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Employee Requirements
Teachers, administrators and staff of the Charter will meet or exceed the required qualifications mandated by Idaho state law. All certified applicants must be able to obtain the appropriate Idaho certificate with endorsement in the content area in which they are assigned.
All full and part-time staff will be expected to meet the following requirements, including but not limited to the following:
- All employees will be expected to possess the knowledge, character, judgment, experience, and expertise consistent with the standards of the Charter.
- All classified applicants must meet the minimum requirements set forth in the job description for the vacant position.
- All certified staff must provide proof of Highly Qualified status pursuant to the Elementary and Secondary Education Act/No Child Left Behind provision (PL 107-110).
- All applicants must complete a standard employment application and interview process.
- All applicants selected for employment must submit a criminal background check pursuant to Idaho Code 33-130, comply with Idaho Code 33-1210 (information on past job performance), and meet final Board approval pursuant to Idaho Code 33-513.
- Written contracts which are approved by the LHSA Board of Directors will be provided for all certified staff members upon valid certification.
- In an effort to engage participation from the parents, extended family, and greater community, and in the event that an individual is identified as possessing a particular talent or skill, the Charter reserves the right to hire anyone for temporary or part-time assistance under the direct supervision of a certified staff member. This provision allows the Charter to draw upon the wealth of knowledge and experience found in the community by individuals who may not hold a teaching certificate. Furthermore, employed staff will be appropriately certified although volunteers may be brought in to provide specialized expertise.
- The Charter is committed to an environment of non-discrimination in relation to race/ethnicity, national origin, religion, age, social or economic status, disability, or special needs. This policy will prevail in all matters concerning staff, students, the public, educational programs, and employment practices
Background Checks
All staff, volunteers, board of directors, and contractors will undergo the Background Investigation Check through the State Department of Education. Any other individual who has contact with students will be checked against the state sex offender registry.
Professional Codes and Standards
Staff must comply with the professional codes and standards approved by the Idaho State Board of Education, including the Code of Ethics for Idaho Professional Educators outlined in IDAPA 08.02.02.076. Teachers or staff who are found in violation of the Code of Ethics will have action taken against them including, but not limited to, a performance review, improvement plan, suspension, termination, or legal action.
The Charter believes that when it comes to student learning and achievement, the influence of the teacher has the most impact. The Charter will make every effort to assure only highly qualified and effective teachers who embrace the educational and instructional philosophies (e.g., discovery-based, project-based, instructional-level teaching) of the Charter are retained. As a result, teachers at the Charter will be required to undergo annual evaluation procedures that ensure project-based effective instruction is occurring. The evaluation procedures will fulfill the requirements of Idaho Code and will be based on Charlotte Danielson’s “Framework for Teaching” which includes Planning and Preparation, Learning Environment, Instruction and Use of Assessment, and Professional Responsibilities. Informal administrative walk-through observations will also be employed as a method of collecting reflection data for administration and teachers.
The Charter values parental input as part of the evaluation process. Parents or guardians will be given opportunities throughout the year to provide feedback on teacher performance. The evaluation form will include a section for input received from parents or guardians. Each certificated staff member shall receive one written evaluation completed no later than May 1, per Idaho Code. The evaluation shall include a minimum of two documented observations, one of which shall be completed prior to January 1 of each year.
If teacher performance is deemed below expectation, the teacher will be placed on probation. With input from the teacher and guidance from the Administrator, a performance improvement plan will be developed. The teacher will be guided and mentored according to the plan by the Administrator or designated administrator. Upon completion of the performance improvement plan, the teacher will either be removed from probation, continue probationary status, or will be terminated in accordance with Idaho employment laws. The performance improvement plan will be adjusted as necessary throughout the probationary period.
Evaluating Administrators
Idaho has adopted the Interstate School Leaders Licensure Consortium (ISLLC) standards for administrators. The Board of Directors will complete the evaluation. The Charter’s administrators/leader will be evaluated based on these standards, which are divided into 14 components, clustered into three domains:
Domain 1: School Climate
An educational leader promotes the success of all students by advocating, nurturing, and sustaining a school culture and instructional program conducive to student learning and staff professional development. An educational leader articulates and promotes high expectations for teaching and learning while responding to diverse community interests and needs.
