- North Middlesex Regional School District
Conflict of Interest Law
Public School Teacher FAQs on the Conflict of Interest Law
Public school teachers – teachers who work for school districts, regional schools, and charter schools -- are subject to the conflict of interest law, G.L. c. 268A. This information sheet answers some questions about the law frequently asked by teachers. The following topics are covered:
- teacher gifts;
- school field trips where a chaperone teacher’s expenses are paid;
- accepting payment of travel expenses;
- teacher political activity relating to town budget overrides;
- second jobs, such as coaching, and summer jobs with the same town or district;
- running for school committee; and
- receiving services from students in vocational programs, such as automobile oil changes.
Gifts: Public employees, including teachers, are prohibited by Sections 3 and 23(b)(2) of the conflict of interest law from accepting gifts worth $50 or more that are given to them because of the position they hold, or because of some action they could take or have taken in their position. Teachers and other public employees may accept gifts that are worth less than $50, but they have to disclose in writing the fact that that they have done so if, based on the circumstances, a reasonable person would think that the teacher might unduly show favor to the giver or the giver’s child because of the gift. G.L. c. 268A, § 23(b)(3). Therefore, whether you may accept the gift depends on its value, and whether you must disclose a gift you are allowed to accept depends on the circumstances.
Class Gifts: The Commission created an exemption in its regulations at 930 CMR 5.08(14) to permit class gifts to teachers in certain circumstances. Under the exemption, the parents and students of a class, acting together, may give a gift worth up to $150 to a teacher, provided that the gift is identified only as being from the class, and the names of the givers and the amounts given are not identified to the teacher. A single class gift worth up to $150, or several class gifts during the school year with a total value up to $150, may be given. A teacher may not accept any other gift from someone who has contributed to a class gift. Therefore, if an individual gift is offered, before accepting it, the teacher must confirm that the giver did not contribute to the class gift.
A teacher who is offered an end of the year gift worth less than $50 by someone who did not contribute to a class gift may accept it, after confirming by asking that the giver did not contribute to the class gift. A gift worth less than $50 must be disclosed in writing if, based on the circumstances, a reasonable person would think that the teacher might unduly show favor to the giver or the giver’s child because of the gift. G.L. c. 268A, § 23(b)(3).
Gifts for the Classroom: A gift given to a teacher to use solely in the classroom or to buy classroom supplies is not considered a gift to the teacher personally, and is, therefore, not subject to the $50 limit on personal gifts to teachers. Parents may give gifts to the classroom or the school in accordance with the rules of the school district. A teacher who receives such a gift must keep receipts documenting that the money was used for classroom supplies.
Handmade Gifts or Gifts Worth Less than $10: A gift without retail value, such as a plate of cookies or other homemade food items, hand-picked flowers, handmade gifts, or other items worth less than $10, need not be disclosed, because a reasonable person would not think that a teacher would unduly show favor to the giver. A gift that might create such an appearance of a conflict – for example, a $40 bottle of wine given to a teacher who is going to write a college recommendation for a student – must be disclosed, in writing, to the teacher’s appointing authority. A teacher who accepts a gift worth less than $50 from a student or parent during the school year must file a disclosure if she will continue to teach the student during the rest of the year and the gift is valuable enough that it might create an appearance that she would unduly favor the student. The form that should be used for such a disclosure is the Receipt of Gift Valued at Less than $50 Disclosure.
Gifts Given After the School Year: If a teacher gets a gift after the school year has ended and grades have been reported, and the gift is one that she may accept because the giver did not contribute to the class gift and the item given is worth less than $50, she need not file a disclosure unless she expects to perform official duties in relation to the student again, because if she will not have further contact with the student, there will be no appearance that she might unduly favor the student.
School Trips Where Teacher-Chaperone’s Expenses are Paid
Travel Expenses Teachers May Accept (No Disclosure Required)
Expenses paid by your employing district: When a teacher-chaperone’s travel expenses will be paid for by her employing district (or by the teacher herself), no conflict of interest law issues are raised.
