ARTICLE VI – SELECTED JOB DESCRIPTIONS
6.01 The Elementary and Secondary Counselor Position
A. Assignment
To be appointed to the position of school counselor, the applicant must possess a Master Degree and the appropriate credential.
Applicants for the position of counselor shall be interviewed and evaluated by a committee composed of three (3) administrative personnel appointed by the Superintendent, and two (2) school counselors recommended by the ACA Board. The committee shall forward a list of acceptable candidates to the Executive Director, Human Resources.
B. Relationship
School counselors, whose roles are defined in 6.01 D. below, shall report to the Executive Director, Curriculum and Instruction, and the building principal. This relationship shall be mutually supportive in nature.
Questions about the role of the counselor which cannot be resolved by these parties may be appealed to the Joint Professional Problems Committee.
The Board shall not replace or displace counselors/counseling positions with social workers and/or other licensed mental health practitioners. In buildings to which both counselors and social workers are assigned, the parties recognize the value of collaborations and communication among and between counselors, principals and social workers and/or other licensed mental health practitioners in the delivery of services to students. To that extent, the parties agree to support a working relationship characterized by effective collaboration and communication.
C. Community Relations
Knowledge of and contact with the surrounding community is required for the adequate performance of the counseling tasks.
Counselors and the ACA Board will initiate community contacts which will increase its knowledge of the community resources, help relate the program of the Akron Public Schools to the community, and make other neighborhood contacts which have professional validity. School counselors shall be informed about community resources by the ACA Board and the Executive Director, Human Resources.
When it is desirable for the counselor to leave the building during the school day to meet with community resources, she/he shall make the necessary arrangements with the principal.
D. Role
The school counselor promotes and enhances student learning through three broad and inter-related areas of student development: academic, career, and personal/social.
The school counselor of a building shall assume responsibility for developing, planning, and implementing a school counseling program appropriate to the needs of the students within that school.
The program shall be submitted annually by November 15; program booklets will be housed in the offices of the Executive Director, Curriculum and Instruction, and the principal.
The program shall be evaluated throughout the year by the school counselor, the Executive Director, Curriculum and Instruction, and the principal.
1. The major responsibility of the school counselor shall be to the students. The counselor helps each student:
· Understand him/herself in relation to the social/psychological world in which he/she lives
· Develop personal decision-making skills
· Resolve his/her special concerns and life issues
· Acquire the skills to make the transition from school to work
2. The school counselor interprets school achievement information to the student and to his/her parent/guardian such as:
· Academic progress
· Class placement
· Variety of curriculum choices
· Results of various assessments
· Enrichment programs
· Opportunities for further education
3. The school counselor assumes the leadership role of consultant in the school by:
· Coordinating the accumulation and use of meaningful information about each student
· Interpreting information about the student to him/her, to parents/guardians, to teachers, and to others who are authorized to receive such information
· Assisting staff to identify students with exceptionalities
· Providing the professional staff with intervention strategies to address student need
4. The school counselor coordinates the use of community resources by:
· Providing the student and his/her parent/guardian with information about the availability of these services
· Making appropriate referrals
· Maintaining liaison and cooperative working relationships with other pupil personnel specialists and with agencies in the community
5. The school counselor works in partnership with parents/guardians by:
· Addressing academic concerns
· Consulting with the student’s parent/guardian regarding the student’s growth and development
· Disseminating information to the student’s parent/guardian about the school counseling program
· Providing the student’s parent/guardian information about post-secondary opportunities
6. The school counselor carries out a program of public relations by:
· Participating in community groups’ programs
· Furnishing information regarding the school counseling program to local publishers and radio/TV stations in consultation with the office of communications.
7. Role issues
· School Counselors shall not have duties or supervisory responsibilities.
· Counselors shall not be assigned the role of test coordinator for the Ohio Proficiency Test, Ohio Graduation Test, Competency Based Education or other statewide tests, but may be asked to assist with the planning and oversight of such testing.
· School counselors shall not administer punishment.
