This agreement will codify an industry-standard system to ensure we all have competitive, attractive, predictable, and incentivizing salaries. This schedule will put an end to leapfrogging and tadpoling and set us us for long-term rewards by establishing an equitable and transparent salary schedule.

Our three-year agreement of 7%,7% and 6% increases will result in minimum salary increases of 5% per year over 3 years all teachers while ensuring that those whose salaries have lagged behind for years get brought to a rate competitive with our neighbors through higher increases. The agreement also outlines how salaries would be handled if a 2028 negotiation leads to an expired contract.

You can explore how the TA will affect your personal salary story by using our official salary calculator.

TA Language

Article 25: Faculty Salaries

1. For the duration of this agreement, the parties agree to transition all teachers, where practicable, from the current salary system to a Step and Lane Salary Schedule that meets the following criteria:

1. The Step and Lane salary grids will be built to reflect an increase to the overall salary budget of the ITA at the following percentages:

   1. 2025-2026: 7%

   2. 2026-2027: 7%

   3. 2027-2028: 6%

2. The grid shall also ensure that no returning teacher receives less than a 5% increase to their individual annual salary for the duration of this contract. 

3. Each step reflects a teacher’s years of service to the teaching profession. 

1. Except as is otherwise set forth in Article 25.C, new hires will be placed on the step aligned to the year of service they will begin upon hiring, in accordance with Appendix ??? (ie, a teacher with 11 years of prior experience elsewhere will be hired on step 12).  

   1. Upon ratification, returning teachers will be placed on the step aligned to the year of service they will begin at the start of each academic year. 

2. Each subsequent year, returning teachers will advance to the next step from the prior year.

3. Teachers who work fewer than 100 school days in a given year, will not advance to the next step until July 1st of the subsequent school year.

                     4. Each lane reflects a teacher’s accumulated graduate and in-service professional development credits in 

                         accordance with Article 25.

1. All in-service and graduate credit application processes and application deadlines as outlines in Article   will remain intact.

2. Lane adjustments shall be granted upon approval of additional credits through the credit application process, and salary adjustments shall be retroactive to the prior application deadline under which they were submitted.

B. Step and Lane Salary Grids for 2025-2028 (links to spreadsheets)

C. Superintendent’s Salary Privilege

The Superintendent may recommend to the Board of Education payment above step to any teacher at any time. The Association will be notified, in writing, when this privilege is used. 

  D. Expiration of Contract Without a Successor Agreement

 Should this agreement expire without a successor agreement, all returning teachers on steps one (1) through thirty nine (39) will move to the next step. Any teacher on step 40 or above, will receive an annual salary adjustment of $2,055 until a new agreement is reached. Any teacher who has not yet been placed on the 2027-28 grid will receive an annual salary adjustment of 1.76% until a new agreement is reached or their annual salary aligns with the grid. 

This agreement will allow our Medicare-eligible retirees to choose the health care plan that best works for them- by offering BOTH a Medicare Supplemental plan, and a Medicare Advantage plan, we ensure that we will all have access to high-quality healthcare in retirement regardless of our personal budget, choice of doctors, or retirement locale.

TA Language

Article 23. C.

In retirement and upon reaching Medicare eligibility, teachers who are participating in the district's retiree health insurance, shall be covered by the District’s Medicare Supplemental Plan that is equal to or better than the group health coverage plan that was in place when in active service or the District’s Medicare Advantage Plan. This selection is made upon retirement and with one opportunity during said teachers retirement to change the plan. 

This agreement provides incredible support for working families by offering 12 weeks of paid leave for birth-giving parents, 6 weeks of paid leave for family bonding when a new child enters a household, and ensures up to 12 weeks of paid leave for caregivers in FMLA qualifying events like elder care or emergency care.

TA Language

Article 17

C.  Family Leaves

1. Parental Leave for Birth Giving Parents

   1. A teacher who bears a child may use up to sixty (60) accumulated sick days for Pregnancy-Related Disability Leave. 

      1. These days must be used within the 12 weeks immediately following the birth of a child. 

      2. Teachers who do not have enough accumulated sick days to cover this leave will be granted access to the sick bank to ensure their medical leave is covered in its entirety.

   2. Sick days will only be applied to absences taken for days school is in session. 

   3. Teachers who give birth will be able to access the sick bank without restriction for up to one calendar year after the birth of their child to attend to their own or their child’s ongoing medical needs in the first year of their child’s life.

2. Parental Leave for Non-birth Giving Parents

1. A teacher who is a non-child bearing parent may use up to thirty (30) accumulated sick days following the birth of a child, adoption of a child, or non-emergency placement of a foster child as Parental Leave for the purpose of family bonding. 

2. Sick days will only be applied to absences taken for days school is in session. 

3. These days do not need to be used consecutively.

4. These days must be used within one calendar year of the birth, adoption, or foster placement date. 

5. If the use of these days will require ten or more consecutive days of leave, the teacher must apply for a short-term parental leave with the Human Resources Department.

3. Family Leave

1. A teacher who is required to care for a family member who is experiencing any FMLA qualifying event, may use up to thirty (30) accumulated sick days for Family Leave. 

2. These events include but are not limited to: 

   1. caring for a child incapable of self-care because of mental or physical disability 

   2. caring for a close relative with a serious health condition 

   3. assisting loved ones when a family member is deployed in a foreign country on active military service. 

3. Sick days will only be applied to absences taken for days school is in session. 

4. A teacher may use Family Leave only once per academic year. Otherwise other extended leaves need to be applied for.

Our tutition waiver allocation for in-district open enrollment will jump from 26 students to 50 ITA families (regardless of family size)!

TA Language

Article 23

G. Tuition Waivers

Starting with the 2026-2027 school year, 50 slots will be allotted for teachers to send their children to the Ithaca City School District without paying tuition. These slots are for all members of that teacher’s family, irrespective of the number of children they have. Open enrollment procedures will be in effect. If all 50 slots are occupied, then a waitlist will be created by the Association, and new teachers will be selected as vacancies occur.

Through this agreement, we will become one of the first teachers unions in our state to codify an expectation to a work-life balance by setting specific hours in which we can, and can not, be expected to work!

TA Language

Article 11

S. Communication Outside of School Hours 

1. The parties agree that productive, respectful communication between teachers and caregivers is key to supporting student learning and well-being. At the same time, the District recognizes that teachers are professionals whose personal time must be balanced and protected to ensure they can sustain high-quality instruction and maintain their mental and emotional health.
   
   

1. While this article protects against excessive or unreasonable demands for teachers' time outside of school hours, it is understood that teachers may sometimes need to carry out core professional responsibilities (such as grading, lesson planning, communication, and instructional preparation) outside of the school day.

  2: Communication Responsibilities

1. Teachers will make reasonable efforts to communicate with caregivers about student progress, concerns, and needs using District-approved methods such as email, phone, district-approved platforms, and during scheduled caregiver conferences.

2. Teachers are encouraged to develop a professional communication practice that includes proactive outreach, transparent and accessible messaging, and responsiveness to student and caregiver communication within the parameters set by the District’s Communications Protocol

3. Teachers shall not be expected or required to monitor or respond to caregiver messages outside the parameters set by that protocol. They will not be held accountable, evaluated negatively, or disciplined for communication responsiveness provided they follow the expectations outlined in this protocol. 

3: Protection of Teacher Time and Boundaries

1. Administrators shall support and uphold professional boundaries for teachers, including intervening in excessive or inappropriate communication from caregivers.

   1. In such instances, the District shall communicate to caregivers that teachers are not expected to be available outside the established communication window, and that their personal time, including evenings, weekends, and breaks, must be respected.
      
      

2. However, in exceptional circumstances, a building administrator may direct a teacher to communicate with a caregiver outside these parameters if, in the administrator’s professional judgment, failure to do so would cause harm to the teacher-student-caregiver relationship. Such direction must remain rare, narrowly applied, and not establish an ongoing expectation or precedent.

4: Expectations for Communication

1. School district administrators may send messages after hours; however, teachers shall not be expected to check or respond to such emails until the start of the following workday. 

2. In cases where student safety, building security, or issues covered under the Dignity for All Students Act (DASA), such as bullying, harassment, or discrimination, are at risk and require teacher awareness or involvement, administrators may need to contact a teacher directly by phone before the start of the next workday. 

