DTU NEW TEACHER HANDBOOK
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Table of Contents
Title Page
Who’s Who at the school 3
District Level Key People 4
Payday 5
Teacher Performance and Pay 6
Workday and Planning Time 7
Work Year and Faculty Meetings 7
Lesson Plans 8
Teaching Supplies 9
Grades and Reporting 10
Bereavement Leave 11
Sick Leave Pool 11
Benefits 12
Discipline and Referrals 13
Writing Referrals 14
Parent-Teacher Communication 15
Open House 16
Certification 17
ESOL Requirements 18
Tips for the first Year 19
What DTU Has To Offer? 20
Grievances 21
Answers to Frequently Asked Questions 22
Commonly Used Acronyms 26
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Principal: School instructional and administrative leader, immediate supervisor, observes and
evaluates employee job performance, makes employment decisions
Assistant Principal (AP): Administrative designee for the Principal, has supervisory authority,
may observe and evaluate employees
DTU Building Representative: Liaison between the Principal and DTU staff members, enforces
the collective bargaining agreement, addresses concerns, represents members in appropriate
meetings, and provides updates on timely issues to DTU members
Dean: Certificated teacher at the secondary level who has been assigned full time duties
working with student discipline, referrals, and school-wide discipline plans
Behavior Interventionist: Certificated teacher at select schools who is assigned to work
with students experiencing behavioral issues in groups or individually
Instructional Coach: Certificated teacher who coordinates standards based instruction
throughout the school, acts as a resource for teachers, models lessons, assists with implementation
of curriculum, provides teacher training
Professional Development Facilitator (PDF): Teacher who supervises beginning teachers,
coordinates school training, and tracks master plan points for staff
School Counselor: Certificated person who provides counseling and career services for
students, provides group and individual student counseling, may coordinate some testing
Librarian: Certificated person who orders and maintains professional and student
collections of books, videos, periodicals, classroom equipment, computers, and software for
check out, directs research services
Department/Grade Level Chairperson: Teacher who handles oversight and coordination of
grade level/department activities, meetings, and paperwork
Math or Reading Interventionist: Certificated person who assists identified students who may
be struggling academically in Math or Reading
Paraprofessional: Non-certificated employee assigned to assist with instructional duties
Bookkeeper: Non-certificated office staff member, handles all money items, distributes receipt
books, explains financial regulations, tracks purchase requisitions, keeps accounts for clubs, etc.
Secretary/Clerk/Office Assistant: Non-certificated office staff members, track sick and
personal leave forms, CRT input of student information, process supply orders, handle office
communications, payroll distribution, maintenance requests, class roster input, etc.
Custodian: Person responsible for keeping the school clean and helps with some minor
maintenance work
Security Guard: Person who monitors entrances and exits to the building, circulates
around the building to monitor behavior and safety in public areas
SRO: School resource officer/school police assigned to specific schools
Who’s Who at the School
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DUVAL COUNTY SCHOOL BOARD
1701 Prudential Drive
Jacksonville, Florida 32207
Telephone: (904) 390-2000
*A complete directory can be obtained from the DCPS
Website: www.duvalschools.org
ESOL:
390-2202
Exceptional Student Education:
348-7800
Leaves of Absence:
FMLA
390-2065
Human Resources:
390-2066
Master Plan Points:
Diane Lobaugh (District):
348-7775
Payroll:
390-2022
Professional Development:
390-2926
Risk Management:
390-2353
Safety:
858-1972
Teacher Supply Depot:
381-7480
Certificatio
n
DISTRICT LEVEL KEY PEOPLE,
ORGANIZATIONS AND DEPARTMENTS
DUVAL TEACHERS UNITED (DTU)
1601 Atlantic Blvd.
Jacksonville, Florida 32207
Telephone: (904) 396-4063 Fax: (904) 396-9389
Hotline: 396-2758
Website: www.dtujax.com
President:
Terrie Brady
Executive Vice President:
Ruby George
Secretary/Treasurer:
Gary Avery
Attorneys:
Stephanie Schaap, Teddy Rivera
Staff Consultants:
Carol Gamble-Buckman, Tammie
Brooks-Evans, Jessica Fowler
Office Staff:
Tracy Parker-Smith, Betty Thompson
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DTU has negotiated a bi-weekly pay schedule for employees. All Duval County Public
School (DCPS) employees are paid on the same Friday of pay weeks. There are two types
of pay plans for employees. The “Traditional” pay plan equalizes pay amounts into 22
paychecks over the 10-month school year. The “Optional” pay plan equalizes pay
amounts into 26 paychecks over 11 months. Sign up for pay plans occurs before June 30
or upon employment for new hires, if hired at the beginning of the school year. Once
chosen, the identified pay plan is in effect for the remainder of the school year unless
an employee is on a prolonged period of leave without pay. In that event, the
employee is returned to traditional pay and may be required to pay back salary that hasn’t
been earned, but dispensed. Care should be taken in choosing the right plan. You may
choose to initiate an additional summer pay plan through your bank or credit union.
Paychecks are directly deposited electronically into your bank account. Payroll check
stubs may be viewed on-line via the Duval County Public Schools (DCPS) website.
Employees are paid every two weeks. Paychecks continue during the school work year
regardless of holiday schedules. Paycheck amounts are equalized. This means that your
paycheck will not reflect the actual hours worked in a pay period. Instead, your salary is
spread out equally across the number of paychecks you will receive according to the pay
plan you have chosen. Your paycheck will reflect, as much as possible, a constant
amount of pay. Supplements, workshop stipends, etc. may cause variances in paycheck
amounts. A predetermined number of days worked are banked, according to your pay
plan option, in order to equalize paychecks through holiday periods (Winter and Spring
Break) and/or the month of June if you are on optional pay when you are not working.
PAYDAY
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Teacher Evaluations and Performance Based Pay
As per the Student Success Act (SSA) implemented by the Florida
Legislature on July 1, 2011, all probationary and annual contract
teachers are placed on a Performance Based Salary Schedule. The
salary schedule consists of a five tier pay band. Each pay band tier
consists of a minimum and maximum salary. Teachers move through the pay band tiers
as their base salary surpasses the maximum pay range for each tier. Salary increases for
Probationary and Annual Contract teachers are determined by their yearly overall teacher
evaluation rating.
Teachers are evaluated using Charlotte Danielson’s rubric. Duval refers to their
evaluation system as CAST. You should be in-serviced on the CAST evaluation forms
and procedures for observations and evaluation by your school administrator upon arrival
at the school. Teachers receive multiple observations throughout the school year. The
final summative evaluation rating for the teacher’s performance comes on April 30.