6.02 The Librarian Position
All Akron public school secondary libraries shall be supervised by certificated librarians.
Each librarian shall be assigned a daily duty-free lunch period.
During the extended school year, the library in each school shall have the full-time services of two (2) assistants, one (1) of whom shall have typing skills.
The school librarian’s duties include:
a. Catalog and supervise the preparation for circulation of all media housed in the Learning Resource Center. Non-book media should be catalogued according to the “Non-Book Media Processing Manual,” publication No. 214.
b. Maintain shelf-lists that reveal statistics of numbers of items, date, source of funds (ESEA II, Board of Education, NDEA, HB531, SB350, ESEA, etc.,) and cost of acquisitions.
c. Be prepared to submit accurate statistics upon request.
d. Inventory materials annually.
e. Conduct an orientation for newly assigned staff members.
f. Prepare and circulate among students and staff selected lists of acquisitions from time to time.
g. Prepare and circulate a handbook describing the services and procedures practiced in the Learning Resource Center.
h. Train and supervise paid technical assistants as well as student assistants.
i. Encourage the organization of student assistants affiliated with district and state organizations.
j. Conduct student orientation in small or large group sessions as needs arise, not necessarily limiting such activity to the fall semester.
k. Encourage class visitations accompanied by teachers to pursue meaningful research or recreational reading, listening, or viewing activities.
l. Confer with teachers and students preparatory to embarking on instructional projects, providing bibliographies upon teacher request.
m. Assist school committees and department heads in selecting materials for courses of study.
n. Develop a collection of materials for the professional staff.
o. Keep abreast of the merits of currently published and/or manufactured media using the findings of reputable reviewing agencies.
p. Arrange and frequently change bulletin board displays.
q. Devise ways to promote the use of multi-media materials among students and staff.
r. Visit classrooms to ascertain needs and introduce appropriate materials on occasion.
s. Publicize the activities of the Learning Resource Center in the school newspaper and by other means.
t. Participate in inter-library loans.
u. Enlist the services and resources of the community in extending the impact of the Learning Resource Center.
v. Submit an annual report to the principal and a copy to the Director of Media Services at the close of each school year.
w. Affiliate with professional organizations such as Ohio Association of School Librarians, American Association of School Librarians, Summit County Association of School Librarians, and Educational Media Council of Ohio.
6.03 The Kindergarten Position
A. Kindergarten Eligibility
To be considered for the position of Kindergarten teacher, the appointee or applicant must possess a valid Early Childhood, Kindergarten-Primary (K-3), or Kindergarten-Elementary (K-8) Certificate, and the member should have a minimum of one-half (1/2) of the student teaching experience in a Kindergarten program.
B. Kindergarten Working Conditions
The Kindergarten teacher shall:
1. Have a certificated educational assistant when unusual circumstances arise such as:
a. Assignment in two (2) buildings (the member shall make the determination as to which section the assistant shall be assigned).
b. More than seventy (70) students per day in one (1) building. (A full-time assistant shall be assigned under these circumstances.)
c. Pupils housed in a building other than a Public School classroom
When possible a kindergarten assistant shall be provided within five (5) work days from the time an unusual circumstance arises. Such assistant shall be used strictly as a Kindergarten education assistant.
2. When a child study report is completed, the member, psychologist, parent and principal shall meet to confer on the report. If the conference occurs at a time not convenient to the member, the psychologist and member shall confer on the report.
3. Have responsibility for recommending retention of his students. The member shall meet and confer with the parents and offer reasons for the retention.
4. Have two (2) parent conferences per year.
5. Be provided at least a thirty (30) minutes lunch period per day. Travel time between two (2) buildings shall not be part of the thirty (30) minutes.
6. Receive an annual supply allowance of $200 in addition to the per pupil allowance.
C. The Kindergarten teacher shall not be required to have lunch, bus, door (other than at their own room), hall, playground, or other duty.
D. Kindergarten Special Subjects
One (1) period of instruction per week, taught by a specialist, in either art, music or physical education will be provided for each Kindergarten teacher.