5: Voluntary After-Hours Communication

1. Teachers may choose to communicate with caregivers and/or administration outside of school hours at their discretion. However, no additional compensation or time credit shall be provided.

2. Such voluntary communication shall not create an expectation or obligation for other teachers to do the same.

This agreement ensures that all lactating teachers who return to work have access to a designated lactation space and adequate duty-free time to pump at work for up to the first three years of their child's life.  

TA Language

Article 11

V. Release for Lactating Teachers

1. In Anticipation of the Need to Lactate at Work:

1. Any teachers that anticipate the need to express milk while at work must give reasonable advance notice in writing to the district Human Resources Office and their immediate Supervisor/Building Leader.

   1. This notice must include a teacher’s desire to be provided a designated space for the purpose of lactation.  

2. It is recommended that teachers also provide advance notice to the Association. 

3. At the start of each school year, Supervisors will notify all members of the building or worksite in writing which room(s), if any, have been designated as lactation spaces and the procedures to be used to reserve the space and indicate that the space is in use. This notification will also emphasize the need for privacy in the space whenever it is in use or assumed to be in use.  

   1. If no such space has been designated at the start of a school year, supervisors will rectify this and will notify the staff, in writing, at the time a space and procedure is designated.  

2. Release Time for Lactating Teachers

1. The District will freely permit the use of Lunch and prep periods for the purpose of expressing milk.

   1. Should a Lactating Teacher be part of an inclusion team that requires common prep time, the supervisor will work with all members of the inclusion team to find a mutually-agreeable scheduled time for collaborative preparation.

2. For up to 3 years after the birth of a child and while expressing milk, teachers may request to have additional release time incorporated into their schedules to meet this need. 

   1. Whenever possible, the schedules of lactating teachers will be created to accommodate the need for flexible scheduling and/or a break every 2-3 hours (morning, lunch, and afternoon).  The timing of these breaks may vary with the individual needs of the teacher and the teacher will be consulted, as possible, in the creation of their schedule. The timing of these breaks could incorporate late arrival and dismissal provided that meets the needs of the lactating teacher.

   2. In elementary schools: Building Leaders will work with the lactating teacher to ensure coverage will be available to meet the need for an additional 30 minute break in addition to prep and lunch.  Members will notify their immediate supervisor as soon as possible, when this release is no longer needed.  

   3. In middle and secondary schools: lactating teachers will be released from their supervisory duties to allow additional time to express milk. Members will notify their immediate supervisor as soon as possible, when this release is no longer needed so that they can be assigned or returned to supervisory duty.

3. Notification from a teacher that the time to express milk is no longer needed will not preclude a teacher from submitting a new request for release time as outlined in this article should conditions change and they are still within the three-year window post-childbirth. 

This agreement better defines safe and adequate classroom facilities and provides language for shared work spaces.

TA Language

Article 9

B. Classroom Facilities

1. Each classroom will be adequately heated, lighted, ventilated, furnished, and be acoustically satisfactory for the purpose of the subject being taught. Adequate facilities for storing instructional materials and supplies will be provided for all teachers. 

2. Classrooms should not be regularly used to simultaneously teach two different rostered classes without collaboration with the teachers using the classroom. If classrooms are used in this way, all teachers assigned to the space will be provided their own lockable space to store their personal items and appropriate workspace to engage in professional duties. 

3. Educators providing student services or attending meetings that require confidentiality, discretion, or sharing of sensitive student data will be provided appropriate space in the building as needed to do this work. 

4. The District will not knowingly require a teacher to perform duties in areas in which a teacher's or student’s health, safety or well-being may be endangered. 

Through multiple agreements, we have codified many aspects of the job expectations for our non-classroom teachers, social workers, psychologists, speech and occupations pathologists, physical therapists, and teachers on special assignments.

These agreements outline:

• RSP and TOSA job responsibilities and working hours

• how overages are paid in these positions

TA Language

Article 11

B.  Professional Responsibilities of Related Service Providers

Related Service Providers (RSPs) include, but are not limited to: School Psychologists, School Counselors, Social Workers, Occupational Therapists, Physical Therapists, and Speech Pathologists. Since these teachers do not work in traditional classroom teaching roles, their workload and expected responsibilities differ from the rest of the unit. 

1. Related Service Providers' Responsibilities

RSPs are responsible for: 

• Providing individual and group sessions tailored to the needs of students as outlined in their IEPs.

• Implementing evidence-based strategies to improve skills.

• Completing accurate and timely therapy notes for each student that reflect progress and service delivery.

• Maintaining thorough and confidential student records in compliance with legal and professional standards.

• Conducting comprehensive assessments, including standardized and informal evaluations.

• Interpreting evaluation results and developing goals to address identified needs.

• Participating in multidisciplinary team meetings to discuss student progress and adjust interventions as needed.

• Serving as an expert in their field, advising team teachers on strategies to support a variety of students and their specialized needs. 

• Preparing and submitting periodic progress reports as required by the IEP and school policies. 

• Communicating results and updates to parents, teachers, and school staff.

• Providing training and resources to parents and caregivers to support goals at home.

• Offering professional development and consultation to educators and staff on integrating strategies into the classroom.

•  Involvement in Multi-Tiered System of Supports (MTSS)

• Completing screenings for grade levels and for students with a suspected disability. 

2. Related Service Provider Schedules

RSPs as defined above, have the option of choosing which service delivery model will best meet the needs of individual students and schools. Below are options for service delivery models, provided that each each day should have: 

• A 30-minute daily lunch break 

• One period daily must be preserved for the preparation of their teaching. This period will be as long as an academic period in their building, but in no event less than 30 minutes.

3. Service Minutes 

1. Service Minutes take a variety of forms and include but are not limited to: individual sessions, group sessions, consults, push-in supports, evaluations, analysis, report writing, conducting assessments, RTI cycles or evaluations. 

2. All efforts will be made, but are not guaranteed, to create  RSP weekly schedules that do not exceed 1350 Service Minutes. 

4. Service Models 

Related Service Providers will select the service model they will use each year in collaboration with their Educator for Inclusion, CSE chair, or other appropriate supervisor. Some suggested models include the Cyclical 3:1 Model, Traditional Weekly Schedule, Block Scheduling, Blast Scheduling, and Indirect or Consultation Model.

Article 11.I (RSP Overages)

When no other method of balancing the teaching or service load is possible, teachers may be offered overage assignments by their Principal or supervisor. Such extra assignments will be on a voluntary basis, will be utilized only to meet special temporary situations, and will not be permanent in nature.

1. For assignments anticipated to last fewer than 90 school days (or one semester), teachers will be compensated at their personal professional rate via timesheets for their direct teaching or student contact time. These teachers will include an additional 30 minutes of preparation time for every 5 hours of teaching or student contact time.

2. For assignments anticipated to last more than 90 school days, teachers will be compensated via an FTE adjustment.

   1. Teachers who take on additional class assignments will be compensated at a rate of 0.167 of a day’s salary for each such additional class period. 

   2. Service providers who take on extra service assignments will be compensated at a rate of 0.01 FTE for every 15 minutes of service they provide. Service providers will also receive an additional 0.017 flat rate FTE adjustment to compensate for preparation and reporting time for all additional service or services.

Article 11.A. 

3.  Teachers of Special Assignment (TOSA)

1. The assigned tasks and professional responsibilities for a TOSA must be mutually agreed upon, in writing, between the administrative supervisor and the teacher performing the work with the approval of the ITA by October 1st. These tasks and professional responsibilities cannot require a TOSA to do work protected by other bargaining units. Once agreed upon these tasks and professional responsibilities cannot then be changed for the duration of the assignment without mutual agreement in writing. 

2. Depending on the nature of the assignment, it may be beneficial for Teachers on Special Assignment (TOSAs) to have non-traditional work-schedules. In such circumstances, the TOSA may request a non-traditional work-schedule (i.e. partially or wholly outside of the normal work hours of the department or building) from the TOSA’s direct administrative supervisor. The supervisor may approve the non-traditional schedule, in whole or in part, for a temporary period of time or for the entirety of the special assignment, or reject the request in its entirety. Once action is taken by the supervisor, said schedule will remain until the end of the agreed upon period of time unless additional changes are mutually agreed upon by TOSA and supervisor. 

