resources,behavior management plans, ideas for remediation etc.15. Other as Assigned and as Appropriatea. Manage all Alternate assessments (ISTAR, etc).b. Collaborate with all matriculating seniors not receiving a high school diploma so theyunderstand that Commencement will mean a Certificate of Achievement, instead of ahigh school diploma.c. OtherSource: A Public School Manual (2007), M. Livovich.MGT of America, Inc. Page 5‐3
Personnel Services and Professional DevelopmentIssue 5‐4: Performance Appraisals.Performance appraisals (evaluations) are negotiated for certificated staff and nurses in thecollective bargaining agreements between MDUSD; MDUSD and instructional assistants inthe California School Employee Association (CSEA); and school psychologists in the MDUSDand Mt. Diablo School Psychologist Association contractual agreements. The schedule andformat is dictated in each agreement. The certificated staff format, including nurses, butexcluding school psychologists, is standards‐based and not reflective of the professionalspecifications detailing daily tasks. The school psychologist format is different from theprofessional specification and is difficult to discern. The instructional assistant format isgenerally‐stated and is not specific to the position. The evaluation forms seem to be low inexpectations for this group of employees, whose importance is great in the classroom.The performance appraisals for staff do not accurately reflect what they do and do notrelate to the professional specifications.Considerations for Issue 5‐4:• Ensure that performance appraisals (evaluations) are authentic to the professionalspecifications for each position, using common vernacular. The duties listed in theprofessional specification should be spelled out on the evaluation form to reflectauthentically what is done.Cost Implications for Issue 5‐4:Associated costs for implementation of this consideration relate to staff time. If the tasksare completed during the work day, the district would not incur any additional costs.Issue 5‐5: Professional Specifications – Principals, Special Education Teachers, and RelatedServices Staff.Professional specifications for special education teachers and related staff do not clearlydefine tasks, establish priorities, or enumerate accountability. Some principals do notattend IEP meetings.Special education teachers at the elementary level do not seem to embrace thecollaborative/inclusive model and choose a more self‐contained model instead. Someteachers in the collaborative model are used as assistants to the general education teacherin collaborative classrooms.School psychologists have many responsibilities that take them away from assisting withreferrals and serving on a multi‐disciplinary assessment team.MGT of America, Inc. Page 5‐4
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A Study of theMount Diablo Unified
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TABLE OF CONTENTSPAGEEXECUTIVE SUMM
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Executive SummaryExecutive SummaryF
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Executive SummaryExecutive SummaryI
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Executive SummaryExecutive SummaryF
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CHAPTER 1: INTRODUCTION AND PEER DI
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Introduction and Peer District Comp
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CHAPTER 2: DISTRICT OPERATIONS AND
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District Operations and Associated
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CHAPTER 3: SERVICE DELIVERY OPTIONS
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Service Delivery Options and Contin
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Page 66 and 67: Service Delivery Options and Contin
Page 90 and 91: CHAPTER 4: POLICIES, PROCEDURES, AN
Page 92 and 93: Policies, Procedures, and Complianc
Page 114 and 115: CHAPTER 5: PERSONNEL SERVICES AND P
Page 118 and 119: Personnel Services and Professional
Page 124 and 125: CHAPTER 6: SPIELER V. MT. DIABLO UN
Page 126 and 127: Spieler v. Mt. Diablo Unified Schoo
Page 128 and 129: Spieler v. Mt. Diablo Unified Schoo
Page 130 and 131: APPENDIX A: SURVEYRESULTS
Page 132 and 133: PART A: ADMINISTRATION7. Special ed
Page 134 and 135: EXHIBIT A-3 (Continued)COMPARISON O
Page 136 and 137: PART E: CURRICULUM ANDINSTRUCTIONE.
Page 138 and 139: EXHIBIT A-7COMPARISON OF SURVEY RES
Page 140 and 141: PART G: DISCIPLINEEXHIBIT A-9COMPAR
Page 142 and 143: EXHIBIT A-11COMPARISON OF SURVEY RE
Page 144 and 145: PART K: SPECIALEDUCATION PROGRAMFUN
Page 146 and 147: Appendix A: Survey ResultsEXHIBIT A
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Appendix A: Survey ResultsEXHIBIT A
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APPENDIX BBIBLIOGRAPHYBooksAspy, Ru
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