Travel Expenses Teachers May Accept (Disclosures Required)
Expenses paid by parents or travel company: When a teacher-chaperone’s expenses will be paid by anyone other than the employing district – such as a travel company or parents – issues arise under §§ 6 or 19 and 23(b)(2) of the conflict of interest law. A teacher may receive payment of travel expenses as a chaperone for school-sponsored trips provided that he fills out two separate disclosure forms (one before he starts planning the trip and a second one before he travels), gives them to his appointing authority, and obtains prior written approval.
Before planning the trip:
Sections 6 and 19 of the conflict of interest law prohibit state or municipal teachers, respectively, from participating in any matter in which they have a personal financial interest. For example, a teacher who arranges a student trip to Mexico knowing that the parents of the students taking the trip will pay her travel expenses has a personal financial interest in the matter. However, there is an exemption that allows a public employee to participate in a matter in which she has a financial interest if she makes a prior written disclosure to her appointing authority about her financial interest and receives prior written authorization. Before beginning to plan a school trip that will involve paid-for travel valued at $50 or more, the teacher should fill out a disclosure form and obtain prior written approval. Charter school teachers should use the Appointed state employees financial interest disclosure form. Teachers employed by a school district should use the Financial interest disclosure form for appointed municipal employees
Section 23(b)(2) prohibits public employees from accepting anything valued at $50 or more that is given because of their official position. If parents or a travel company offer to pay a teacher-chaperone’s out-of-state travel on a school-sponsored trip valued at $50 or more, the teacher may accept only if he first fills out a disclosure form giving details of the anticipated travel, and his appointing authority concludes, in writing and in advance, that the proposed travel will serve a legitimate public purpose. The regulation creating this exemption is 930 CMR 5.08(2)(d). The required form is Appointed employee reimbursement of travel expenses disclosure.
In summary, a teacher planning a school trip that will involve someone other than the teacher or the school district paying her travel expenses on the school trip of $50 or more, must file two disclosure forms and have them approved by her appointing authority: (1) the § 6 or 19 form before she begins to plan the trip, and (2) the travel disclosure form before she travels.
Travel Expenses Teachers May Not Accept
A teacher planning or participating in a school trip is prohibited under §§ 3 and 17 of the conflict of interest law from accepting a stipend or travel rewards including points valued at $50 or more from a travel company in relation to the school trip.
Teacher Political Activity Relating to Town Budget Overrides
Serving on a ballot question committee: You may serve on or assist a ballot question committee about a tax limit override provided that you do so without pay, do not fundraise, and do not act as the agent for the campaign in any matter involving your town (such as filing required campaign finance reports). You may, outside of school and on your own time, distribute campaign literature, make get-out-the vote telephone calls, conduct campaign polls and research, drive voters to the polls, and display or hold signs as long as you do not do so on town time or by using town resources.
Private political activity: Teachers and other public employees have most of the same rights as other citizens to engage in private political activity. A teacher may engage in private political activity using his own or other private resources, and when he is acting for himself and not as an agent or representative of anyone else. However, a public employee may not use his public position to engage in political activity. Section 23(b)(2)(ii) of the conflict of interest law prohibits the use of one's public position to engage in political activity, because a public employee who does so is using his official position to secure for himself or others (such as a candidate or a ballot question committee) unwarranted privileges of substantial value ($50 or more) not properly available to similarly situated persons.
Engaging in political fundraising: The campaign finance law, G.L. c. 55, restricts the ability of public employees to engage in political fundraising. The campaign finance law is enforced by the Office of Campaign and Political Finance ("OCPF"), which can answer questions about fundraising. You can call OCPF at (617) 979-8300.
Engaging in private political activity through your school: While in general, it is permissible to notify the public that an election will be held on a certain date and encourage all voters to vote, public resources may not be used to notify only a subset of voters (such as parents of school children) in order to influence the outcome of the vote or meeting. Notifying only the parents of school children about a ballot question whether to fund a new public school, and not notifying other homeowners who do not currently have a child attending school in the district, would be prohibited, because it would not be neutral.
Tutoring students you do not teach: You may not advertise your services in any way, but the parents of a child who attends school in your district, but is not one of your students, may solicit your services in tutoring even if the school has not found that the tutoring services are necessary. The parents may pay you per hour and you may go to their home to provide the tutoring. You must use your own materials, not school materials.