There are three metrics used to evaluate teacher performance. Each is worth a portion of
the overall 200 points that can be received for the overall evaluation. The metrics are as
follows: IPDP (Individual Professional Development Plan) – 10 points; Administrator
Assessment -90 points; and the Student Growth Score (based on district or State
assessments) - 100 points.
There are four possible overall ratings for a teacher’s evaluation. A portion of the 200
points is assigned to each overall rating.
Teachers scoring between 0-44 points get an overall Unsatisfactory rating.
Teachers scoring between 45-79 points get an overall Needs Improvement or
Developing rating.
Teachers scoring between 80-159 points get an overall Effective rating.
Teachers scoring between 160-200 points get an overall Highly Effective rating.
You must get at least 25 student growth points or you may not receive a rating
higher than Developing or Needs Improvement regardless of your overall score.
Your final summative evaluation score is then used to determine your pay increase for the
next school year. Exactly when that will happen is determined by when the student
growth score is received to complete the evaluation. Teachers must wait until the final
evaluation scores are calculated before receiving a pay increase. Only teachers with an
overall “Highly Effective” or “Effective” ratings will receive a salary increase.
All annual or probationary contract teachers who receive a “Highly Effective” overall
evaluation rating will receive a pay increase of $2001added to their base salary.
Teachers who receive an overall “Effective” evaluation will receive a $1000.50 pay
increase added to their base salary. As per the SSA, teachers receiving an overall
“Developing/Needs Improvement” or an overall “Unsatisfactory” evaluation, will
receive NO pay increase. These are statutory requirements.
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WORKDAY AND PLANNING TIME
The regular workday for teachers is 7.33 hours, including a paid 30-
minute duty-free lunch and a planning period. On planning days, teachers work seven
hours and are guaranteed a one hour duty-free lunch period. Teachers may leave campus
during lunch throughout the year with prior approval from the Principal, however,
teachers must sign out and back in on the sign-in log. Make sure you return to work on
time.
Upon arrival at work each day, you MUST initial the sign-in log. Make this the first thing
you do upon arrival at school to indicate your presence. Please arrive at work on time or
make sure that you call in immediately if you will be late. Your principal may require
you to use leave time for multiple unexcused tardies or initiate the disciplinary process.
Planning periods are provided for teacher initiated professional activities. You may not
leave campus during planning time, unless approved by the principal.
Elementary: The regular workday begins with 40 minutes of planning time before the
start of the student day. Teachers are not to stand duty during this time.
Teachers must also receive a minimum of two 45 minute resource
periods a week. One period of resource time weekly may be used by
administration for their own purposes. Planning periods are to be used
for teacher initiated professional activities (as defined in the contract,
Article VI, AA)
Middle School: Each middle school teacher receives four- 90 minute planning periods a
week for teacher initiated professional activities. The 5th planning period is a
principal directed planning period.
High School: Each high school teacher receives four- 90 minute planning periods a week
for teacher initiated professional activities. The 5
th
day 90 minute planning
period is to be used as a principal directed planning period.
PLANNING TIME
WORK YEAR AND FACULTY MEETINGS
The regular teacher work year consists of 196 days. The following is a breakdown of
the teacher school year.
Student attendance days: 180 days
Planning Days: 9 days total- (4 pre-planning, 2 post planning, one after
the end of each of the first three grading periods)
In-Service Day: 1 day is designated as an in-service day (usually the
Wednesday of pre-planning week)
Paid Holidays: 6 days- (Labor Day, Thanksgiving Day, Christmas Eve,
Christmas Day, New Year’s Day, Veterans’ Day)
In addition, you may be required to attend up to twelve 90-minute faculty/training
meetings beyond the workday during the school year. If held before school,
meetings/training cannot begin or last more than 60 minutes before the student day. If
held after school, meetings/training may be 90 minutes in length. Only one meeting
may be held per day. Unused minutes may
not be banked. You may also be required to
attend an Open House and two other evening meetings.
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A new district wide lesson plan template has been implemented for
teachers. Teachers must use the new template or incorporate the
district components used on the template into their own lesson plan
format. The differentiated group lessons format, however, must be
used as is.
While your lesson plans are your personal property, it is important
to remember that they are also legal documents. Plans should
document that Standards and district benchmarks are being
addressed. Plans should be kept on file for at least five years.
Teachers may use district created curriculum lesson plans, but must
add their own plans for teacher created centers and small group
differentiated activities.
Lesson plans are written a week in advance, but usually require modifications more frequently.
They should reflect changes to daily instruction based on assessment data and update any
schedule changes. A copy of your plans should always be available on your desk for
principal review. They may also be collected randomly for review by an administrator.
Data should always drive student instruction. Teachers should specify how student
activities will be differentiated (centers) based on their student assessment data. Lesson
plans must document how the needs of students are met based on the assessment data.
Lesson plans should be detailed enough for a substitute
to follow in the event of absence. A set of separate
emergency lesson plans must be kept current and on-
hand as prescribed by school policy in the event of
emergencies. A copy of your plans should always be
available on your desk for principal review. They
may also be collected randomly for review by an
administrator.
LESSON PLANS
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TEACHING SUPPLIES
Teaching supplies are furnished to you at the school. You are not responsible for
purchasing your classroom supplies. If there are no supplies on hand, they will be
purchased through a storeroom order. Your principal or bookkeeper will inform you of
the funds available to do so.
Periodically teachers are able to go to the “Teacher Depot” to get “odds and ends” items.
Special days are advertised countywide for these events. There is no cost to the teacher
for these materials.
The State provides (if available) teachers with additional money for supplies. This
money is called “Classroom Supply Assistance Money.” The amount of the money
provided depends on the yearly State allocation. This money is not intended to supplant
the school’s contribution for the purchase of classroom supplies. The money, when
allocated by the State, is distributed early in the year. The money can be used for
consumable and non-consumable classroom instructional materials. Equipment may not
be purchased. Receipts need to be maintained along with a form describing purchases.
The form needs to be submitted to the bookkeeper. Non-consumable items purchased
may be taken from school to school in case of transfer or surplus. If a teacher resigns or
terminates, however, materials stay at the last school employed. If you are assigned to
multiple schools, the responsibility for providing lead money is pro-rated between the
schools.