   1. If in the course of their daily duties, a TOSA is required by their administrative supervisor to work beyond their CBA obligated hours, they will be compensated at the Overtime Rate. 

3. All TOSAs will be appointed by the District on an annual basis unless otherwise noted elsewhere in the CBA. TOSAs will be notified whether their positions will continue into the following year by June 1st. If a TOSA will not continue in their position, they will return to a position in their most recent tenure area. 

   1. If a TOSA has been tenured in multiple areas, they may be offered any available return positions in any of these areas, and a return position will be determined mutually with the teacher.

This agreement provides a timeline for when teachers should be provided teaching assignments for the next school year, and ensures paid professional time if those deadlines are missed.  

TA Language

Article 8: Teacher Assignment, Transfer, and Promotion

A. Salary and Assignment Notices

Teachers will be notified in writing of their salaries for the coming school year within twenty (20) days after the parties have agreed upon the salaries for such year, and by February 1 for any year for which salaries are not to be negotiated. 

Every effort will be made to notify returning teachers of their teaching assignments for the next school year by June 30. Returning teachers will be notified in writing of their teaching assignments for the following school year by the building Principals or their immediate supervisor. This notification will include the school(s) to which they will be assigned, the grade(s) and/or subject(s) that they will teach, and any new or atypical class(es) that they will have.

• If a returning teacher is not notified by August 15th of a change in their assignment for the next year, they will be provided with two (2) paid summer workdays to accommodate the change.

  • If a teacher is notified after June 30th of a grade level or course assignment change that involves an inclusion assignment, all teachers affected will be provided these days.

Teachers who are injured on the job will utilize workers compensation days for any missed time while awaiting a hearing from the workers compensation board.

TA Language

Article 16. A: Sick Leave

8. When a teacher is sent home by their Building Leader or the District Superintendent due to a health hazard, or on the job injury, the teacher will receive full salary with no loss of sick leave. 

9. Teachers who are on leave due to an illness or injury that is generally covered by the Workers Compensation Act will receive their full salary with no loss of sick leave while waiting for resolution from the Worker’s Compensation Board.

All extra pay rates will receive an annual COLA adjustment of 2%

TA Language

These rates appear in various places throughout the CBA. This chart lists them all in one place!

Our advisor stipend for extra-curricular club supervision will exceed minimum wage.

TA Language

Article 25: Faculty Salaries

H. Club Advisors (per club allocation)

The district will budget annually for AT LEAST fifteen (15) clubs each at LACS, Boynton, and DeWitt and fifty (50) at IHS.

1. Clubs will meet for 30 hours over the course of the year. 

2. Clubs may meet before school, after school, or during the school day.

3. Club Advisors will receive a stipend in the second to last paycheck of the year. 

4. Stipend Rate:

2025-26: $525

2026-27: $541

2027-28: $557

d.1. If more than one teacher chooses to advise a club, the stipend will be split equally by all advisors.

Visual Arts Extracurricular Hours 

• Secondary: 75 Hours

• Elementary: 50 Hours

Hourly Rates

• 25-26: $28.30

• 26-27: $28.86

• 27-28: $29.44

As part of a shift in the teacher workday starting in the 2026-27 school year, all Wednesday meetings will be 60-minute long staff meetings (with a weekly 10-minute ITA meeting).

TA Language

Article 11. E. Wednesday Staff Meetings (Effective July 1, 2026)

1. Starting July 1, 2026, teachers will attend a 60-minute staff meeting after school on Wednesdays. The teachers and Building Leadership may, through mutual agreement, schedule any and all Wednesday Staff Meetings to take place before school.  

1. After school staff meetings will start no later than ten (10) minutes after the end of the student instructional day and will last for 60 minutes from the time the meeting begins. 

2. Before school staff meetings will end no later than ten (10) minutes before the start of the student instructional day, and will last for 60 minutes from the time the meeting begins.

2.  Ten (10) minutes of each staff meeting are dedicated to ITA business. This time can be 

      at the beginning or end of the meeting, as mutually agreed upon by the Building                  

      Leader and the building's ITA membership. 

3.  Teachers will have input into the development of the staff meeting agendas. These    

      meetings can be arranged as “whole staff meetings”, “department meetings”, 

     “grade-level meetings”, “professional responsibility days”, or any other way the   

      The school community sees fit, provided mutual agreement has been reached. 

 4.  Teachers who have other professional responsibilities (such as coaching athletics or 

       supervising extracurricular activities) during these meetings, OR who are enrolled in 

       graduate or other classes to maintain teaching certification, will be excused from 

       these meetings for the duration of their conflict. 

5.    Teachers who teach less than full-time will attend staff meetings proportionally to 

        their FTE. Itinerant Teachers who teach in multiple schools will attend staff 

        meetings proportionately to their FTE.

6.     Teachers who work part-time, teach during Zero Period, and/or are not regularly on 

        campus immediately before these meetings are expected to attend staff meetings. 

 7.    The district may establish up to five Wednesdays a year for district-wide department 

        meetings. A sample list of district-wide departments may include, but is not limited 

        to, special education, reading, art, music, P.E., ENL, and teacher librarians. 

        Administrators will create agendas for district-wide department meetings; however, 

        attempts will be made to form these agendas collaboratively. 

This agreement defines eligibility for department membership, department leader responsibilities, leader elections process, and stipend rates.

TA Language

Article 11. K. Teacher Leaders 

1. Elections

1. Teacher Leaders will be elected by all secondary teachers teaching classes in a department. The elections for Boynton, DeWitt, and Ithaca High School will be conducted by the Ithaca Teachers Association Elections Chair. The election for LACS Teacher Leaders will be conducted by the LACS staff with the assistance and consultation of the Ithaca Teachers Association Elections Chair. The Elections Chair will notify the building principal and the Human Resources Department of the elected teacher leaders for the upcoming school year no later than June 15th of the prior year. In order to be eligible to run for election in a department a teacher must be certified in a field covered by that department. 

2. Departments are determined by groupings of teachers that share a common discipline, tenure area, or teaching purpose by mutual agreement between teachers of the Association and building leadership (e.g. ELA, Mathematics, Special Education, Practical Arts, Social Work, Guidance Counselors, Academic Intervention Services (AIS)). 

   1. No department shall have fewer than two members

   2. All teachers must be assigned to at least one department

   3. Teachers are assigned to all departments that they teach classes in. They will vote and attend department meetings proportionately to their allocated FTE.

3. Departments can be arranged across buildings in the case of specialty areas (such as librarians, RSPs, etc).  

B. Duties: 

1. Teacher Leaders will be responsible for, but not limited to, the following: 

• ordering and distributing departmental supplies

• administering departmental budgets

• attending Leadership Team meetings with building administrators to advocate for the needs of the members of the department

• reviewing departmental job descriptions prior to job postings 

• screening & interviewing applicants and sitting on hiring committees for departmental positions 

• helping to form the Master Schedule in their building 

  • Teacher Leaders can submit a timesheet for up to 30 hours of work (as needed or requested) at their personal professional rate during the summer months. 

  • Master schedule alterations greater than 5 minutes per period must be negotiated with the Ithaca Teachers Association President.   

2. Teacher Leaders cannot serve as mentors to teachers within their own department unless no other mentor is available and the mentee teacher agrees to this in writing. 

3. All Teacher Leaders are entitled to release from their professional responsibilities for the purpose of conducting the duties of their office. The release time is dictated by the size of their department as follows: 

   1. For the purpose of Teacher Leader release, each teacher who teaches at least one class in the department shall be considered a member of the department. 

Number of teachers in the department: Release time

2-4 teachers: Release from supervisory assignment 

5-9 teachers: Release from 1 teaching assignment 

10 or more teachers: Release from 2 teaching assignments 

This agreement establishes the length of a "regular season" for athletics coaches and provides a plan for additional compensation per game for "post-season play".

TA Language

1. Coaching Season

All “regular season” play (practice and games) for all levels of athletics (modified, JV, Varsity, and Unified) will start no earlier than the date set forth by NYSED and will conclude on the same day as the last regularly scheduled game.