Tutoring students in your own district: The conflict of interest law places some restrictions on teachers tutoring students in their own districts but does not forbid it. The following are the types of situations that may violate the law, as explained further below:
- A teacher recommends that one of her own students receive private tutoring, and then is paid to do the tutoring.
- A teacher privately tutors her current students.
- A teacher conducts a private tutoring business after hours in his public school classroom.
- A teacher is paid by her own district in a second job to provide tutoring.
- A teacher is paid to provide services that the district has found to be necessary for a child, for instance under an IEP.
- A teacher tells one of his students that he is available for private instruction over the summer.
Providing Tutoring You Recommended: A teacher cannot recommend that one of his or her own students get tutoring, and then be paid to tutor that same student in a second job. This would be a conflict of interest, because the teacher has a financial interest in providing those services. This restriction is imposed by § 6 (charter school teachers), and § 19 (school district teachers).
Privately Tutoring Current Students: A teacher may not tutor students who are currently in her class. Even if the teacher does not recommend that her current student receive private tutoring, the teacher should not tutor her current students as this raises issues under § 23(b)(3), the appearance of a conflict section, § 23(b)(2), the use of position section, and § 19, the financial interest section.
Using School Resources for Private Tutoring: A teacher cannot use his position to get unwarranted privileges for himself, or to give them to anyone else. This restriction is imposed by § 23(b)(2). For example, a teacher cannot use school resources such as classrooms or materials in connection with a private tutoring business. A public school employee cannot use a school or district website to advertise private tutoring services. A school cannot send home brochures for a particular tutoring service with the children. The only exception to this is that a district may, if it chooses, create a policy permitting the use of its resources in specified circumstances by anyone (teachers or non-teachers) who meets its objective and reasonable criteria. For example, a district could create a policy under which it will list on its website any provider of private tutoring services that meets stated criteria. Any such listing, however, should include a disclaimer that the district is not endorsing any private tutoring service
Tutoring Paid for by the District: Apart from their primary employment (which is viewed as a contract for conflict of interest purposes), teachers and other public employees are not allowed to have a financial interest in a contract with an agency at their same level of government, unless an exemption applies. This means that a teacher cannot have a second paid position with her school district or her charter school unless there is an applicable exemption, because the second paid position is a financial interest in a municipal or state contract. This restriction is imposed by § 7 (charter school teachers) and § 20 (school district teachers). These sections make it impossible for full-time teachers to tutor in their own district if the district is going to pay for the tutoring (as may be the case, for example, with SES services). A district that wishes to be able to pay its teachers directly to perform tutoring must include a provision in the teachers’ collective bargaining agreement providing a set amount of extra pay for tutoring by teachers that will be included in the teachers’ regular paychecks. This solves the problem because then teachers only have a financial interest in one contract (that is, their primary employment, which is governed by the collective bargaining agreement). This part of the law applies less restrictively to some part-time employees.
Tutoring Required by District: Teachers and other public employees may not be paid by or act for others in matters that are of direct and substantial interest to their public employers. Where a district has determined that a particular child needs tutoring, that is a matter of direct and substantial interest to the district. Consequently, a teacher who works for the district cannot be paid privately to provide that tutoring. For example, if tutoring is required as part of an IEP, a teacher in the district may not accept payment from the student’s family to provide that tutoring. The teacher is likewise prohibited from communicating with his own school or district on behalf of a private tutoring program. This restriction is imposed by §§ 4 and 17. These provisions apply less restrictively to some part-time employees. A district paying its own teachers directly to provide tutoring pursuant to a collective bargaining agreement by including tutoring-related compensation in their regular paychecks does not create a problem under this section, because the employees are not being paid by someone other than their employer.
Approaching Students or Parents for Work: Teachers and other public employees may not initiate private business relationships with persons under their authority pursuant to § 23(b)(2). This means that a teacher may not approach a student, or the student’s parents, seeking private tutoring work. A teacher may provide tutoring when the relationship is initiated by the parents or a student, but, if the student is, or in the future may be, under the teacher’s authority, the teacher will need to do a written disclosure. The form to be used for this disclosure is Appearance of undue favor or improper influence disclosure.
School District Policies Prohibiting Private Tutoring: A school district may adopt policies that are more restrictive than the conflict of interest law. For example, a school district may choose to adopt a policy prohibiting teachers from privately tutoring any students in the same school in which they teach or in the same school district in which they work. In that situation, the tutoring would be prohibited, even if it doing so would otherwise be permissible under the conflict of interest law.