All-day Kindergarten children shall receive one (1) section of instruction per week in art, music, and physical education taught by specialists certificated in those areas.
E. A child shall not be placed in Kindergarten as an alternative to special education class placement, except in those instances where an IEP has been prepared and the IEP calls for mainstreaming.
F. Within the first six (6) weeks of school, two (2) substitute school days will be provided for each kindergarten teacher so that each kindergarten teacher can administer the state mandated kindergarten diagnostics to his/her students.
6.04 Pre-Kindergarten/Head Start Teachers
A. Work Day
The work day for Pre-K/Head Start teachers shall not exceed eight (8) hours. Whenever possible, it shall include a thirty (30) minute daily preparation period prior to each session and at the close of the student day. Pre-K/Head Start teachers are entitled to a duty free, uninterrupted thirty (30) minute lunch period between morning and afternoon sessions.
B. Student Assessment and Screening
Pre-K/Head Start teachers shall be provided up to five (5) days prior to the start of the school year for purposes of completing the initial student screen. Initial screening not completed by the first student day shall be completed not later than the end of the second full week of classes.
Pre-K/Head Start teachers shall conduct student assessment as required by program guideline. A member may opt to defer one day of extended time employment in the fall in favor of using the services of a substitute teacher for two days while conducting program assigned assessment. This option is contingent upon the availability of substitutes.
C. Home Visits and Conferences
Pre-K/Head Start teachers will make home visits in accordance with program guidelines. Home visits shall be held during the week prior to the students’ first day and prior to May 30. For children entering the program after the designated set aside time for the initial home visit, the initial home visit for said children will occur at the Pre-K/Head Start teacher’s discretion before the end of the school year so that at least one home visit per child will be completed prior to the date of the Prime Review. Members shall not be required to make home visits beyond the work day.
Pre-K/Head Start teachers will hold conferences on the scheduled APS Conference Days (Thursday evening, Friday morning). Members who complete the required conferences prior to each scheduled conference day shall be exempt from reporting to work on the scheduled Thursday evening conference time and the following Friday afternoon.
D. Staff Meetings/Inservice
Pre-K/Head Start teachers shall be included in all cluster staff meetings.
The district shall provide required training updates in the areas of First Aid, Communicable Disease and Child Abuse Identification during teacher inservice/staff development days. In lieu of First Aid Training provided by the Head Start office, members may attend the refresher training referred to in Section 3.31 herein. In the event that training cannot be arranged within the regular inservice schedule or within the work day, members shall be compensated at an amount pro-rated on their daily rate of pay for time spent in attendance at such classes. The district shall pay for the cost of these classes.
Members working in partnership sites requiring them to be part of the teacher-child ratio will be provided a substitute to enable them to attend the Citywide Inservice Day training.
E. Union Dialogue Day
Union Dialogue Day shall be scheduled monthly. Members shall be represented by the AEA Head Start Rep.
F. Mentoring Position
In the event mentoring positions are created by the administration of the Head Start program, said positions shall be filled on the basis of seniority. The rate of pay for extended time supplemental contracts, if any, shall be negotiated by the parties.
Pre-K/Head Start Teacher Transfers
A. Within the Head Start Program
Members may transfer within the program on the basis on seniority, certification and center vacancies. A list of known Head Start vacancies as of May 20 shall be distributed to members. Vacancies occurring between May 20 and August 15 shall also be available to members under this procedure. Members shall indicate their transfer preference by priority ranking Head Start Centers on the appropriate transfer form, which must be submitted to the program coordinator not later than June 1. No teacher shall be “bumped” from his/her current assignment to create a vacancy.
The program coordinator shall notify the member of the disposition of the transfer request not later than August 15.
B. Within the Akron Public Schools
Pre-K/Head Start teachers who possess a two-year associate or four-year bachelor degree, hold a valid Ohio Pre-K certification and who work a minimum of 32 weeks are considered to be regular contract employees, paid on a daily basis, and shall be issued limited one-year contacts. Members who hold an eight-year certificate shall be granted continuing contract status within the Pre-K/Head Start program.