EXAMPLE: A coach with seven (7) years of credited service and an Index of 11 from Part 1 of this section would have an Index of 11 + (0.2 times 2 years in excess of five) or 11.4. This is converted to the decimal 11.4/100 = 0.114

2. Prior service credit for previous coaching can be given to new coaches up to a maximum of Step 5.

3. The schedule is set forth below:

• Salary Schedule under revision of COLA adjustment

4.  The coaching bases are based on time and personnel.

5. One-half of the payment for each coach will be made in mid-season, and the other one-half will be made at the end of the regular season and any postseason play.

6. If a season extends beyond the above defined “regular season”, the coach will receive an additional $150 per post-season game played.

7. The District shall appoint a coach to a one (1) year position. Those coaches successfully completing a one (1) year position may be reappointed to a term of up to three (3) years. Termination for cause may occur during this three (3) year period.

8. Coach Evaluation - Coaches shall be evaluated for each sport or season using the evaluation form in Appendix H. The evaluation form will be completed after a meeting with collaborative discussion between the Coach and the Athletic Officer. Additional expectations cannot be made for Coaches beyond the evaluation form criteria during the season and the off-season.

9. The stipend for the Facilities Manager will be $1,000 per season.

10. The position of Athletic Compliance Officer shall have one (1) release period in place of a class for a full year. The stipend for this position will be $5, 306 for 2019-2022 and $5,412 for 2022-2025.

11. The positions of Athletic Compliance Officer, Equipment Manager, and Facilities Manager may be combined as a TOSA. If a TOSA is not utilized for this combination of work, each position shall be paid at its individual stipended rate and any negotiated release period(s) will apply.

While many of our teachers sail through their first few years, occasionally, a not-yet-tenured teacher faces serious employment challenges. This agreement formalizes the rights of teachers in these high-stakes situations and ensures the dsitrict engage in standardized and dignified separation practices.  

TA Language:

Article 15.F: Tenure Denial

Probationary teachers to be denied tenure, have their probationary periods extended via a Juul Agreement, or not to be employed for the following school year, will be notified by March 1st. 

If a probationary teacher is notified after March 1st that they will not be returning to the District for the following school year and the teacher chooses to resign in lieu of termination, they will be paid for 80 school days from the date they were notified. Should those 80 days exceed the current school year’s payroll, the remaining days will be paid as a lump sum no later than August 20th, thus ending the teacher’s official employment with the District.  In significant discipline cases, the District retains the right to refuse resignation acceptance and reduce pay days as required under Education Law. 

If a probationary teacher is being denied tenure, a meeting between the teacher, union representative, and Superintendent or designee will occur at which the district will provide written rationale for the denial. 

This rationale will include sufficiently specific reasons so the teacher can submit a reasonable and logical reply thereto and so that the teacher and Association can ascertain whether any of the reasons are constitutionally or statutorily impermissible.

If the reason for tenure denial depends on concerns about the teacher’s Annual Professional Performance Review (APPR), the district must present APPR evidence to the teacher at the time of notification. 

This agreement outlines the first revision to our grievance procedure since our CBA adoption in the 1960s! This process has been simplified to make it easier to solve problems quickly and efficiently at the lowest level possible to better maintain respectful and collaborative worksites.  

TA Language:

Article 28: Grievance Procedure

A. Declaration of Purpose 

The purpose of this procedure is to ensure a positive and cooperative relationship between the Board of Education, Administration, and the members covered by this Collective Bargaining Agreement. It aims to solve any complaints from teachers in a fair way, at the lowest possible level, so that teachers can address their concerns without fear of pressure, unfair treatment, retaliation, or punishment. The goal is to help the District and Teachers work through disagreements quickly and fairly, without having to go through long or expensive legal processes.

B. Definitions 

1. A Grievance is a claim by any person represented by the Association of any event or condition adversely affecting their terms and conditions of employment and/or work related welfare caused by an alleged violation of this CBA, policies/rules/bylaws/procedures/practices of the Board, or improper implementation of administrative regulations/State regulations. The Association reserves the right to pursue alleged violations of NYS law directly through arbitration rather than engage in the grievance process.

2. The term “Supervisor” means any Principal, Associate Principal, immediate supervisor, or other administrative or supervisory officer, who is not a member of the Association, responsible for the area in which an alleged grievance arises except for the Chief Executive Officer.

3. “Association” means the Ithaca Teachers Association, exclusive representative of the negotiating unit. 

4. “Aggrieved Party/The aggrieved” means any person or group of persons represented by the Association filing a grievance. 

5. “Professional Practices, Rights and Responsibilities (PPR&R) Committee” is the committee created and constituted by the Association and its members for the enforcement of this Agreement, assertion of their professional rights, and for processing grievances. 

6. “Party in Interest” means the PPR&R Committee and any party named in a grievance who is not the aggrieved party. 

7. “Hearing Officer” means any individual charged with the duty of rendering decisions at any given stage of the grievance process.

C: Elements of a Grievance  

1. All grievances will include: 

(a) the name and position of the aggrieved

(b) the provision of law, this CBA, policy, etc., involved in the grievance 

(c) the time and place where the alleged events or conditions prompting the grievance existed 

(d) the identity of the party responsible for causing said events or conditions if known  

(e) a general statement of the nature of the grievance 

(f) the redress sought by the aggrieved party

2. The Association may initiate the Informal Grievance process on its own when it has reason to believe that a system-wide policy would or does affect a group of members. 

3. Whenever possible, grievances will be prepared and processed during employee hours. All reasonable efforts will be made to avoid interrupting classroom activity and involving students in any phase of the grievance procedure. 

4. The Board of Education and the Association agree to facilitate any required investigation and to make available any and all material and relevant documents, communications, and records concerning the alleged grievance.    

5. Except in Stage E.2(a), the aggrieved and any party of interest has the right to confront or cross-examine all witnesses on their behalf.  The parties may designate one or more official note-takers. The aggrieved and all parties of interest will have access to all official notes taken during any proceedings made regarding their grievance.    

6. No interference, coercion, restraint, discrimination, or reprisal of any kind at any time will be taken by the Board or any member of the administration against the aggrieved party, any parties in interest, any representative,  or any other participant in the grievance process. 

7. The Board and the Association will work together to create forms for filing grievances, sending notices, making appeals, submitting reports, and other required documents. Once the forms are finalized, the Chief Executive Officer will arrange for them to be printed and distributed, or otherwise made available, to ensure the grievance process runs smoothly.

8. If any part of this grievance procedure, or how it applies to a person or group in the bargaining unit, is found by a court to be illegal, that part will no longer be valid except as allowed by law. However, all other parts of the procedure will remain in effect and continue to be followed.

9. The Chief Executive Officer is responsible for creating and keeping an Official Grievance Record. This record will be kept separate from the personnel files of those involved. It will include written grievances, exhibits, transcripts, communications, meeting minutes/notes or testimony notes, written arguments and briefs from all Formal Grievances, and all written decisions from each/any stage. Official minutes will be kept at the Board's expense for all Formal Grievance proceedings. A copy of such minutes will be made available to the aggrieved and the Association within two (2) days after the conclusion of any hearings, and the appropriate Hearing Officer will be advised of any errors in said minutes. Any such claim of error will be added to the Official Grievance Record, and the Hearing Officer will note their decision about the claimed error. The Official Grievance Record can be inspected or copied by the aggrieved party, the PPR&R Committee, and the Board. It will not be considered a public record unless required by law.

10. The existence of this process does not mean that the person with an alleged grievance has to use it. They still have the right to seek other ways to resolve the issue, and using this procedure will not limit or prevent them from pursuing other options at any point.

D. Notification and Initiation  

1. It is to the benefit of all that any alleged grievance be processed as efficiently as possible. All parties will make every effort not to delay the process. The time limits specified for either party may be extended only by mutual agreement.

2. No grievance may enter the Formal Grievance process (XXVIII.F) unless the Association is notified of the alleged violation within 60 school days of the inciting events or conditions. The Association will develop the process by which members will notify the Association.  

E. Stage 1: Informal Grievances

1. Engaging in a collaborative solution-finding process is a cornerstone of labor relations. The Informal Grievance process is intended to create a cyclical process that allows the aggrieved, with the cooperation/assistance of the Association, to seek resolution to their alleged grievance first at the building and then at the district level as needed.

2. Informal Grievances will use the following steps:

1. The aggrieved will discuss their grievance with their building leader/immediate supervisor or their building representative with the goal of finding a mutually agreeable resolution. The building leader/supervisor and/or building representative may continue to talk with each other or other parties of interest. Still, the aggrieved must be informed of any potential resolution and be able to provide feedback. The aggrieved is permitted to be present anytime their grievance is being discussed.