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GRADES AND REPORTING
As per the Collective Bargaining Agreement, grades are not due
until noon of the planning day after each of the first three nine week
grading periods. There is no planning day before final grades are due
in the fourth quarter. Fourth quarter grades, as well as end of the year
grades, are due according to the timeline established by the testing office.
It is your responsibility to inform parents of student progress throughout the year.
Make sure you document all communication with parents. Grade books are
computerized. You are responsible for inputting grades into the grade book program no
later than 10 work days after an assessment is given or the due date of an assignment.
Parents have access to their child’s grades on-line. There should be many documented
opportunities for grades. Record testing dates and what is being tested. Students having
academic difficulties are to be remediated throughout the year. Remediation attempts must
be documented. Instruction should be differentiated based on assessment results to assist
with remediation. Your lesson plans should document your data driven differentiated
activities (centers, etc.). Parents must be contacted immediately when students’ grades
drop, or if they are near failing. It is extremely important that you send scholarship
warnings home at least once midway during each grading period. Possible grade retention
letters usually go out mid-year. Make sure you have portfolios of student work and
assessments to document progress. Portfolios of student work should also be maintained as
required by the District. No computer program is glitch free. Always have a back-up
hard copy of your grades.
SICK AND PERSONAL LEAVES
At the beginning of each school year, teachers receive four paid sick leave days
(even though not accrued). After that, sick leave days are accrued at the rate of one
day per month (if you have worked at least 5 days that month) for each month
worked (i.e.10 leave days for 10 month employees, etc.). You may not use sick leave
days until accrued. If all leave is expended, employees are in leave without pay
(LWOP) status. Please note that taking LWOP is not a right. It must be approved by
administration. Being in LWOP status can result in discipline or non-reappointment
for probationary and annual contract teachers.
Six of the ten sick leave days provided yearly, may be used as personal days. No reason
for the personal leave is required on the leave form. Personal days can be denied by the
principal only if the absence creates a hardship at the school. Personal leave must be
approved in advance only if taken before or after non-work days such as holidays or
week-ends. Sick leave forms must be filled out immediately upon return to work, except
as cited above. Failure to do so will result in the absence being charged as leave without
pay. Your pay will be docked!
Teachers are required to report absences by contacting the Kelly Substitute System. The
system automatically attempts to schedule a substitute for you. You should contact the
Substitute System as soon as you are aware that you will be absent. Substitutes are not
always secured for last minute contacts. If for some reason, you are unable to access the
system, call your principal or the school to inform them of your absence.
A+
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OTHER TYPES OF LEAVE
Other paid leaves include Jury Duty, Military Leave, On-the-Job Injury/Illness, and
Temporary Duty Elsewhere (TDE). None of these are charged to your accrued sick
leave.
Temporary Duty Elsewhere (TDE) is the term used by DCPS to account for a teacher’s
absence in the classroom while working elsewhere. These days are assigned by the
principal, as needed, for teachers to attend workshops, conferences, classroom
observations, or district level functions. This type of leave does not count against your
accrued sick leave.
Other types of extended unpaid leave are outlined in the contract. This includes Family
Medical Leave (FMLA), which is guaranteed by the Federal government to
accommodate family emergencies and maintain your health insurance. All approved
extended unpaid leaves allow you to return to work upon availability of a position, with
preference over new hires. A defined number of hours worked, however, is required to
qualify for FMLA.
Bereavement Leave
Employees have access to two (2) days of paid bereavement leave each year due to a death of a
relative. This bereavement leave is of special nature and may not be deferred, accumulated or
converted to any other purpose and will not be deducted from earned sick leave. It is not charged
against any other leave account. The employee will not be paid for days not scheduled to work.
Taking this leave is not contingent upon expending all other types of leave. A published obituary or
funeral program, or link thereto will be required for documentation. The term “relative,” for purposes
of this paragraph, is defined as father, mother, brother, sister, husband, wife, child, grandfather,
grandmother, grandson, granddaughter, or other close relative or member of his/her own household.
In addition, up to six (6) days of sick leave may be taken at the time of the death of a member of the
employee's immediate family. If unusual circumstances exist, with a letter of justification, additional
sick leave may be granted by the School Board.
SICK LEAVE POOL
Employees may apply to join the Sick Leave Pool after they have been employed by
DCPS for one year, and they have maintained a sick leave balance of ten days. Upon
initial enrollment, each member is asked to contribute one day of their sick leave to the
Sick Leave Pool. If Sick Leave Pool days run low, members may be asked to donate an
extra day. This doesn’t happen often.
Members of the Pool are eligible to withdraw Sick Leave Pool days for catastrophic
illnesses only. Catastrophic illnesses are life threatening illnesses. Withdrawal is subject
to approval by the Sick Leave Pool Committee. Members must have exhausted their
paid sick leave, be out at least 10 consecutive days, and be in an unpaid status for at least
five days before they may apply.
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BENEFITS
DCPS benefits include:
1. Free employee Health Insurance Coverage through Florida Blue for the
employee
2. Free employee $10,000 Life Insurance Policy
3. $250 Flex Benefits toward the purchase of options from the Fringe Benefits Package
(May be used for premiums on dental, added family health and life insurance,
reimbursements for out-of-pocket health costs)
4. Mail order pharmacy is available.
Health benefit options are presented each fall after the school year begins for review or
when hired. Review your selections for mistakes and/or changes during the fall
enrollment period.
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Maintaining discipline in the classroom is primarily the teacher’s
responsibility. Schools should employ a school-wide discipline plan. Teachers,
however, generally need to extend or modify that plan to meet the needs of their
students. No discipline plan is a “one size fits all.” Regardless of the plan, it is
important to be consistent, respectful, and fair to students. Get to know your
students, but keep the relationship on a professional level. Never embarrass
students. Try to work out win-win situations. Establish rituals and routines in the
classroom.
You will handle most common discipline problems in the classroom. There are
times, however, when a behavior referral will be necessary. Referrals, however,
should not be the first option, unless the safety of others is involved. The Student
Code of Conduct provides teacher interventions needed before referrals are
written for routine misbehavior along with consequences for student misbehavior.
Classroom consequences need to be in place as well. Don’t hesitate to build
relationships with parents. If parents are contacted for positive feedback, they will
be more receptive and cooperative when there is a need to present problems
regarding their children.
Students are expected to follow the Student Code of Conduct and the school-wide
discipline plan. Refer to infractions in the Code when inputting a referral. When a
referral cannot be avoided, contract language and the Code of Conduct govern
disciplinary expectations. Portions of that contract language are presented below.
