New Teacher Interview Tips

We’re quickly coming into hiring season for new teachers.  In Watertown we will likely have fewer positions available than in previous years, but we do expect we will be hiring – we have already posted Director of Athletics, Head Football Coach, Teacher of High School Mathematics, and Elementary Guidence Counselor/School Psychologist for the 2007-2008 school year.

While we have some interview tips available on the regular personnel site, there are some others I would like to add.

 Jim Pawlak has a regular column on the Worcester Telegram & Gazette website.  In the one I’ve linked to, in particular, deserves the attention of the newly credentialed teacher or, any teacher for that matter, who is seeking a job.

 Some of these characteristics are represented on the “Tips” page: for instance Mr. Pawlak’s “PREPARED” equates to knowing the district & community in which you’re interviewing; his “PUNCTUAL” is spoken directly to by our advice to arrive early, especially if you’re not familiar with the traffic patterns in the community.  Mr. Pawlak brings a couple of other suggestions we haven’t made, but perhaps should. 

“PERSONABLE”  Demonstrate your enthusiasm for the teaching profession, the school, the community.  While stating you love kids is certainly admirable, we’d really like to know how you bring that love of kids and of teaching to the table.

 In his “POSTSCRIPT” he also talks about “professional” email addresses.  I could not agree more – remember everything you submit is being reviewed for professionalism and decision making.  Having an “inappropriate” email address demonstrates an apparent lack of understanding of the seriousness of the work of teaching, and “cute” letter materials obscure the important message that you’re a professional. 

Athletic Director Search Update

A screening committee has been finalized for the Athletic Director position.   Resume review has begun at Central Office and we will have a short list to discuss with the committee.

This is a confidential process until we have publicly named finalists we will maintain the confidentiality of those who have submitted resumes. Confidentiality is highly important – candidates are interviewing Watertown as much as we are interviewing them and how we conduct our process will be important to how candidates will view this opportunity.

We will have an orientation meeting next week wherein we discuss the position and the knowledge, skills, abilities, traits, and beliefs in which we are interested for this position and interviews will be scheduled for the week thereafter.

It is out hope to have finalists to be named by the second week of May.

Hosmer Principal Announcement

It is my distinct pleasure to announce on behalf of Superintendent Steven Hiersche and the Watertown Public Schools, Ms. Anne Hardiman and Mr. William McCarthy have been fully appointed to the positions of Co-Principals of the Hosmer Elementary School effective July 1, 2007.

Both have been Acting Co-Principals of the Hosmer Elementary School for the 2006-2007 school year. Ms. Hardiman was most recently the Early Childhood Coordinator; Mr. McCarthy was most recently the Assistant Principal of the Hosmer.

Mr. McCarthy holds a Certificate of Advanced Graduate Study (CAGS) and a Masters of Education, both from Northeastern University. He holds a Bachelor of Science from Boston State College and has been teaching in the Watertown Public Schools since 1968. Ms. Hardiman holds a Master of Science from Wheelock College and a Master of Education from Northeastern University. She holds an AB from Boston College and has been teaching in the Watertown Public Schools since 1979.

Civil Rights Presentations

As part of our obligation for annual and continuous notification of civil rights and civil rights issues, as as part of the coordinated review by the Department of Education, The Personnel Office has been making presentations at the Watertown Schools. The Watertown High School, James Russell Lowell Elementary School, Watertown Middle School and the Cunniff Elementary School have all had presentations. The Hosmer Elementary School has the presentation scheduled.

The Powerpoint Presentation being used is available for your viewing with this post by CLICKING HERE. Information covered in the presentations is also available here on the blog by clicking the “Civil Rights” tag on the right hand side or by clicking HERE

Watertown Public Schools does not discriminate in admission to, access to, treatment in, or employment in its services, programs, and activities on the basis of race, color or national origin, in accordance with Title VI of the Civil Rights Act of 1964 (Title VI); on the basis of sex, in accordance with Title IX of the education Amendments of 1972; on the basis of disability, in accordance with Section 504 of the Rehabilitation Act of 1973 (Section 504) and Title II of the Americans with Disabilities Act of 1990 (ADA); or on the basis of age, in accordance with the Age Discrimination in Employment Act of 1974 (Age Discrimination Act), or on the basis of sexual orientation or religion in accordance with Massachusetts General Laws Chapter 71B and 151B.