2. Within 60 (sixty) school days, the aggrieved and/or their building representative must inform the Association about their alleged grievance through the means developed by the Association. Within 10 (ten) school days, the Association will notify the Chief Executive Officer/Designee, in writing, of the alleged grievance. 

3. If the aggrieved is unable to find a resolution in E.2(a), they may then contact the Association/PPR&R Committee for further review.  

   1. Upon notification, the PPR&R Committee and Association will solicit the Administration to begin finding a mutually agreed resolution to the grievance. The aggrieved will be informed of any decisions made and must consent to any proposed resolution.  The Administration will make all efforts to meet in a reasonable timeframe.

   2. At the next available PPR&R Committee meeting, the alleged grievance will be reviewed to advise the aggrieved and propose potential resolutions to seek. At this meeting, the committee will review the Elements of a Grievance presented for eligibility to enter into the Formal Grievance process.  

4. The aggrieved has the right to bypass E.2(a) and proceed directly to E.2(b) should they choose.

5. After beginning E.2(c), solution-seeking among all parties of interest may occur and is encouraged.

6. The Informal Grievance process may continue without a time limit or until the aggrieved, the Association, or the Administration no longer believes a mutually agreed-upon resolution can be found. In such an event, the party that wishes to close the Informal Grievance must inform the aggrieved, the Association, and the Administration in writing.   

7. If the grievance is resolved at any point during the Informal Grievance process, the resolution will be final and binding for the aggrieved unless objected to by the Association or Central Office Administration. 

8. Any resolutions agreed upon during the Informal Grievance process will not set a precedent for further cases under this CBA.         

F. Stage 2: Formal Grievance 

1. Within ten (10) school days of the close of the Informal Grievance process as detailed in E.2(f) and with the agreement of the Association, the aggrieved may initiate a Formal Grievance. 

2. Formal Grievances will use the following procedures and timelines:

1. The Association will notify the Administration in writing that it will begin a Formal Grievance on behalf of the aggrieved. 

2. The grievance will be reduced to writing and be presented along with all supporting documentation to the building leader/immediate supervisor for their final determination. The building leader/immediate supervisor will deliver their final determination in writing to the Association and the aggrieved within ten (10) school days.   

3. If the aggrieved is not satisfied with the determination in F.2(b), they may appeal to the Association to request a continuation of the grievance. This must be done within ten (10) school days of receiving the determination from F.2(b). If the Association agrees to continue the grievance, the written grievance, supporting documentation, and the determination from F.2(b) will be sent to the Chief Executive Officer/Designee for final determination. The Chief Executive Officer/Designee will render their final determination to the Association and the aggrieved within ten (10) school days.

4. Within ten (10) school days of receiving the determination from F.2(c), if the aggrieved is not satisfied with the determination and with the continued agreement of the Association, the Association will file an appeal with the Board of Education. The Association will provide the written grievance, all supporting documentation, and all determinations along with the appeal. The Board will also have access to the official grievance record maintained by the Chief Executive Officer.

5. Within two (2) voting meetings of receiving the appeal, the Board will hold a hearing about the grievance. The hearing will be held in executive session with the aggrieved and the Association. 

6. Within ten (10) school days of the hearing, the Board will deliver its determination on the grievance, in writing, to the aggrieved, the Association, and the Chief Executive Officer. 

3. If a decision at each step is not appealed to the next in the procedure within the time 

    limits specified, the grievance will be deemed to be discontinued and may not be 

    appealed further under this CBA.

4. If at any step the determination is not communicated to the aggrieved and the    

    Association by the end of the time limit, the aggrieved and Association may proceed to 

    the next step in the process. 

G. Arbitration

1. Within ten (10) school days of the end of, and having exhausted, the Formal Grievance process, if the aggrieved and the Association are not satisfied with the Board determination, the PPR&R committee has determined the grievance has merit, and the Association believes it is acting in the best interest of its members; the Association may submit the grievance to arbitration by written notice to the Board.  

2. Within five (5) school days after the written notice to request arbitration, the Board of Education and the PPR&R Committee will work together to choose an arbitrator who understands the issue and is acceptable to both sides. They must also confirm that the arbitrator is willing to take the case. If they cannot agree on an arbitrator or secure a commitment within the time limit, either side can ask the American Arbitration Association (AAA) for a list of arbitrators. Both sides will follow the AAA's rules and procedures to select an arbitrator.

3. The arbitrator's decision will include the facts, reasoning, and conclusions about the issue.

4. The arbitrator cannot make decisions that require illegal actions or violate the terms of the Agreement.

5. The arbitrator’s decision will be final and binding for everyone involved.

6. For grievances related to contract violations, the cost of the arbitrator's services and any expenses will be split equally between the Board of Education and the Association..

H. Time for Grievance Processing 

1. When a Building Representative, a member of the Professional Practices, Rights, and Responsibilities (PPR&R) Committee, or another Association representative needs to investigate a grievance or attend a grievance meeting or hearing, the Chairperson of the PPR&R Committee will notify the Principal or immediate supervisor and the Superintendent. The notice will request that these individuals be allowed to participate in these activities without losing pay. Any teacher required to attend as a witness will have the same right. The Association agrees to use these rights responsibly and not misuse them.

Our NEW progressive discipline procedures create clear boundaries in where necessary corrections in teacher conduct can take place. This procedure places non-disciplinary corrections in the hands of building leaders and building supervisors to offer support, while shifting disciplinary conversations to the Human Resources office. This approach is designed to ensure that teacher to building leaders maintain strong, positive relationships and to ensure that teachers facing discipline have consistent, respectful, and dignified conversations.  

TA Language

Article 15. I. Progressive Discipline

I: Progressive Discipline Protocol 

1. Just Cause Protection Processes

1. No teacher will be disciplined (letter of reprimand, suspension without pay, or termination) without just cause. 

2. If a teacher is reported to have committed an offense or misconduct worthy of suspension and investigation, all protocols and procedures dictated by Education Law will be in effect. Nothing in this article is meant to limit or restrict the Superintendent of Schools’ and/or Board of Education’s decision-making authority regarding the awarding or denying tenure.

2.  Right to Union Representation

1. During all steps of this Progressive Discipline Protocol, the teacher must be notified in writing of their right to union representation. Adequate time must be afforded for representation to be secured before the meeting.  Any teacher refusing union representation must waive this right in writing. 

3. Paid, Non-disciplinary, Administrative Leave: 

1. The Superintendent or their designee may place a teacher on paid, non-disciplinary, administrative leave when, in their sole discretion, the safety of students, staff, or the general public is a concern; the presence of the employee disrupts the orderly operation of the building; and/or to protect the integrity of a sensitive investigation. 

2. Concurrently with being placed on Paid, Non-disciplinary, Administrative Leave, the teacher (and the Association president or designee) will be provided a written statement of their rights and obligations.

4. Addressing Minor Nondisciplinary Misconduct

1. The Ithaca Teachers Association and the Ithaca City School District embrace collaborating for continuous improvement. Both parties understand that teachers may make mistakes, errors in judgment, and professional miscues in their careers. When those acts or omissions are of minor to moderate severity, the goal is for the direct supervising administrator, the teacher, and their union representative to collaborate using a Progressive Discipline Protocol to help the teacher learn and grow professionally from the experience.

2. As such, when minor misconduct must be addressed, the direct administrative supervisor will invite the teacher, in writing, to a private meeting to discuss the particular misconduct. The teacher must be notified in advance of the subject of the meeting, that the meeting could be disciplinary, and be advised of their right to union representation. This notice must include enough specificity for the teacher (and their union representative) to be able to: 

I. defend against mistakes or misunderstanding of the underlying facts and circumstances;

II. articulate any mitigating factors; and 

III. seek any accommodations and/or professional development to help remedy the concern.

A teacher who chooses not to have union representation must do so in writing, and the District shall notify the union President.

If the direct supervising administrator, after meeting with the teacher and union representative, is of the mindset that some action less than discipline is the appropriate outcome, then a counseling memorandum may be issued by the administrator to the teacher with a copy to the union representative within 10 school days of the meeting. The Counseling Memorandum should, at a minimum, set forth the nature of the concern, why the concern is important to remedy (how it impacts the organization), any major mitigating factors that the teacher indicated could have led to the concern, the district’s expectation for future conduct, and any accommodations, supports, or professional development the teacher, union, and district believe will help the teacher grow professionally as it relates to the concern.