Teacher Contract: Article V, Section H-Student Discipline
Teachers and administrators should work together in a mutually supportive manner to
maintain proper student conduct. Each teacher shall have the right to promulgate and
have enforced reasonable rules of classroom conduct that apply to students while in that
teacher’s class. Such rules shall not conflict with employer or school rules.
Any teacher shall have the right to send a student to the office, with a written explanation
or referral, whenever the student is involved in an incident contrary to the established
rules of conduct. The teacher will notify the office immediately when the action is taken.
o The Principal or his designee shall confer with the teacher regarding
possible corrective action prior to the student’s return to the
classroom.
The teacher will receive from the Principal or his designee an explanation of the
steps taken, along with any suggestions for working with the problem. Such
explanation and suggestions shall be in writing, if requested.
The teacher shall have the right to again send the student to the office whenever
the student is again involved in a classroom disturbance.
If a teacher is concerned with the manner in which behavioral problems are being
adjusted, the matter shall be discussed in private with the appropriate administrator.
DISCIPLINE AND REFERRALS
If a student is so disruptive that the learning of other students is continuously being impeded,
contractual measures are in place to request the permanent removal of that student from your
classroom (Teacher Contract Appendix G).
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WRITING BEHAVIOR REFERRALS
Referrals should be used when a violation of the Student Code of Conduct or
school-wide rule has been violated or persistent disruptive behavior continues.
Before
you send a student to an administrator, be sure that you have read and are
familiar with the Student Code of Conduct and have employed intervention
strategies.
Document all intervention strategies used.
The administrator will respond to a referral before the student is returned to the
classroom. A copy is sent to the parent (usually via the student). You may indicate
your desire for a conference with the parent. Referral incidents are inputted into
Focus.
Make sure that you include the who, what, when, where, and why of the incident
in the referral. Be as factual as possible, identifying what was witnessed. Don’t
speculate or read into the situation. You may recommend a specified, appropriate
consequence, but the principal may not always agree. You may also want to
arrange for a guidance referral, if you suspect that there is more to the behavior
than is apparent. This might offer the student an opportunity to regroup and talk
to someone regarding needed coping strategies. Contact the guidance department
at your school to schedule time for the student to meet with the guidance
counselor.
GAIN CLASSROOM CONTROL FROM DAY ONE
The following timeless hints are taken from an article in “The Middle School
Companion.”
Learn students’ names quickly.
Maintain a seating chart.
Greet students at the door.
Stay organized. Always have lessons and instructional materials ready.
Teach your rules. A common understanding is important.
Keep the class busy as you address behavior problems quietly,
individually, and away from others.
Enforce rules immediately.
Address students in a moderate voice. Don’t yell.
Model behaviors. If you want students to be respectful,
you must be respectful. Avoid sarcasm.
Maintain a sense of humor.
Structure your class time. Use every minute of your
class time. Students will come to expect that your class
doesn’t mean free time.
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Communication with parents is crucial. Teachers are expected to establish,
maintain, and document all communication with parents. Parents need to be
apprised of the progress of their children. They can be valuable allies in assisting
with the academic and behavioral success of students. Contact parents
frequently, not just when things go wrong. Parents can assist in many ways.
They may volunteer in the classroom, work on school-wide projects with staff through
PTA or SAC, assist on field trips, and tutor students. Parents must work under teacher
supervision. Please don’t give them access to confidential information regarding
students.
The following reflects a few ways to keep parents informed: emails, notes, telephone
calls, weekly progress reports, monthly classroom newsletters, notations in student
planners, scheduled parent classroom observations, and parent conferences.
Document all communication and attempts at communication with parents on a log.
Parent conferences should be scheduled by the teacher throughout the year to discuss
student progress and teacher or parent concerns. Conferences should be scheduled during
planning time or before or after school hours. Conferencing should not take place during
student instructional hours. Talking to parents can give you valuable insight into student
behaviors. Maintain an open door policy with parents so they know they have access to
their child’s class and teacher.
1. Put the parents at ease. Create a non-threatening environment.
2. Start by saying something positive about the student.
3. Provide access to student grades, student portfolios, and assessment data.
4. Interpret assessment data and standards expectations.
5. Provide your observations about the student and how he/she is doing in class.
Be careful not to be critical. Show concern.
6. Know when to stop talking and start listening.
7. Show that you want to listen and help. Listen to understand, not oppose.
8. Remove distractions. Don’t look at your watch or do anything the parent may
interpret incorrectly.
9. Empathize with the parents. Imagine yourself in their shoes.
10. Be patient. Allow plenty of time for the conference and don’t interrupt the
parents while they are speaking.
11. Don’t lose your temper! Be diplomatic.
12. Avoid arguments and criticism. This puts parents on the defensive.
13. Ask for suggestions and insight into the situation from the parents.
14. Provide and explain activities that can be used at home to assist the student.
15. Invite the parent to visit or volunteer in your classroom.
16. Remember that you are both there to help the student.
PARENT-TEACHER COMMUNICATION
TIPS FOR SUCCESSFUL CONFERENCES
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OPEN HOUSE
Open House typically occurs a few weeks after the start of school. This is your
opportunity to make initial contact with parents and inform them of everything
you think they need to know to help their children be successful in your
classroom. Discuss your method for communicating with parents. Take
advantage of this occasion because you may never see some of those parents
again.
Take time to prepare what you will cover without overwhelming parents. Let
them know you have a sense of humor. Assure them that you will be available to
them. Make sure that they know that Open House is not a time for individual
parent conferences about individual students. It is best to remind parents that you
would feel uncomfortable discussing their child in front of others. Encourage
them to take the time to schedule a conference.
You might want to consider the following when preparing your Open House
presentation.
Make your room inviting. Bulletin boards should be attractive and reflect student
work and information on standards.
Post the grading scale.
Post standards being covered.
Familiarize parents with textbooks or technology used. Have them available for
parents to review as you speak.
Parents should have access to student work or individual student portfolios to
review as you speak.
Explain expectations for homework, class work, reports, or projects. Explain
parents’ on-line accessibility to grades and homework.
Explain your plan on how and when you will communicate with parents. Provide
a handout explaining your plan. That plan should already be in the parents’
possession. Have extra copies on hand in the event the parents didn’t receive a
copy or lost it.
Review the classroom/school discipline plan. Explain classroom behavioral
expectations. Refer to the Student Code of Conduct.
Prepare handouts as necessary.
Allow time for questions.
Have a volunteer sign-up sheet and a parent-teacher conference scheduling log on
a table as parents come in. Call their attention to the forms. Invite them to
volunteer or sign up for conferences.