Also, please note that in School Committee Policy on Harassment, the timelines for filing are listed as

180 days at the EEOC and 6 Months with the MCAD.

Those timelines are written into School Committee Policy and can only be changed by vote of the School Committee. The School Committee is currently revising the entirety of policies for the School Department. The actual timelines are 300 days for each agency.

Mandated Reporters: “Caring for Kids”

Information from the Department of Social Services (DSS) on the responsibilities of “mandated reporters” is available at THIS URL (PDF document)

Under Massachusetts law, the Department of Social Services (DSS) is the state agency that receives all reports of suspected abuse or neglect of children under the age of 18. State law requres professionals whose work brings them in contract with children to notify the DSS if they suspect that a child has been – or is at risk of being – abused or neglected. Those professionals are called a “Mandated Reporter.”

Massachusetts law defines psychologists, nurses, public school teachers, educational administrators, guidance counselors, social workers, school attendance officers, among others as Mandated Reporters.

This document explains the DSS, defines mandated reporter, defines responsibilities of mandated reporters, defines abuse and neglect, outlines the reporting procedure, explains the process and possible outcomes, and gives contact information.

H1B Visa Conversation

On today’s “On Point” on National Public Radio, the discussion of H1B visas was brought before the public radio roundtable. According to The San Jose Mercury News, there are 85,000 vias available for the 2008 Fiscal Year. The application window opened on April 2, and the application limit was reached almost immediately. It is a discussion of more than immigration policy, it is also a discussion of preparing students for work life.

The podcast of the On Point show is available at OnPointRadio.org in MP3 format.

Civil Rights: Language Minority Students

School Districts’ Responsibilities

1. Identification of Limited English Proficient (LEP) Students
School Districts must identify all LEP Students eligible for services

2. Program Design and Delivery
School districts must implement an alternative language program that is educationally sound and implemented appropriately.

3. Program Participation
School districts must ensure that all LEP students who need an alternative language program have access to such as program.

4. Program Staffing
School districts must ensure that LEP students are taught by qualified alternative language program instructors

5. Instructional Materials
School districts must provide adequate resources such as instructional materials and equipment in accordance with the program requirements

6. Program Exit Criteria
School districts should monitor academic progress of former LEP students are proficient enough in English to participate meaningfully in mainstream classrooms

7. Monitoring Exited Students
School districts should monitor academic progress of former LEP students to ensure that they participate meaningfully in mainstream classrooms

8. Program Evaluation
School districts must periodically evaluate program and identify needs in are of improvement

9. Segregation
School districts must implement programs in least segreative manner

10. Comparable Facilities
School districts should ensure that LEP students have access to facilities, equipment and services comparable to other students.

11. Parental Notice
School districts must provide LEP parents with appropriate and sufficient information about school activities. LEP parents must be provided with the same information as other parents. School districts must provide information to LEP parents in languages appropriate to parents

Translation services: Bablefish www.freetranslation.com

12. Gifted & Talented
School districts must not exclude LEP students from gifted and talented programs.

13. Special Education
School districts must ensure that LEP students are not inappropriately assigned to Special Education classrooms. School districts cannot refuse to provide alternative language services and special education services to students who require both.

Civil Rights: Grievance Procedures

“Watertown Public Schools does not discriminate in admission to, access to, treatment in, or employment in its services, programs, and activities on the basis of race, color or national origin, in accordance with Title VI of the Civil Rights Act of 1964 (Title VI); on the basis of sex, in accordance with Title IX of the education Amendments of 1972; on the basis of disability, in accordance with Section 504 of the Rehabilitation Act of 1973 (Section 504) and Title II of the Americans with Disabilities Act of 1990 (ADA); or on the basis of age, in accordance with the Age Discrimination in Employment Act of 1974 (Age Discrimination Act), or on the basis of sexual orientation or religion in accordance with Massachusetts General Laws Chapter 71B and 151B.”

Grievance Procedures for Bargaining Unit (Contract) Personnel.
The purpose of the grievance procedure is to allow staff a vehicle to correct an alleged violation of the Civil Rights Policies. Contract personnel will follow the regular grievance procedure in the respective collective bargaining agreement.

Grievance Procedure for Non-Bargaining Unit (Contract) Personnel.
· Level One. A non-contract employee shall first discuss the issue with the person involved within ten school days of the alleged occurrence for the purpose of resolving the matter informally. Should this prove to be unsatisfactory or undesirable, the grievant may file the grievance in writing to the Title Coordinator (Director of Personnel) within ten school days after presenting it at Level I.