3. Since minor disciplinary concerns should be addressed to support the professional growth of teachers, a teacher may be issued consecutive counseling memos for the same or similar concerns or a series of unrelated concerns, provided the supervisor, teacher, and union representative see an intent to correct the concerns and professional growth being made.

5. Addressing Misconduct Worthy of Discipline

If a teacher’s conduct rises to the level that the immediate supervisor feels discipline may be necessary, the supervisor will refer the matter to the Superintendent or their designee who will investigate the conduct using Progressive Discipline Principles. 

Progressive Discipline is a systematic approach to correct unwanted or unprofessional behavior and deter its occurrence by administering clearly defined disciplinary actions outlined below. It is not intended to replace or restrict any discipline procedures outlined by Education Law. 

Disciplinary actions will be determined based on various factors that include but are not limited to:

• The seriousness of the concern

• The frequency of the misconduct (minor to moderate concerns may, at the discretion of the district, expand to disciplinary processes)

• Prior acts of misconduct

• The totality of the circumstances.

Progressive Discipline will be followed in all potential discipline cases. Note, however, that specific steps of Progressive Discipline may be skipped in accordance with Just Cause principles.

A. Investigatory Interviews

Prior to discipline being enforced against a teacher, the teacher is entitled to an investigatory interview with the Superintendent or designee, and union representation. A teacher who chooses not to have union representation for an investigatory interview, must do so in writing, and the District shall notify the union President concurrently.  

The timing of the meeting will be at the discretion of the District but, per the principles of Just Cause, should not be unduly delayed unless such delay results from a superseding entity’s investigation (State Education Department, etc).  The scope and sequence of the meeting shall be at the district’s discretion. However, at some point in the meeting, the teacher will be informed of the nature of the concern and provided an opportunity to answer questions and provide mitigating or exculpatory information.

At  this meeting, the Superintendent or their designee will investigate the nature of the misconduct and may determine a suitable course of action in keeping with all standards set forth by New York State Education Law.  If a determination can not be made at the investigatory interview, the teacher will be appraised of next steps at this time.

B. Dismissal Following Progressive Discipline

If the Superintendent or their designee seeks to dismiss a teacher for misconduct addressed through the Progressive Discipline Protocol, they must follow all protocols as outlined by NYS Education Law.

6. Union Notification

If a teacher receives any of the notices described above, the Supervisor issuing the notice will provide a written copy to the teacher and the ITA President, regardless of whether the teacher revoked union representation at any meeting. 

This agreement will allow us to offer union membership to athletic coaches and extracurricular supervisors who are not aleady part of our teaching ranks ensuring that educators in all of the positions that our CBA covers have access to and voice in our union.   

TA Language

Article 2: Recognition

A. Nature and Terms

The Board of Education of the Ithaca City School District has determined that the Ithaca Teachers Association is supported by a majority of the teachers in a unit composed of all teachers of said district, professionally certified by the Department of Education of the State of New York, or are occupying positions for which professional certification is normally required, including all teachers, guidance counselors, instructional and athletics coaches, occupational therapists, physical therapists, speech therapists, social workers, extracurricular activity advisors, Teachers on Special Assignment (TOSAs), and any other professional that is working in a teaching capacity within ICSD or doing work covered by this CBA. 

Therefore, the Board of Education of the Ithaca City School District recognizes the Ithaca Teachers Association as the exclusive representative of the teachers in such unit for the purposes of negotiations regarding wages, hours, as well as terms and conditions of employment, the settlement of grievances, and for all other lawful purposes under the laws of the State of New York.  

This agreement outlines how we can use district email and PA systems to better communicate union issues.

TA Language

Article 27: Use of School Facilities

F. Use of Email

The District will permit the Association the use of district email for the purpose of communicating Association business, inter-member union communications, or for the purpose of delivering news or non-commercial communications from our affiliated associations (NYSUT, NEA, or AFT).  All e-mail use will be in compliance with district policies as outlined in ICSD BoE policy 9650. 

G. Use of Public Address

The District will permit the Association to use a building’s public address system during non-instructional hours to announce the date, time, and location of Association meetings.

This agreement standardizes the way all educators communicate absences through Aesop.

TA Language

Article 11

N. Reporting Unavailability for Duty

Teachers will utilize the district designated online reporting system (and telephone number if necessary) to report their absences.

This agreement will ensure that human children will have human teachers at that AI technology can only be used to "supplement, support, and enhance" our work.

TA Language

Article 10

R.  Use of Artificial Intelligence 

Both the District and the Association highly value the benefits of human teachers and human connection in the classroom, but also understand that ever-evolving technology has a place in education. To that end, generative AI and other technological developments will be used only to supplement, support, and enhance teaching and learning, following all policies of the Board of Education.

This agreement ensures that all teachers have freedom over their classroom practices provided they are teaching in alignment with state standards and ICSD curricular goals.  

TA Language

Article 10. S

S. Academic Freedom: 

Teachers have the right to study and present facts concerning society, sciences, and all other branches of learning in their classroom. They are guaranteed the right of academic freedom when writing lesson plans and selecting materials for their classroom and curriculum. Instructional material should have educational value, be aligned with New York State Standards and District-approved curriculum, be culturally and linguistically responsive, and be suitable for the age and maturity of the students. To this end, teachers are trusted to arbitrate these values, provided that their selections align with the District Vision and Mission, Board of Education policy, and/or New York State educational law. 

If ratified, our CBA will see a shift in language to ensure we are outlining our rights and responsibilities as plainly as possible. We will also see a shift away from the use of Roman Numerals and a standardization of formatting to make the document easier to reference.

TA Language

Preamble

Both the Association and the District will seek to use clear and unambiguous language in their revisions of the CBA. To that end, all revisions created through negotiations, Memorandums of Agreement, and grievance resolves, will be written in plain language unless formal, legal language is required by law. 

• Starting in 2025, the numeration of the CBA will be converted from Roman Numerals to Arabic Numerals. This conversion will strive to consistently retain the order of all articles to allow for CBA lookbacks to previous versions of the agreement. 

 The ITA recognizes that families come in many shapes and sizes, and that the term "caregiver" better represents all of the adults who might advocate for a student. For that reason, all instances of the word "parent" will be replaced by "caregiver" throughout our contract. 

Additionally, this agreement will ensure that Curriculum Nights and Caregiver Conferences will be centrally scheduled and better designed to focus on mindful conversations and collaboration. 

TA Language

Article 11

H. Teacher/Caregiver Meetings

Teachers or caregivers may initiate meetings to discuss issues of concern about students or programs. If requested by either party, an administrator and/or Association representative will be present. Meetings will be arranged at a mutually convenient time.

From time to time, teachers or caregivers may initiate caregiver-teacher meetings to discuss issues of concern about the caregiver’s child, or teacher’s classroom or program in general. Caregiver-teacher meetings may be authorized by the Principal or the teacher, and, if authorized, shall be scheduled at time that is convenient for the teacher and the caregiver. An administrator will endeavor to attend a caregiver-teacher meeting if so requested by the caregiver or the teacher. A teacher may request that an Association representative attend a caregiver-teacher meeting, in addition to, or in lieu of, an administrator. The Association representative shall be permitted to attend a caregiver-teacher meeting, provided that, prior to the meeting, the caregiver: (a) consents to the union representative’s presence, and (b) executes a written release authorizing the Ithaca City School District to disclose personally-identifiable information derived from the student’s educational records to the Association representative during the caregiver-teacher meeting.

The District will designate days on the academic calendar for the purpose of holding caregiver conferences. The District will create scheduling platforms to ensure access to secure and private meeting schedules between families and their student’s teachers. 

In addition to the designated Caregiver Conference days, teachers or caregivers may initiate meetings to discuss issues such as a student’s engagement, rate of progress, patterns of behavior, or other matters at any time during the school year.  Such meetings may be authorized by the Building Leader or the teacher, and, if authorized, will be scheduled at a time that is convenient for the teacher and the caregiver. 