Full-time teachers who possess a four-year degree, appropriate certification and who have worked at least one year in either the Head Start or Pre-K program may request transfer within the Akron Public Schools and shall be granted an interview by the Human Resources Department.
6.05 Physical and Occupational Therapists
A. In meeting staffing requirements, the Board shall, whenever possible, hire Physical Therapists (PT) and Occupational Therapists (OT) and Licensed Physical Therapy Technicians (LPTT) and Licensed Occupational Therapy Technicians (LOTT). Board employed therapists and assistants shall not be displaced by sub-contracted personnel.
B. LPTT and LOTT schedules will be recommended by PT’s and OT’s and will be submitted to the Director of Special Education. Board employed PT’s and OT’s shall have preference in site and caseload assignment on the basis of seniority. Schedules shall be planned to reduce travel time and distance between assignments. The number of sites serviced by a full-time therapist/assistant team should not exceed five (5). Exemptions to this limitation may be made by the Director of Special Education in consultation with the AEA President.
C. The number of students assigned per therapist shall be equitable with assignment influence by variables such as the number of sites and the severity of the students. Case loads shall be determined by the therapists under the supervision of the Director of Special Education who will resolve all conflicts or disputes. Case loads shall be reviewed annually to determine the necessity for staffing.
D. In buildings where students’ therapy needs cannot be entirely met within the classroom, the Board shall, whenever possible, ensure that therapists and their assistants are provided separate and adequate facilities conducive to therapy in terms of lighting, ventilation and being free of health risks (i.e., student health clinics, diaper changing, bathroom or medical treatment areas).
E. Therapists and therapy assistants shall be provided adequate, locked storage space for equipment and testing materials as close as possible to the space in each building used to service students.
F. Physical therapists and occupational therapists shall be offered extended time (JC 604) as and when needed not to exceed one (1) hour per student contact day with quarterly prior approval of the Director of Special Education.
G. Therapists shall be provided with weekly coordination time totaling 360 minutes; coordination time is to be scheduled by the therapists with discretion to their case loads.
H. PT’s and OT’s shall have the right to recommend, to the Director of Special Education, best practice standards in servicing students with disabilities; they shall have the right to recommend the amount and nature of service delivery in cooperation with IEP teams. All services are subject to prior approval of the Director of Special Education.
I. An annual allocation of $500 for materials and supplies shall be provided each full time PT and OT team (“team” consisting of one PT and one LPTT or one OT and LOTT). Allocations for PT/OT assignments less than full time shall be figured relative to the ratio of the employment contract.
6.06 Interpreters
A. Full time interpreters assigned to secondary schools shall be provided a daily planning period. Full time interpreters assigned to elementary schools shall be provided 180 minutes unassigned time per week in blocks of not less than fifteen (15) minutes. Part time interpreters shall be provided with at least one hundred (100) minutes per week unassigned time in blocks of not less than fifteen (15) minutes.
B. Full time interpreters assigned to provide services outside of their contractual schedule shall be compensated at the extended time rate. Part time interpreters assigned to provide services outside their contractual schedule shall be compensated at their hourly rate.
C. Whenever an interpreter is absent, the Board shall provide a substitute interpreter. When, despite reasonable efforts, the administration is unable to provide a substitute interpreter, interpreters may be reassigned by the Director of Special Education or his/her designee to provide coverage. Interpreters will be provided compensation for services beyond their contracted schedule. Interpreters may volunteer to provide substitute coverage during their regularly scheduled planning period or lunch period. Interpreters shall be paid at the substitute interpreter hourly rate for each planning or lunch period for which they volunteer to cover.
D. When scheduling interpreters, the communication needs of the students will be taken into consideration. Interpreters may request a second interpreter in the same classroom for two students with different communication needs through the special education coordinator assigned to supervise the deaf/hard of hearing classrooms and students.