In sum, a teacher who is approached by parents of a student in his district but who is not one of his own students, and is asked to tutor their child, for payment by the parents, and using no public resources in connection with that tutoring, may do so. Teachers, however, should avoid tutoring in any of the situations described above that would raise issues under the conflict of interest law or district policy.
Second Jobs (Coaching) and Summer Jobs with the Same District, Town or State
Coaching in your district as a second job: The only way that you can coach while a teacher and comply with the conflict of interest law is if the collective bargaining agreement for teachers in your district includes a provision authorizing teachers to be paid for coaching, and the additional payment is included in your regular paycheck. You cannot have a second paid arrangement with the district for which you are paid separately.
A teacher may not have a financial interest in a contract with an agency at his same level of government, unless an exemption applies. This means that a teacher cannot have a second paid position with her school district or her charter school unless there is an applicable exemption, because having that second paid position would give the teacher a prohibited financial interest in a municipal or state contract. This restriction is imposed by §§ 7 and 20. A district that wishes to be able to pay its teachers extra to perform services in addition to teaching, such as coaching, should include a provision in the teachers’ collective bargaining agreement providing a set amount of extra pay for such services, to be included in regular paychecks. This solves the problem, because then the teachers only have a financial interest in one contract, that is, their primary employment, which is governed by the collective bargaining agreement. This part of the law applies less restrictively to some part-time employees.
Summer Jobs: A teacher may not have a financial interest in a contract with an agency of the town in which he works under §§ 7 and 20, which includes a second job in the same town, unless an exemption applies. You may only take this summer job if you can satisfy the requirements of the § 20(b) exemption. This will require that the town gave public notice of the availability of the recreation department job; that you do not work more than 500 hours in the recreation department job; that the head of the recreation department certifies that no one from the recreation department is available to do the job; and that the board of selectmen (or town council) approves the exemption. You will also have to file a written disclosure with the town clerk establishing that these requirements are met. A form for that disclosure Financial interest in a municipal contract disclosure for municipal employees.
Running for School Committee
You may run for school committee in the town where I teach but you will have to give up your teaching job if elected. G.L. c. 71, § 52 provides that school committee members may not be teachers in their own districts. This restriction also applies to per diem substitute teachers.
Receiving Services from Students in Vocational Programs
In general, a teacher may not have a financial interest in a contract with his school, which includes purchasing services from the school. However, an exemption from that rule permits teachers and other public employees to enter into any fee-based contractual relationship that is readily available to the public at a set price. The regulation that creates this exemption is 930 CMR 6.16.
Issued: October 2012
Revised: November 2017
OVERVIEW: The system includes standards and rubrics for all educators: superintendents, principals, teachers and other licensed staff.
NMRSD evaluation process is based upon the Massachusetts Model System, a comprehensive educator evaluation system designed by the Department of Elementary and Secondary Education (ESE). Complete descriptions of the system can be found here.
The purpose of the system is to:
PROMOTE GROWTH AND DEVELOPMENT: The regulations are designed first and foremost to promote leaders’ and teachers’ growth and development. They place student learning at the center of the process using multiple measures of student learning as indicators of success.
INCLUDES ALL EDUCATORS: Superintendents, principals, teachers, and other licensed take a leading role in shaping his/her professional growth and development.
- GOAL SETTING: Every educator assesses his/her own performance and proposes one or more challenging goals for improving his/her own practice. A formal process for reflection and self-assessment creates the foundation for educators to chart their own course for professional growth and development.
- RUBRIC WITH CLEAR EXPECTATIONS: Every educator uses a rubric that offers a detailed picture of practice. District-wide rubrics set the stage for both deep reflection and the rich dialogue about practice that our profession seeks. Each indicator is broken down into elements that are, in turn, described at four levels. Rubrics are a tool for making explicit and specific the behaviors and actions present at each level of performance. They can foster constructive dialogue about those expectations and how to improve practice. The rubrics prompt careful analysis and discussion
Standards for Administrators Standards for Teachers Instructional Leadership Curriculum, Planning and Assessment Management and Operations Teaching All Students Family and Community Engagement Family and Community Engagement Professional Culture Professional Culture
- Multiple measures of student learning, growth, and achievement, including classroom assessments, common assessments comparable across grade or subject district-wide, and state-wide growth measures where available, including the MCAS Student Growth Percentile (SGP) and World-class Instructional Design and Assessment (WIDA) growth scores and ;
- Judgments based on observation and artifacts of professional practice,including unannounced observations of practice; and,
- Additional evidence relevant to one or more Performance Standards.