No teacher can be required to attend a caregiver meeting outside of the CBA or disciplined for not making themselves available to attend. An administrator will endeavor to attend a caregiver-teacher meeting if so requested by the caregiver or the teacher.

Article 11

F. Curriculum Night

It is the teacher’s professional responsibility to attend the one (1) designated Curriculum Night for the school to which the teacher is assigned.  

1. Schedule: The District will coordinate master scheduling of Curriculum Nights. Every  effort will be made to ensure that no two buildings hold these events on the same evening. No Curriculum Night will be scheduled on a Friday evening, a recognized religious holiday, or immediately preceding a school recess day.

2. Professional Responsibilities: 

   1. All teachers are expected to attend Curriculum Night.

   2. Itinerant teachers or specialists will not be expected to attend more than one (1) such night. If a teacher is assigned to more than one assignment and attends more than one Curriculum Night, the teacher will be compensated for the additional nights at double their hourly rate. 

   3. Should a scheduling conflict occur where a teacher has a scheduled curriculum night at the same time as their own child’s curriculum night, the teacher will be excused from their professional responsibility so they may attend their child’s Curriculum Night event.

When choosing a curriculum that best meets the needs of our students, we NEED robust teacher input. This agreement provides a clear process for including teachers in curriculum selection, appropriate training and post-selection curriculum evaluation.

TA Language

Article 5. C.

C. Curriculum and Program Development and Implementation

To maximize student outcomes when selecting and implementing new curricular programs, the district will ensure:

1. Access to Aligned Curriculum Resources:

   • All teachers will be provided with curriculum resources that are rigorously aligned to NYS and district standards. These resources will include digital and print materials, scaffolding supports for diverse learners, and assessment tools.

2. Teacher Voice in Curriculum Selection:

   • When considering a new curriculum, a Curriculum Review Committee (CRC)  responsible for reviewing, evaluating, and recommending curriculum resources based on their alignment with standards, demonstrated effectiveness, and applicability in diverse classroom settings will be established.  This committee will include General Education teachers representing the scope of grade levels the curriculum will support as well as teachers representing specialized areas such as Reading, Special Education, Speech, and ENL.

   • Teachers will be compensated at their professional hourly rate for their participation in this committee if the committee meets outside of contractual hours.

3. Compensated Professional Learning:

   • Teachers will be provided with 3-5 paid professional development days annually to engage in training for the implementation of a new curriculum. This includes learning resource functionality, instructional strategies, and integration of culturally responsive practices.

   • Ongoing support, including coaching, Professional Learning Communities (PLCs), and peer-led workshops, will be integrated into the school calendar.

4. Feedback and Iteration:

   • The district will establish feedback loops to gather input from teachers on the implementation process for the first three years of any new curriculum. Feedback will be used to refine pacing guides, supplemental materials, and professional development offerings.

5. Time and Support for Curriculum Preparation:

   • Teachers implementing new district-adopted curriculums will be able to submit timesheets for up to 20 hours of compensated summer planning time before the start of the school year.

   • Every effort will be made to provide additional release time during the year for collaborative planning and lesson design.

Through a series of agreements we have further clarified professional development expectations while ensuring that annual ENL trainings occur and codifying our micro-credentialing system.

TA Language

Article 11

R. Professional Improvement

The continually increasing knowledge from educational research demands that teachers keep abreast of this knowledge and consider and plan its inclusion in school district operations. To this end, professional improvement programs will be planned jointly by the Administration and the Association. These programs will be scheduled for weekends, time immediately before the beginning of the work year, early dismissal days established in Section O of this Article, and for other times during the regular instructional year as mutually agreed upon by the Administration and the Association. 

In addition, such time will be established in blocks and/or series which will make the programs meaningful. Attendance by teachers at such programs will be voluntary. However, the Association fully accepts its responsibility to encourage all of its members to participate. In order for the teacher to fulfill their obligation to the community and the profession, each should feel responsible to devote at least the equivalent of five (5) working days each year to continuing self-improvement activities.

Teachers must attend professional development that is hosted by the district on Superintendent's Conference Days. If a teacher wishes to attend a training that is not hosted by the district, or takes place outside of the regular school day, prior approval is required. 

Professional development opportunities offered by the district outside of the regular school day will be paid at the established  professional development hourly rate. Teachers may choose to forgo payment to receive in-service credits. Any professional development opportunities offered by the district for “in-service only” must be clearly advertised as such.

This agreement recognizes that there may, at times, be comprehensive professional development programs that the district wishes to initiated that would cause members to reach beyond the allotted professional development lanes available to them. By creating two pathways for PD (self-initiated and district-initiated) we are providing compensation plans for all teachers regardless of their prior learning.

TA Language

E. Self-Initiated Professional Development (SIP)

1. Graduate Credits: Graduate hours are determined on the basis of semester hours.  Quarter-hours or tri-semester hours will be prorated on the basis that each three (3) hours equals two (2) semester hours.  Graduate hours must have a clear educational purpose and connection to education, teaching practice, or improving student outcomes. 

2. In-Service Credits

   1.  A teacher is eligible for in-service credit if:

      1. The request for credit is approved prior to enrollment and/or participation in the activity.

      2. The activity takes place outside normal working hours.

      3. Fees and other expenses are paid by the teacher, not by the School District, except those activities conducted locally by and paid for by the School district or BOCES. 

      4. Fulfilling the Requirement in Article XI, P. for other alternatives that have received prior written approval of the Superintendent or Designee will be eligible for inservice credits. 

   2. In-service credit may be awarded for: 

      1. In-service presentations, workshops, seminars and demonstrations sponsored by the Ithaca City School District, T-S-T BOCES, or the New York State Education Department. 

      2. Lectures relating directly to the teacher’s instructional area. 

      3. Workshops or seminars sponsored by educators’ professional organizations. 

      4. Non-credit, undergraduate courses, or graduate courses at approved institutions of higher education. 

   3. In-service records: 

      1. Training records will be maintained in the District Personnel Office. 

      2. Where required, teachers will be responsible for signing attendance sheets at each in-service activity session. 

D.  District Initiated Professional Development (DIP, aka “Micro-credentials”)

1. The District reserves the right to develop extensive programs of intensive professional development as part of the annual Professional Development Plan. These District-initiated micro-credential programs will be designed in collaboration with the Association to target specific skill-areas necessary to implementing the instructional goals of the District. All teachers, regardless of current credentials, are encouraged and incentivized to participate in any micro-credential programs offered by the District.

2. The District has the right to determine the specific micro-credential programs offered in a given year, and will communicate the requirements and compensation plan for any of these programs through the annual Professional Development Plan. 

1. See Appendix F for an example of the “Culturally Responsive Teaching and Learning Micro-credential” requirements and compensation plan. 

3.  Teachers who successfully complete these micro-credentials as described above, will be eligible for inservice credit beyond the limited that is reserved for SIP credits.

E. Redeeming In-service credits for salary increments

1. Teachers whose salary is determined by this CBA will eligible to redeem SIP or DIP credits for increases to their base salary. 

   1. Teachers will receive a salary increment to their base salary of $600 for each “block”of 9 credit hours they turn in.

      1. In-service credits will be calculated at the rate of 15 seat hours = 1 credit hour (1 block = 135 hours).

      2. In order to be eligible, teachers must be able to provide evidence of successful completion of the work through a transcript or other district approved method (e.g. Frontline)

   2. Credits will be awarded at two times each year. 

      1. Teachers must submit a request for a salary increment to the Human Resources office through the district approved method by September 1 or by February 1.

      2. The District will maintain an accessible digital record of in-service credits. 

      3. All evidence in support of the request must be submitted by the first of the next month. 

      4. Requests approved in the fall will be credited as a $600 increase to the teacher’s salary for the current school year and incorporated into the teacher’s salary before any other adjustments are made in the next school year. 

      5. Requests received in the spring will be credited as a prorated $300 to the teacher’s salary for the remainder of the current school year and incorporated as the full $600 amount into the teacher’s salary before any other adjustments are made in the next school year.  

3. Limits:  Teachers are eligible to submit up to 90 SIP credit hours and an additional 9 DIP credit hours for salary increments (for a total of 99 credit hours or 11 block). 

   1. SIP and DIP credits may be combined for the purposes of forming a block. 

   2. The District may choose to expand the total available DIP credits that are offered beyond 9, but any change will cause a reciprocal change to the total number of SIP credits available to teachers for redemption.  