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CERTIFICATION
Teachers must obtain and maintain a valid and appropriate Florida Educator Certificate and comply with certification
requirements for teaching assignments in order to obtain and maintain employment with Duval County Public Schools
(DCPS). It is of vital importance that educators know the process for obtaining and maintaining a Florida Educator
Certificate and stay updated on changing certification requirements.
It is the responsibility of the teacher, and only the teacher, to inquire about and meet the requirements for a
permanent professional certificate and to renew it every five years.
DCPS does not accept responsibility for notifying and reminding teachers of their responsibilities. DCPS will, however,
terminate the employment of any teacher who does not meet certification requirements within the specified State and
district deadlines.
Pass the General Knowledge Exam! To avoid termination of your employment, if you were hired on or before the first
day of school this school year and you hold or will hold a Temporary Certificate, you must pass all portions of the General
Knowledge Exam by June 30, 2018. The CLAST exam is no longer acceptable. Florida Teacher Certification Exams
now expire 10 years from the date they were taken and passed. Note: The Essay portion of the General Knowledge
Exam can take up to six weeks to score. Plan exam dates accordingly.
Out-of-Field: Know the course code number for your course assignment(s) BEFORE you begin teaching the course(s).
That number is critical for certification compliance. If you are not certified for courses or student exceptionality taught,
you will be considered “out-of-field.” Teaching “Out-of-field” means you are teaching a subject/student whose appropriate
certification does not appear on your Florida teaching certificate. Always consider the requirements and your options
before you accept an out of field teaching assignment.
The appropriate certifications for all courses taught in Florida are listed in the Florida Course Code Directory at the Florida
Department of Education’s website: (http://www.fldoe.org/policy/articulation/ccd/). The Duval Certification office can
also assist you via email at DCPSCertificaitonoffice@duvalschools.org.
Renewal: View step-by-step instructions for renewal and additions at the following Duval Certification website:
http://duvalschools.org/Page/18034. All renewal applications must now be submitted online. Renewal credit and the
authorization form to deduct the processing fee from your payroll must be uploaded to the online application. It is
recommended that you first view the instructions, gather and save renewal credit documentation and the authorization form
as a PDF document for uploading, and allow yourself no less than an hour and a half to complete the application process as
explained on the district website. Applications for renewal and addition are no longer accepted in person. Teachers
will receive a link for FLDOE to print their new or renewed certificates at home.
Always contact the Duval Certification office via email for questions or concerns involving your certification and how it
relates to your employment. Information concerning certification should not be obtained from other sources. The
DOE and the Duval Certification offices cannot honor the incorrect advice of others. Please use the following to
contact the Certification Office.
Certification Office:
1701 Prudential Drive, 3
rd
Floor
Jacksonville, FL 32207
Phone: 904-390-2376
Email: DCPSCertificationOffice@duvalschools.org
DTU NEW TEACHER HANDBOOK
18
Background Information
This nation has felt the impact of the immigration of non-English speaking
families. Florida ranks among the top 4 states in the nation in immigrant and
refugee populations. Demographics show an ever increasing group of culturally
and linguistically diverse students entering into Duval County Public Schools.
In August of 1990, Florida passed legislation to comply with a Federal Court
order requiring all personal working with an ELL to receive ESOL courses
aligned with their job assignment. DCPS has made a commitment to teachers to
provide such training.
What is ESOL Coverage?
ESOL (English for Speakers of Other Languages) is a professional field of study that trains classroom teachers to meet
the needs of students who are learning English as a second language. Specific professional development requirements
must be met by teachers who teach ESOL students in their classrooms. The following chart indicates the number of
professional development hours necessary for teachers in various fields of education. Teachers who are the primary
providers of English/Language Arts or reading instruction to an ELL are required to add the ESOL Endorsement. This
includes teachers of alternative education, exceptional education, and vocational education.
Category I
300 Hours -- Endorsement Needed K-
12 Primary Language Arts Teachers
K-12 ESE Language Art Teachers K-
12 ESE Reading Teachers
K-12 Reading Teachers (including Intensive reading and Reading
Resource)
Category O
(60 Hour ESOL Course Recommended)
Social Workers
Psychologists Therapists
Speech-Language Pathologists Teacher
Assistants
District-Based Administrators Pre-
K Teachers
Categories II, III, IV 60
Hour ESOL Course
Math Teachers Science
Teachers
Social Studies Teachers Computer
Literacy Teachers
ESE (Other Than Reading or Language Arts – see Category I)
Guidance Counselors
School-Based Administrators
*Music Teachers
*Art Teachers
*P.E. Teachers
*Health Teachers
*Vocational Teachers
*Media Specialists
*Foreign Language Teachers
*ROTC Instructors
*Other teachers/instructors not listed in a category
*These subjects require only 18 points of ESOL credit, however, DCPS no
longer offers 18 point ESOL courses.
Category I (when out-of-field for ESOL and another subject).
A teacher out of field in ESOL and another subject shall complete at least six (6) semester hours of college credit or the equivalent in-service credit toward
the appropriate certification required by the non-ESOL subject by June 30 of the school year of the out of field assignment and each school year thereafter
until all requirements are completed for the appropriate subject certification. The courses shall be completed in the following manner: During the first two
years, at least three (3) of the required twelve (12) semester hours or the equivalent in-service shall be completed in ESOL strategies. Beginning with the third
year and each year thereafter, at least three (3) semester hours or the equivalent in-service shall be completed in ESOL strategies and at least three (3) semester
hours in the other out-of-field subject requirements. When either all ESOL or all other out-of-field subject requirements are completed, a teacher shall comply
with the schedule specified in the aforementioned paragraph (Category I when out of field for ESOL only) until all requirements are completed for both ESOL
and the other out-of-field subject.
Categories I (When out of field for ESOL only)
The teacher must complete at least three (3) semester hours of college credit or 60 ESOL in-service points (one course) toward the ESOL requirements within
the first two (2) school years (e.g. the rest of the current school year and by June 30 of the next) from date of initial assignment to a class with limited English
proficient (LEP) students and three (3) semester hours or the equivalent in-service during each school year thereafter until all requirements for certification in
ESOL are completed – at which time the ESOL Endorsement must be added to the teacher’s certificate.
