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Appendix A





I.          Instructional Guidelines


A.        Instruction is the means for implementing the curriculum and consists of teacher-student interaction leading to achievement of course/unit objectives.  Instruction is the direct responsibility of the teacher.


B.        There are four (4) concepts of instruction that are important to effective teaching/learning:


1.         diagnostic-prescriptive teaching;


2.         teacher role as guide to learning, utilizing the principles of learning, rather than as a conveyor of knowledge;


3.         meeting individual student needs and interests; and


4.         students’ attitudes toward themselves as learners.


C.        Translating these concepts into operational terms of teacher behavior, Yuba City Unified School District has defined competent instruction as follows:


The teacher:


1.         is proficient in factual content included in unit/course/subject area;


2.         directs instruction to accomplishment of objectives stated in District Course of Study (as completed);


3.         prepares current lesson plans which include objectives, activities, resources, and has them available;


4.         can state objectives for a specific lesson in progress and their relation to the course of study and District goals;


5.         has evidence of how well students can perform objectives before instruction begins (diagnosis) and is able to formulate and to teach to an instructional objective based on data obtained from the diagnosis (prescription);


6.         encourages active involvement of students;


7.         uses a variety of activities and materials by which students obtain information leading to development of objectives;


8.         provides a variety of activities by which students share knowledge with classmates and reinforce their own learnings;


9.         insures that prerequisite learnings are effected prior to more difficult or complex learnings;


10.       provides opportunities for students to draw generalizations from facts and to state them accurately, to distinguish cause and effect relationships, to create, and to make decisions;


11.       develops an atmosphere that encourages students’ learning by:


a.         treating all students in a positive manner;


b.         showing interest/enthusiasm in the unit/course study;


c.         helping students develop a positive self-image by:


i)          striving for success in every student,


ii)         emphasizing what students have learned rather than what they have not learned;


12.       uses a variety of ways to evaluate student accomplishment of stated objectives;


13.    provides remedial and enrichment activities as needed;


14.    provides evidence of students’ achievement;


15.    maintains control in the classroom.


II.        Instructional Support Guidelines


A.        Direct contact in the classroom comprises the primary responsibilities of teachers. It is recognized, however, that learning is not limited to the physical limits of the classroom, and that teachers have a responsibility for mental, physical, and emotional growth of students at all times that school is in session, including extensions of the normal school day and other school activities.  These teacher activities include the following:


The teacher:


1.         maintains required pupil records and communicates this information to other personnel who request and demonstrate a need for said information;


2.         supervises pupils outside the classroom during the regular working day;


3.         conferences with other certificated staff members regarding students;


4.         meets with parents to discuss their children’s needs;


5.         participates in parent/public orientation sessions (e.g., Open House, Back to School Night);


6.         becomes involved in emergency situations affecting the health and welfare of pupils;


7.         attends District and building faculty meetings;


8.         advises clubs and classes and supervises athletic games and dances on a voluntary basis as set forth in Article 6.8.


B.        It is understood that the teacher is obligated to follow the rules and regulations of the District, the provisions of the Education Code, and the provisions of the contract between the School District and the Yuba City Teachers Association.


III.       Special Education Teacher Responsibilities


In addition to any and all other lawfully assigned duties, the District may assign special education teachers described in 6.6.1 to perform any and all of the following services:


a.         Case management of IEPs for the maximum number of students allowed by law (currently set by Education Code section 56362 at twenty eight (28) students);


b.         “Push in” services and instruction to both special education students and general education students;


c.         “Pull out” services and instruction to special education students with IEPs;


d.         Co-teaching with the general education teachers of record in general education classrooms.  Co-teaching includes a variety of teaching tasks shared between two (2) teachers collaborating in the same classroom within the RTI/MTSS model.  Teachers exercise discretion in implementing such instruction, which is consistent with the District’s model and subject to District oversight.  The special education teachers will not be the teacher of record in these general education classes in which they co-teach;


e.         Service as teacher of record in special education classrooms.