This agreement ensures that all teachers working in inclusion assignments have equitable and adequate time to plan with their co-teachers and support teachers. By ensuring adults have the time they need, we are truly implementing the notion that "teacher working conditions are student learning conditions!" 

TA Language

Article 11

J. Common Preparation Time for Inclusion Assignments

Common collaborative planning time and strong relationships between educators are essential components of successful inclusion practices. Planning times established in this article will apply to all inclusion assignments required by a student's IEP or 504 plan, as well as state-recommended ENL requirements. Common planning times should be separate from teacher lunch times.

Meaningful inclusion requires co-planning time. Below are suggested guidelines to implement when creating school-wide schedules in collaboration with staff. We acknowledge that teams may choose to plan asynchronously with shorter in-person consultations or meet for longer periods of time weekly. These choices may be made at the discretion of individual teaching teams. They shall not create an expectation for other teaching teams or be used to diminish any teacher's rights to common preparation times in current or future school years. 

Suggested common planning times:

• Integrated Co-Teaching- common planning of at least 30 minutes (but no shorter than a standard period) per day.

• Consultant Teacher Direct- minimum of 2 common planning periods of at least 30 minutes (but no shorter than a standard period) per week.

• Consultant Teacher Indirect- minimum of 1 common planning period of at least 30 minutes (but no shorter than a standard period) per week, OR 30 minutes of designated Wednesday meeting time per week.

When determining inclusion assignments, all efforts will be made, but not guaranteed, for schedules of support providers will be designed to limit the number of educators with whom these individual providers collaborate to: 

• No more than two (2) unique Integrated Co-Teaching assignments (by subject, grade level, or individual classroom assignment)

• No more than four (4)  unique Consultant Teacher Direct or Consultant Teacher Indirect assignments (by subject, grade level, or individual classroom assignment).

This agreement codifies the current state requirement for annual ENL training.

TA Language 

Every year, the District will make holders of professional teaching certificates aware that they must complete 15 hours of ENL training every five years. The District will provide 5 hours of Professional Development training devoted to ENL support at at least one Superintendent's Conference Day each year. The District will offer additional ENL specific training as an ongoing part of the annual Professional Development plan. 

This agreement maintains the Board's right to grant salary payments above step to any individual teacher at any time.

TA Language

Article 25.C. Superintendent’s Salary Privilege

The Superintendent may recommend to the Board of Education payment above step to any teacher at any time.

Starting in the 2026-27 school year, the teacher work day will be lengthened to accommodate a 7 hour and 20 minute workday on Mondays, Tuesdays, Thursdays, and Fridays. All Wednesdays will be reserved for a 60-minute staff meeting. 

TA Language

Article 11. A. 1. Teacher Work Day (Effective July 1, 2026)

1. All teachers are required to devote sufficient time to their duties to fulfill their professional responsibilities and teaching assignments. 

   1. Starting July 1, 2026, on Mondays, Tuesdays, and Thursdays, teachers will work a seven-hour-and-twenty-minute (7hr 20min) in-building workday.

   2. On Wednesdays, teachers will work an eight-hour and ten-minute (8hr 10min) in-building workday to accommodate a weekly Staff Meeting as addressed in Article 11. E. Teachers will arrive for the start of the Student Instructional Day.

   3. On Fridays, teachers will work a six-hour-and-fifty-minute (6hr 50min) in-building workday. Teachers will leave at the end of the Student Instructional Day.

2. The teacher workday will be established for each school and will go into effect on July 1, 2026. 

1. All full-time teachers assigned to the same school shall follow the established teacher workday schedule.

2. The parties recognize that circumstances may arise in which individual schedule changes may be necessary. These changes must be mutually agreed upon by teachers, their affected teaching teams, and their building administrators and/or direct supervisor, and put in writing. 

1. These changes should be made to improve teaching and learning outcomes for the following reasons, including but not limited to: attending graduate classes outside the student's school day, teacher-initiated support for district students, supervising district students in extracurricular activities, and facilitating team collaboration.

2. Specialists shall not be required to meet with more than five (5) classes in one-half (1/2) day. Classes will be at least one-half (1/2) hour in length on a standard school day.

Article 11.A.2. Report Time for Teachers

1. Teachers will report ten (10) minutes before the start of the Student Instructional Day, except on Wednesdays when they arrive in time for the Student Instructional Day. 

2. This time is designated for teacher-initiated professional duties and responsibilities, such as preparing for instruction, providing teacher-initiated support to district students, or collaborating with colleagues.

   1. By mutual agreement and to meet students' instructional needs, teachers may be offered alternative start and end times to accommodate innovative student scheduling. In these cases, the total teacher work day shall not exceed seven hours and twenty minutes unless an appropriate FTE adjustment is also made.

Article 11. E. Wednesday Staff Meetings (Effective July 1, 2026)

1. Starting July 1, 2026, teachers will attend a 60-minute staff meeting after school on Wednesdays. The teachers and Building Leadership may, through mutual agreement, schedule any and all Wednesday Staff Meetings to take place before school.  

1. After school staff meetings will start no later than ten (10) minutes after the end of the student instructional day and will last for 60 minutes from the time the meeting begins. 

2. Before school staff meetings will end no later than ten (10) minutes before the start of the student instructional day, and will last for 60 minutes from the time the meeting begins.

2.  Ten (10) minutes of each staff meeting are dedicated to ITA business. This time can be 

      at the beginning or end of the meeting, as mutually agreed upon by the Building                  

      Leader and the building's ITA membership. 

3.  Teachers will have input into the development of the staff meeting agendas. These    

      meetings can be arranged as “whole staff meetings”, “department meetings”, 

     “grade-level meetings”, “professional responsibility days”, or any other way the   

      The school community sees fit, provided mutual agreement has been reached. 

 4.  Teachers who have other professional responsibilities (such as coaching athletics or 

       supervising extracurricular activities) during these meetings, OR who are enrolled in 

       graduate or other classes to maintain teaching certification, will be excused from 

       these meetings for the duration of their conflict. 

5.    Teachers who teach less than full-time will attend staff meetings proportionally to 

        their FTE. Itinerant Teachers who teach in multiple schools will attend staff 

        meetings proportionately to their FTE.

6.     Teachers who work part-time, teach during Zero Period, and/or are not regularly on 

        campus immediately before these meetings are expected to attend staff meetings. 

 7.    The district may establish up to five Wednesdays a year for district-wide department 

        meetings. A sample list of district-wide departments may include, but is not limited 

        to, special education, reading, art, music, P.E., ENL, and teacher librarians. 

        Administrators will create agendas for district-wide department meetings; however, 

        attempts will be made to form these agendas collaboratively. 

The district will reserve the right to explore lengthening the student school day by 30 minutes at elementary and 15 minutes at secondary. This time would be included in (not additional to) the 7 hour and 20 minute teacher work day.

TA Language

Article 11. ?: Expanded Student Instructional Day

1. The District retains the right to make a one-time extension to the student instructional day by up to thirty (30) minutes at the elementary level and up to fifteen (15) minutes at the secondary level between July 1, 2026, and June 30, 2028.

2. Any extension of the student instructional day shall fall within the established teacher workday as outlined in Article 11.A.1. 

   1. 1. At elementary schools, the student instructional day will be no longer than 6 hours and 30 minutes, and may start no earlier than 7:25 am.

      2. At secondary schools, the student instructional day will be no longer than 6 hours and 55 minutes, and may end no later than 3:50 pm.

3. All changes to the student instructional day will be established and communicated with all stakeholders no later than June 30th to take effect in the following academic year. 

Additional info, but not CBA language:

Student arrival and dismissal times shall be established for each building in consultation with the building administration, the Board of Education, community stakeholders, and all staff bargaining units.

Teachers must enroll in direct deposit and receive digital paystubs, and enroll in our district's telemedicine program. HR will also be shifting to digital timesheets.  

Agreement Language (in various places throughout the CBA)

• Teachers will enroll in direct deposit and telehealth (enrollment only required)

• HR will create digital timesheets, and digital access to in-service and grad credit records

Teachers will be personally responsible for completing all state-mandated trainings on their own professional time

TA Language

Article 11. R: Professional Improvement

All teachers are responsible for the independent completion of annual state mandated training by or before the documented completion date of these trainings.