Categories II, III, IV, and O (except Guidance Counselors & School-Based Administrators – see note below)
Experienced teachers (teaching at least one day prior to the current school year) in these subject areas will need an appropriate 60-point ESOL course (or the
equivalent in college credit) by June 30 of the school year in which they first teach an ELL student. If the teacher is a beginning/new teacher (first time ever
teaching is on or after the first day of school of the current school year), the teacher will have all of the current school year and by June 30 of the next school
year to provide proof of completion of the ESOL credit.
Note: Guidance Counselors and School-Based Administrators have three years to complete appropriate ESOL courses from the date they are hired as an
administrator or guidance counselor.
**Teachers ESOL Classes: Teachers of the following ESOL classes are required to be highly qualified and have appropriate ESOL, English, and/or Foreign
Language certification and/or credit to be in compliance. Completion of one 60-point workshop is not enough. A total of 120 points, 6 semester hours of college
credit, an exam, or a combination of options may be required along with an application and fee to add a subject(s). Highly Qualified and Certification out of
field notices will explain the specifics for teachers of these courses. The courses are:
Elementary School Level: 5010010 – English for Speakers of Other Languages
Middle School Level: 1002000,/10/20 – M/J Language Arts 1, 2, and 3 through ESOL; 1002180/81 M/J Developmental Language Arts Through ESOL (MC
and Reading).
High School Level: 1002300/2310/2320/2520 – English 1, 2, 3, and 4 through ESOL; 1002380 – Developmental Language Arts through ESOL (MC);
and 1002381 – Developmental Language Arts through ESOL (Reading)
ESOL Course Offerings: DCPS provides ESOL courses at various locations throughout the year. Participants
can choose ESOL traditional classroom courses or on-line courses. Schedules and registration are available
through the DCPS Electronic Registration Online System (ERO).
ESOL REQUIREMENTS FOR TEACHERS
DTU NEW TEACHER HANDBOOK
19
New teachers to Florida are placed on a probationary contract. Being probationary
means that the teacher can be let go (fired) at any time within the first year without
cause.
When the probationary year is completed, returning teachers are given an annual
contract. The Florida Legislature has abolished tenure.
Annual contracts are in place for one school year. Employees may only be dismissed
during the year for just cause. At the end of the year, annual contract teachers may
or may not be re-appointed and offered another annual contract for the following
year. Re-appointment is based on Principal approval.
Come to work, and come to work on time. It doesn’t matter that you stay late. You must
arrive on time and sign in each day by the designated start time.
You are provided with ten sick leave days which are accrued throughout the year. Use
them wisely. Avoid going into leave without pay status (absences beyond the ten leave
days provided or taking leave before accrued). Leave without pay and tardiness can lead
to being disciplined and getting fired.
Be pro-active and keep in close contact with the Professional Development Facilitator
(PDF), instructional coach, and mentor at your assigned school. These teachers will be
able to give you help with guidelines and timelines for the New Teacher Program.
Don’t wait for them to contact you. Make sure you meet all deadlines. Don’t assume
others will notify you of deadlines. Ask questions if you are unsure about timelines.
Secure the appropriate sign-offs.
Attend all required school and district training sessions.
Contact the PDF or principal if you are not assigned a mentor.
Don’t be afraid to ask questions or ask for assistance.
Teachers receive yearly Summative evaluations by April 30. New teachers will be
evaluated twice, once each semester. Make sure you familiarize yourself with the
evaluation expectations for the domains assessed through the Collaborative Assessment
System for Teachers (C.A.S.T.). You should receive training on the instrument at the
school level. DTU also provides training. Look for email posting of dates.
Make sure lesson plans are completed a week in advance and updated as necessary. Plans
should reflect what is being taught that day. A copy should be kept on your desk for
review. Always have emergency substitute plans available and updated at school. Check
with your principal about the school policy on emergency plans.
Enter grades on Focus within 10 workdays of the assignment due date. Parents must
have access to these grades on-line.
Make sure that you comply with all certification requirements. Your job depends on it. If
you teach out of field or lose your Highly Qualified status, you must meet the
requirements to renew your status for certification and HQ. If you don’t, your
employment will be terminated at the end of the school year. Don’t consent to be
placed out of field or HQ status unless you are prepared to do what is necessary to renew
your status. Keep in contact with Kella Grant in Certification to make sure your
employment is not in jeopardy.
If you need additional help, come to the DTU Support Saturdays held twice a
month. National Board Certified teachers provide one-on-one assistance to
teachers as needed.
TIPS FOR THE FIRST YEAR
DTU NEW TEACHER HANDBOOK
20
WHAT DTU HAS TO OFFER
Duval Teachers United (DTU) is your professional organization. DTU is affiliated
with the Florida Education Association (FEA) statewide. We have national
affiliations with the American Federation of Teachers (AFT) and the National
Education Association (NEA). We are one of a few states that has merged our
national affiliates. As a result, our members receive the benefits of being affiliated
with both national organizations.
What is the Role of DTU?
It is the responsibility of DTU to bargain and enforce contract language in all
areas dealing with salaries, benefits, and working conditions for its members. We
represent office workers, paraprofessionals, psychologists, social workers,
specialists, instructional coaches, Deans, and teachers.
What are the Benefits of Joining DTU?
Here are a few:
1. Representation at the bargaining table for salaries, benefits, and
employment conditions
2. Enforcement of contract language
3. Representation on grievances, disciplinary issues, Growth Plans
4. Liaison for staff with principal
5. On-site attorneys- (Members can consult with our attorneys on
professional issues, some personal legal matters, wills, no fault divorces,
quit claim deeds, adoptions, worker’s compensation…)
6. Free legal representation for professional standards hearings
7. $3,000,000 liability insurance
8. Professional development opportunities, including National Board
Certification workshops and Support Saturdays for new Teachers
9. Email, phone, in person access to full time staff consultants to address all
work-related concerns (payroll, certification, evaluation, health insurance
coverage, surplus, transfers, all contractual issues, etc.)
10. Free professional magazines focusing on educator issues
11. Timely email updates on current district and legislative educational issues
12. National and statewide lobbyists
13. Affiliation with state and national professional educator organizations
14. Representation on district wide committees
15. Reduced rate tickets to AMC movies
16. DTU representative at each school site to address member school concerns
17. Access Card (provides discounts to stores, vacations, car rentals, etc.)
18. Dues Tab- $1000 Life Insurance and $50,000 Death and Dismemberment
Policy (free to DTU members)
19. Your only voice at the district and state level on all employee/education
issues
DTU NEW TEACHER HANDBOOK
21
The Teacher Collective Bargaining Agreement (Contract) is a binding agreement
between DTU and DCPS. Both sides agree to work under the conditions outlined in that
contract. This contract outlines your rights, benefits, and working conditions as an
employee of DCPS. It is separate from the contract you sign for employment with DCPS.