- Student and staff feedback will be used as a source of evidence when evaluating teachers and administrators, and staff feedback will be used when evaluating administrators.
Rubric ratings include:
Proficient performance is understood to be fully satisfactory. This is the rigorous expected level of performance; demanding, but attainable.
Exemplary performance represents a level of performance that exceeds the already high standard of Proficient. A rating of Exemplary is reserved for performance on an Indicator or Standard that is of such a high level that it is a model for others. Few educators are expected to earn Exemplary ratings on more than a handful of indicators.
Needs Improvement indicates performance that is below the requirements of a Standard but is not considered to be Unsatisfactory at the time. Improvement is necessary and expected. For new educators, Needs Improvement can be understood as “developing’ in cases where the educator is “on track” to proficiency within three years.
Unsatisfactory performance is merited when performance has not significantly improved following a rating of Needs Improvement, or performance is consistently below the requirements of a standard and is considered inadequate, or both.
- STUDENT NEEDS: Every educator will also consider their students’ needs using a wide range of ways to assess student growth and propose one or more challenging goals for improving student learning. They will be able to monitor progress carefully and analyze the impact of their hard work.
- TEAM GOALS: Every educator will be expected to consider team goals, a clear indication of the value the new process places on both collaboration and accountability.
- EVIDENCE OF GOAL ATTAINMENT: Every educator will compile and present evidence and conclusions about their performance and progress on their goals, ensuring that the educator's voice is critical to the process.
Fingerprinting LawAll newly hired school employees, including educators, maintenance staff, cafeteria workers, bus drivers, and employees of contractors who work in the schools and may have direct and unmonitored contact with children are required to complete a national background check immediately upon hire. Unlike state CORI checks that have no associated fee, individuals will pay a fee to comply with this requirement. The fee is $35 for non-licensed employees (custodians, clerical staff, cafeteria employees, paraprofessionals) and $55 for license-holders (teachers and licensed administrators).
For more information regarding national criminal background checks, please visit Mass.gov.
ID BadgesIdentification badges are required for entry into all North Middlesex Regional School District buildings. All employees are issued an ID badge by our Human Resources department upon hire as an employee.
As an employee, if your ID badge is lost, stolen or damaged, you may receive a replacement badge through the Human Resources Office, located in the Squannacook Early Childhood Center at 66 Brookline Street, Townsend.
As an employee, if your name has changed, you must obtain a new ID badge. You must provide proof of the name change to the Human Resources department.
Please email Charlene Cotter to request a replacement badge.
State Ethics Test
Mandatory Online State Ethics Test
Every two years, all current municipal employees (which includes school employees) and committee members must complete online training. New public employees and committee members must complete this training within 30 days of beginning public service, and every two years thereafter.
Upon completing the program, employees should print out the completion certificate and keep a copy for their own record and are required to provide a copy of the completion certificate to the Human Resources Office.
- Go to: http://www.muniprog.eth.state.ma.us
- Take Course
- Print out certificate
- Return certificate to Human Resources
State Ethics Commission Website has information regarding Laws, Regulations and Forms. There are Educational and Training Resources available for Municipal Employees, Committee Members and Volunteers. Advisory Opinions, Request Advice, and Rulings are also on their website.
Important note: Before acting, an employee may request free legal advice about how the law applies to them in a particular situation. The advice is confidential in most circumstances. You may request advice by calling the "Attorney-Of-The-Day," (617) 371-9500/(888) 485-4766 or online, or in writing by U.S.
Mail: State Ethics Commission, Legal Division, One Ashburton Place, Room 619, Boston, MA 02108. The Legal Division may provide you only with advice concerning your own conduct. In compliance with the Conflict of Interest Law, all employees/volunteers must be provided with a summary of the law and are required to participate in an on-line training program