- School Culture: Administrator establishes a safe, collaborative, and supportive culture ensuring all students are successfully prepared to meet the requirements for tomorrow’s careers and life endeavors.
- Communication: Administrator is proactive in communicating the vision and goals of the school or district, the plans for the future and the successes and challenges to all stakeholders.
- Advocacy: Administrator advocates for education, the district and school, teachers, parents and students that engenders school support and involvement.
Domain 2: Collaborative Leadership
An educational leader promotes the success of all students by ensuring management of the organization, operations, and resources for a safe, efficient, and effective learning environment. In collaboration with others, an educational leader uses appropriate data to establish rigorous, concrete goals in the context of student achievement and instructional programs. He or she uses research and/or best practices in improving the education program.
- Shared Leadership: Administrator fosters shared leadership that takes advantage of individual expertise, strengths, and talents and cultivates professional growth.
- Priority Management: Administrator organizes time and delegates responsibilities to balance administrative/managerial, educational and community leadership priorities.
- Transparency: Administrator seeks input from stakeholders and takes all perspectives into consideration when making decisions.
- Leadership Renewal: Administrator strives to continuously improve leadership skills through professional development, self-reflection and utilization of input from others.
- Accountability: Administrator establishes high standards for professional, legal, ethical and fiscal accountability of self and others.
Domain 3: Instructional Leadership
An educational leader promotes the success of all students by facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by the school community. He or she provides leadership for major initiatives and change efforts and uses research and/or evidence-based practices in improving the education program.
- Innovation: Administrator seeks and implements innovative and effective solutions that comply with general and special education law.
- Instructional Vision: Administrator ensures that instruction is guided by a shared, research-based instructional vision that articulates what students do to effectively learn the subject.
- High Expectations: Administrator sets high expectations for all students academically, behaviorally and in all aspects of student well-being.
- Continuous Improvement of Instruction: Administrator has proof of proficiency in assessing teacher performance based upon the Danielson “Framework for Teaching.”
- Aligns Resources: Administrator aligns resources, policies, and procedures toward continuous improvement of instructional practice guided by the instructional vision.
- Evaluation: Administrator uses teacher evaluation and other formative feedback mechanisms to continuously improve teacher effectiveness.
- Recruitment and Retention: Administrator recruits and maintains a high-quality staff.
Teachers will be supported, not only through professional development but on a daily basis, as members of the leadership team are in classrooms daily, supporting small group instruction and teachers’ unique concerns about their instruction and classroom management. This leadership team will give helpful feedback to teachers to improve classroom management and academic learning.
A teacher will also be evaluated by a student’s growth rather than grade level expectations; therefore, the analyzing of data and support in small group instruction is imperative. Collaboration on a daily basis will help teachers make sense of realities they face and provide the support they need to be successful. Teachers must feel confident they can express concerns and doubts, and support and
resources will be given to them to help them succeed. Collaboration in the writing curriculum is
essential, and teachers will share their unique talents and gifts, so the community mutually benefits
and has a wealth of knowledge and support.
The entire staff will work as a team to support teachers, students, and the leadership team in a safe
environment to build community.
Transfer Rights
The Charter will be its own Local Education Agency (LEA). No employee transfer rights apply between the Charter and any other school district.
Employee Benefits
It is the intent of the Charter to offer competitive wages and benefits, so it can recruit and retain talented employees. All employees who currently are members of PERSI will continue their participation. All new employees that are eligible for PERSI will become members of PERSI.
All employees will contribute to the federal Social Security system. The Charter will make all employer contributions as required by PERSI and Federal Social Security.
In addition, the Charter will also pay for worker’s compensation insurance, unemployment insurance and any other payroll obligations of an employer as required by Idaho Code 33-1279. The Charter will also allow for accumulation of sick leave as allowed by Idaho Code 33-1217.
The Board will provide health insurance and may establish other benefits. The Board will develop a process to ensure that all eligible employees are enrolled in one of the Charter’s health insurance plans.
Contracts
All teachers and administrators will be on a written contract with the Charter, approved by the Board. All contracts will be in a form approved by the Idaho State Superintendent, conditioned upon a valid certification being held by such professional personnel at the time of entering duty.
A copy of all teacher and administrator contracts, along with certificates for certified teachers and administrators, will be on file in the school office.
Job postings and all other hiring and employment practices will be free of any unlawful discriminatory language or practices.