A grievance is an official notification from DTU that contract language has been violated.
Grievances may not be filed against other DTU members or members of the other
bargaining units represented by DTU. Grievances are filed against the
employer/supervisor responsible for upholding the contract. Grievances are often
confused with complaints. A member may have a valid complaint on an issue. If that
complaint is not a contractual issue, it cannot be grieved.
A grievance goes through the following formally established procedure. Very few
grievances advance to Step III. Most are settled by Step II.
Grievance Procedure
1. Pre-Grievance: A contract violation has occurred. The school site DTU representative
is contacted by the member. Attempts are made to handle the situation at the school
level with the principal. The issue must be addressed with the Principal within ten work
days of the incident. Once addressed, the Principal has two workdays to respond. If the
violation is not adequately settled, the grievance moves to Step I.
2. Formal Step I Grievance: The grievant contacts the DTU Staff Consultant. The
grievance is reduced to writing by the DTU Staff Consultant within five days of the
principal’s response. The principal has five workdays to respond after the receipt of
the written grievance. If the violation is not adequately settled, the grievance moves to
Step II.
3. Formal Step II Grievance: Within 15 days after the receipt of the response from the
principal, the DTU Staff Consultant will process the grievance to the Chief of Human
Resources, who acts as the Superintendent’s designee. A hearing may be called, if
necessary. There are 20 workdays to respond. If there is no suitable resolution at this
level, the grievance moves to Step III.
4. Formal Step III grievance: Within 20 workdays of the receipt of the Step II decision, an
appeal may be filed to the School Board. The School Board will hold a hearing within 30
days with a decision to be rendered at the following School Board meeting.
GRIEVANCES
DTU NEW TEACHER HANDBOOK
22
ANSWERS TO FREQUENTLY ASKED QUESTIONS
1. Is there a dress code policy?
There are general standards in the contract that cover appearance
(Article VI, Section L). Basically, it is the responsibility of
employees to dress in a manner that reflects a positive and respectable role model
for children, is practical for performing work responsibilities, and that has safety in
mind. Teachers are held to the same dress standards that are found in the secondary
student code of appearance #1-9.
2. What is the difference between surplus and RIF?
Surplus occurs when a position at the school is eliminated. This may happen
because of decreased student enrollment that impacts the funding of the school
budget or because programs are eliminated at schools. Teachers may voluntarily
surplus themselves if a position for which they are certified is cut. Employees
who are declared surplus still have a job, but not at their current schools. Human
Resources will place them in an available in-field position at another school. If
there are no positions immediately available, teachers are placed in a surplus pool.
Teachers are placed in positions as they become available. If funding is available,
teachers may be temporarily assigned to a site or stay at their current site at their
regular rate of pay until a position is available.
Reduction in Force (RIF) occurs when there is no job available for the teacher in
the district and the DCSB is financially unable to maintain the teacher at the
surplus level. Teachers who are RIF’d qualify for unemployment compensation if
they have worked the required amount of time. If declared RIF, teachers are
called back to work by their areas of certification as jobs are available.
3. Does a principal have the right to move me from one grade level to another
grade level or one subject area to another?
Yes, as long as you are certified to teach in that area. If you find yourself being
moved more than other teachers or so often that it is detrimental to instruction,
you may address this concern with the principal or through the shared decision
process at your school. If you suspect and can document harassment by your
principal, contact your school DTU representative or the DTU office to address
the concern.
4. Can I refuse to do something my principal has directed me to do?
You should not refuse to obey a legal direct request from the principal. DTU
recommends teachers comply with the request and then contact DTU, if there is
an issue. Outright refusal to do as directed is grounds for discipline or
termination for insubordination. The principal is your immediate supervisor and
has the authority to discipline you for insubordination. Insubordination is also
cause for termination. If you have a concern about a request, you may
diplomatically express concerns to the principal in private. If the principal still
insists you comply, do as directed and then contact your DTU building
representative at the school or the DTU office staff. Do not get into an altercation
with the principal.
DTU NEW TEACHER HANDBOOK
23
ANSWERS TO FREQUENTLY ASKED QUESTIONS
(Cont.)
5. Can I be required to supervise my class during my lunch period?
You can be required to do so only in an emergency situation.
6. Do I need to notify my principal if I’m going off campus for lunch?
Yes, teachers are paid for lunch so they are technically still on the clock. You
should have principal approval before going off campus for lunch. You are also
expected to sign out and back in on the school sign in/out log.
7. How long is lunch on planning days?
Lunch on planning days is an hour long. You are entitled to a duty-free lunch and
may go off campus with principal notification. Lunch is usually at noon.
8. May I leave campus during my planning time?
No! Planning time is to be used for professional activities and is to be spent on
campus. The principal must approve any arrangements for off-campus activity.
There is no contract language that allows for leaving the campus during planning.
9. May I be called to return to work early during summer vacation to attend
mandatory training?
No, unless the following things occur:
o Through the shared decision-making process, your staff has agreed to
return early and has an approved waiver from DTU and the DCSB, and
you are paid your hourly rate of pay, or
o A district level Memorandum of Understanding amending the contract
language for specific schools is signed
10. Can training be scheduled during planning or resource periods?
Principals have access to one planning period a week in secondary and one
resource period a week in elementary. They may use this period for
administratively directed professional activities, which includes training.
Voluntary training may be scheduled during other planning times or resource
times as long as there is no requirement to attend and teachers are not held
responsible for implementing materials covered.
11. Is each school required to implement shared governance?
Yes. Each school should have an approved shared governance plan by which the
staff is included in participatory governance of the school. The identified
definition of consensus should be followed when school decisions are made. The
school staff should have meaningful input into the budget.
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DTU NEW TEACHER HANDBOOK
ANSWERS TO FREQUENTLY ASKED QUESTIONS
(Cont.)
12. Does the reason for a personal day have to be identified on a sick
leave form?
No. All that needs to be written on a leave form for a personal day is “personal
business.” No other explanation is needed in writing or verbally. Only six
personal days may be used yearly. If you try to take more than six, you will be
docked pay even though you have sick leave days on the books.
13. Does personal leave have to be approved ahead of time?
Pre-approval is needed only when personal leave is requested the day before or
after a holiday or a non-workday (weekend). Then the leave will be requested in
advance except for emergencies. The request for leave does not have to be
submitted a specified number of days in advance.