· Level Two. The Title Coordinator, after receiving written notification of the alleged grievance, shall meet with the aggrieved within ten school days in an effort to resolve the matter. In the event of the resolution, or lack thereof, is unsatisfactory, the aggrieved may submit the grievance to the Superintendent of Schools within ten days after having received a disposition from the parties at Level Two.

· Level Three. The Superintendent or designee shall meet with the aggrieved within ten school days of receiving the grievance. After a hearing with the Superintendent, a written decision shall be returned to the aggrieved within ten school days.

· Level Four. If the aggrieved is not satisfied with the disposition of the grievance at Level Three, or if no written decision has been rendered within ten school days, the aggrieved may submit the grievance to the School Committee within ten school days of the disposition at Level Three. The School Committee shall return a decision on the grievance within thirty school days. The decision of the School Committee shall be the last recourse provided within the system. The Title Coordinator will advise the aggrieved of the additional rights according to statute.

School Committee Grievance Procedure Policy for Students, Parents, and Guardians who feel that a regulation has been applied inequitably or unjustly:

· The aggrieved party should attempt remediation through a conference with the teacher involved. Should this prove to be unsatisfactory or undesirable, the grievance may be taken to the Guidance Counselor or the Curriculum Coordinator/Director at the Secondary Level.

· The aggrieved party, if dissatisfied, may present his or her grievance to the Principal/Headmaster who, after hearing the facts, and after consultation with the Teacher, takes any action he or she thinks is indicated. The Student Counsel is encouraged to hear grievances on school regulations and to make recommendations to the School Principal.

· If the aggrieved party feels that the solution or decision is not agreeable to him or her, he or she may appeal to the Superintendent. The Superintendent, after consultation with the Principal, takes action.

· If the aggrieved party feels that the action taken by the Superintendent is not agreeable to him or her, the aggrieved party may present his or her case to the School Committee for a ruling.

Title IX, Title VI, ADA and Sexual Harassment Coordinator

Mr. James Morrissey
Director of Personnel
Watertown Public Schools
30 Common Street
Watertown MA 02472
617-926-7700
jmorrissey@watertown.k12.ma.us

504 Coordinator

Ms. Lillian Brooks
Nurse Leader
Watertown Public Schools
30 Common Street
Watertown MA 02472
617-926-7700
lbrooks@watertown.k12.ma.us

Civil Rights: Abbreviated References

Following are abbreviated descriptions of Civil Rights statutes on which the Department of Education Program Review Criteria are based.

Federal:
(Note: “U.S.C.” refers to the United States Code, available at http://www4.law.cornell.edu/uscode/. “CFR” refers to the Code of Federal Regulations.
“Et seq.” means “and following.”)

Title VI: Title VI of the Civil Rights Act of 1964
Prohibits discrimination, exclusion from participation, and denial of benefits based on race, color or national origin in programs or activities receiving federal financial assistance. Title VI is codified at 42 U.S.C. 2000d et seq.; regulations have been promulgated under it in the Code of Federal Regulations at 34 CFR Part 100 (available at http://www.ed.gov/policy/rights/reg/ocr/edlite-34cfr100.html).

EEOA: the Equal Educational Opportunities Act of 1974
Prohibits the denial of equal educational opportunity in public schools on account of race, color, sex, or national origin. The EEOA is codified at 20 U.S.C. 1701 et. seq.

Title IX: Title IX of the Education Amendments of 1972
Prohibits discrimination, exclusion from participation, and denial of benefits based on sex in educational programs and activities receiving federal financial assistance. Title IX is codified at 20 U.S.C. 1681 et seq.; regulations have been promulgated under it at 34 CFR Part 106 (available at http://www.ed.gov/policy/rights/reg/ocr/edlite-34cfr106.html).

Section 504: Section 504 of the Rehabilitation Act of 1973
Prohibits discrimination, exclusion from participation, and denial of benefits based on disability in programs or activities receiving federal financial assistance. Section 504 is codified at 29 U.S.C. 794; regulations have been promulgated under it at 34 CFR Part 104 (available at http://www.ed.gov/policy/rights/reg/ocr/edlite-34cfr104.html).

Title II: Title II of the Americans with Disabilities Act of 1990
Prohibits discrimination, exclusion from participation, and denial of benefits on the basis of disability in public entities. Title II is codified at 42 U.S.C. 12131 et seq; regulations have been promulgated under it at 28 CFR Part 35 (available at http://www.ed.gov/policy/rights/reg/edlite-28cfr35.html).

