NRS 391.102 Transfer of teacher or administrator evaluated as developing or ineffective to another school; development of plan to address such assignments when principal of school does not consent; submission of plan to State Board.
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NRS 391.102 Transfer of teacher or administrator evaluated as developing or ineffective to another school; development of plan to address such assignments when principal of school does not consent; submission of plan to State Board.
1. Notwithstanding the provisions of any collective bargaining agreement or contract of employment to the contrary, before the board of trustees of a school district may transfer a teacher or administrator who has received an evaluation designating his or her overall performance as developing or ineffective to another school as a result of decreased enrollment, administrative transfer or a reduction in workforce at a public school, the board of trustees of the school district must seek the consent of the principal of the school to which the teacher or administrator is proposed to be transferred. If such consent is not obtained, the superintendent of schools of the school district:
(a)May assign the teacher or administrator to a school within the district other than the school from which the teacher or administrator was transferred; and
(b)May assign the teacher or administrator to the school at which the principal did not consent to the transfer of the teacher or administrator.
2. The superintendent of schools of a school district shall develop and submit to the State Board a plan to address the assignment of teachers or administrators who have received evaluations designating their overall performance as developing or ineffective when the consent of a principal to a transfer pursuant to subsection 1 is not obtained. Such a plan must include, without limitation, a plan for any such teacher or administrator to receive assistance to help the teacher or administrator, as applicable, meet the standards for effective teaching, which may include, without limitation, peer assistance and review, participation in programs of professional development and other appropriate training.