14. Can I take leave in increments of less than one-half day?
Leave can be taken in increments of less than a half day only if no class coverage
is required and a substitute does not have to be called.
15. Can I be asked to substitute for a class?
Yes. Teachers may be used as substitutes in emergency situations. In the
elementary setting, classes may be split between no more than four teachers (if
teachers are to be compensated for class coverage). Compensation for coverage is
$12.00 for the entire day and $6.00 for a half day.
In the secondary setting, teachers may act as substitutes during their planning
periods. Compensation for coverage during the planning period is $18.00. If
classes are split, compensation for coverage is $12.00 for the entire day and $6.00
for a half day.
16. What is a probationary contract?
All first time teacher hires to the district are placed on probationary contracts. The
contract is good for one year. As per Florida Statute, a probationary contract
teacher can be let go (fired) at any time during the year or at the end of the year
without cause.
17. What does it mean if you are non-reappointed?
Teachers are currently offered an employment contract with the district lasting
one year, thus the term annual contract teachers. At the end of the school year,
the teacher is either re-appointed to their position by being offered another annual
contract or non-reappointed (no new contract is offered) and the teacher is fired.
The teacher cannot transfer to another school. Teachers may try to schedule
interviews with principals on their own. Teachers, however, may reapply to the
district through Human Resources. Because of the current shortage of teachers,
they may be rehired dependent on the circumstances of their firing. The teacher
may, also choose to apply to neighboring counties or private schools.
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DTU NEW TEACHER HANDBOOK
ANSWERS TO FREQUENTLY ASKED QUESTIONS
(Cont.)
18. Can I be placed out of field?
You should only be placed out of field with your consent. You should
pay close attention to the course code you are assigned to teach as sometimes
errors are made and teachers find themselves out of field. Teaching “Out of field”
means you are teaching a subject whose appropriate certification does not appear
on your Florida teaching certificate. Federal legislation also mandates that all
teachers of core academic areas satisfy Highly Qualified (HQ) requirements.
They must teach in field to do so. Teachers may find themselves out of field if the
State certification rules change. Out of field teachers are obligated to take and
pass the appropriate subject area exam or take college coursework to become in
field. That subject area must be placed on their certificate within the specified
time (usually June 30). Failure to do so will result in termination of employment.
19. When is it appropriate to use the phone to call DTU?
You may use the school phone or your cell phone to call DTU during non-student
contact time (planning time, lunch, before or after the student day).
20. What does it mean to be in leave without pay (LWOP) status?
Leave without pay status occurs when you take leave beyond your accrued sick
leave balance. Leave taken, at that point, is unpaid. While administration may
approve up to five days LWOP, it must be for a valid reason. LWOP must be
approved. Progressive disciplinary action and job termination can result from too
many LWOP days.
21. What is the Progressive Discipline Policy?
The Progressive Discipline Policy is the procedure used to administer discipline
to a teacher when the teacher has done something inappropriate. The following
progressive steps must be followed in administering discipline, it being
understood, however, that some more severe acts of misconduct may warrant
circumventing the established procedure.
a. Verbal Reprimand (No written record is generated)
b. Written Reprimand (goes to personnel file and reported to
Tallahassee for investigation)
c. Suspension without Pay
d. Termination
Please make sure you adhere to school and district policies and to the Code of
Ethics for Educators. Contact DTU for representation if you are being disciplined.
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DTU NEW TEACHER HANDBOOK
Commonly Used Acronyms
The following abbreviations are commonly used in the educational setting in
Duval County:
ADA- Americans with Disabilities Act
ADD - Attention Deficit Disorder
ADDHD - Attention Deficit Hyperactivity Disorder
AFT - American Federation of Teachers
AIP - Academic Improvement Plan
A.P.- Assistant Principal
AP - Advanced Placement
ASD- Autism Spectrum Disorder
C.A.S.T.- Collaborative Assessment System for Teachers
CET – Clinical Educator Training
CGA- Curriculum Guide Assessment
CHAMPs - Conversation Help Activity Movement Participation
CSS - Communication/Social Skills –ESE Program Eligibility
DCF - Department of Children and Families
DCSB - Duval County School Board
DCPS - Duval County Public Schools
DOE- Department of Education
DRA- Developmental Reading Assessment
DTU - Duval Teachers United
EAP - Employee Assistance Program
EBD - Emotional/Behavioral Disabilities
EEO - Equal Employment Opportunity (Affirmative Action)
ELL English Language Learners
EOC- End of Course Exam
EQ- Payroll Equalization
ESE - Exceptional Student Education
ESOL- English for Speakers of Other Languages
FBA- Functional Behavior Assessment
FCAT - Florida Comprehensive Assessment Test
FSA- Florida State Assessment
FDLRS- Florida Diagnostic and Learning Resources System
FEA - Florida Education Association
FMLA- Family Medical Leave Act
FPMS – Florida Performance Measurement System
FTE- Full Time Equivalent (basis for school funding)
GGD- Grade Gathering Documents (Report cards)
HH- Homebound/Hospital
HQ Highly qualified
HR- Human Resources
IEP - Individual Education Plan
IND - Intellectual Disabilities- ESE Program Eligibility
IPDP – Individual Professional Development Plan
LEP- Limited English Proficient
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DTU NEW TEACHER HANDBOOK
Commonly Used Acronyms Cont.
LI-
LWOP-
TDS-
MRT-
NBPTS –
NCLB-
NEA -
OJI -
OT-
PMP-
PT -
PDF -
PERC -
PLC-
PTA-
RTI -
TOY-
SAC -
SACS -
SAP-
SDM –
SIMS-
SIP-
SIT-
SLP-
SPP-
SRP-
UOPD -
Language Impaired
Leave Without Pay
Teacher Development and Support
Multidisciplinary Referral Team
National Board Professional Teacher Standards
No Child Left Behind
National Education Association
On Job Injury
Occupational Therapy
Progress Monitoring Plan
Physical Therapy
Professional Development Facilitator
Public Employees Relations Commission
Professional Learning Community
Parent Teacher Association
Response to Intervention
Teacher of the Year
School Advisory Council
Southern Association of Colleges and Schools
System Application and Products in Data Processing
Shared Decision-Making
Student Information Management System
School Improvement Plan
School Improvement Team
Speech Language Pathologist
Student Progression Plan
School Related Personal (Paraprofessionals, Clerical staff,
Custodians, Food Services)
United Office Personnel of Duval (Clerical Unit)
DTU NEW TEACHER HANDBOOK
28