IDEA 2004: the Individuals with Disabilities Education Act of 2004 (available at http://thomas.loc.gov/cgi-bin/query/z?c108:h.1350.enr:)
Governs special education. IDEA 1997 was codified at 20 U.S.C. 1400 et seq.; regulations were promulgated under it at 34 CFR 300 (available at http://www.ideapractices.org/law/index.php). Until final regulations under IDEA 2004 become effective on October 13, 2006, the Department has the responsibility of enforcing regulations under IDEA 1997 that do not conflict with IDEA 2004.

NCLB: the No Child Left Behind Act of 2001
Governs elementary and secondary education. NCLB is available at http://www.ed.gov/legis%5BMarker%5Dlation/ESEA02/. Title X, Part C is the McKinney-Vento Homeless Education Assistance Improvements Act of 2001: information on this act is available in the Massachusetts Department of Education’s Homeless Education Advisories at [ http://www.doe.mass.edu/mv/haa ]http://www.doe.mass.edu/mv/haa

FERPA: the Family Educational Rights and Privacy Act of 1974
Protects the privacy of student education records and gives parents certain rights with respect to those records. FERPA is codified at 20 U.S.C. § 1232g; regulations have been promulgated under it at 34 CFR Part 99 (available at http://www.access.gpo.gov/nara/cfr/waisidx_04/34cfr99_04.html)

Massachusetts:
(Note: Massachusetts education laws are available at http://www.doe.mass.edu/lawsregs/statelaws.html; Massachusetts education regulations are available at http://www.doe.mass.edu/lawsregs/stateregs.html.)

Mass. Const. amend. art. 114: Article CXIV of the Amendments to the Massachusetts Constitution
Prohibits discrimination, exclusion from participation, and denial of benefits on the basis of disability in any program or activity in the Commonwealth.

M.G.L. c. 69: Massachusetts General Laws, Chapter 69
Establishes the powers and duties of the Department of Education. Section 1G requires the Board of Education to set the minimum length for a school day and the minimum number of days in the school year for Massachusetts public schools. Regulations have been promulgated under Section 1G at 603 CMR 27.00.

M.G.L. c. 71: Massachusetts General Laws, Chapter 71
Governs public schools. Section 34D requires promulgation by the Board of Education of student record regulations. Such regulations have been promulgated at 603 CMR 23.00. Section 34H concerns the provision of information by schools to noncustodial parents. Section 37G provides for the use of reasonable force to protect pupils, school personnel, and other persons from assault by a pupil and requires the promulgation by the Board of Education of regulations regarding the use of physical restraint on students. Such regulations have been promulgated at 603 CMR 46.00. Section 37H relates to codes of conduct and handbooks. Section 38Q ½ requires every school district to adopt and implement a curriculum accommodation plan.

M.G.L. c. 71A: Massachusetts General Laws, Chapter 71A
Governs the education of English learners. Regulations have been promulgated under it at 603 CMR 14.00.

M.G.L. c. 71B: Massachusetts General Laws, Chapter 71B
Governs the education of children with special needs. Section 6 relates to the assignment of children to special education classes. Regulations have been promulgated under c. 71B at 603 CMR 28.00.

M.G.L. c. 76: Massachusetts General Laws, Chapter 76
Governs school attendance. Section 5 prohibits discrimination in all public schools on the basis of race, color, sex, religion, national origin, or sexual orientation. Regulations have been promulgated under section 5 at 603 CMR 26.00. Section 18 requires notice to students permanently leaving school.

St. 1965, c. 741: Chapter 741 of the Massachusetts Acts of 1965
Established the maximum age for compulsory school attendance as sixteen.

Technology Implications

“The Fischbowl” provides professional development for Arapahoe High School (Littleton CO) teachers exploring constructivism and 21st century learning skills. This link is to a technology specific blog entry on “the flattening of the earth” with a Powerpoint presentation, Word documents and a Windows Media file. Quite thought provoking.

The Boston Globe Business ticker has an interesting article on the apparent demise of email as a communication device in favor of text messaging, instant messaging, and back to the old school telephone with a new twist – VoIP. With the prevalence of Unsolicited Bulk Email (UBE) or “Spam,” younger users in particular are shying away from email making for significantly slower growth.