Collaborative Leadership. The District and the MEA believe that shared ownership of school operations and collaborative decision- making lead to improved learning environments and increased student achievement. Implementation of the District’s instructional program is complex and is best accomplished when there is mutual understanding among a school’s administration and teachers, and a joint commitment to problem solving. Such an atmosphere recognizes the authority of the director and the professionalism of teachers. Collaborative processes will be employed at each school to make decisions within the parameters established by Board policy, the District’s strategic plan, the school’s mission and model, the school’s improvement plan, and applicable law. While both parties agree that collaborative decisions are best, it is acknowledged that there may be times when a school director will need to make decisions independently. At a minimum, each school must employ an inclusive and collaborative process to attend to the tasks assigned to school leadership in Article 6. The full staff at each school shall determine whether these leadership tasks are addressed by the full staff, a smaller representative group, or another existing team. This collaborative team(s) shall seek input from those directly affected by decisions, ensuring representation and voice. The process of communication will be determined by the team.
Collaborative Leadership. 23.4.1 As per board policy, each school will participate in collaborative decision making. Schools are encouraged to embed collaborative leadership into the regular school day where possible. Extra compensation for additional duties shall be provided when such duties and responsibilities are in addition to a contractual workday. Compensation may be an hourly rate of pay based on the beginning BA salary, release time, or salary advancement credit. The District and the Association will continue to seek creative compensation options.
Collaborative Leadership. A quality working relationship between the two partners depends upon the ongoing commitment of leadership that is willing to work in a collaborative manner for the benefit of both institutions. On-going, reflective work with regular meetings will continue between the Xxxx’x office of the Winona State University College of Education and the Superintendent’s office of the Winona Area Public Schools District #861. A representative from the WAPS Superintendent’s Office will serve as a member of the WSU Xxxx’x Coordinating Council. The arrangement for Teachers on Special Assignment (TOSA) and Educational Leaders on Special Assignment (ELOSA) may continue with some expanded liaison roles that may also include WSU Faculty on Special Assignment to District #861. Sharing faculty opens the door to multi-lateral collaboration between WAPS, WSU and other parties as mutually agreed. Shared staff adds value and continuity for the mutual needs of both organizations and, with a shared vision, these faculty members can become bridges between WAPS and WSU as we strive to reach our goal of improved learning for all 21st Century learners. *Induction A collaborative framework will be established for implementation of an induction program for WSU graduates who are employed by WAPS for the first three years of their residency with District #861. The induction program will include mentoring, coaching, data based instructional support and development as well as staff development designed for beginning teachers that is relevant and appropriate to their needs. The inclusion of other new teachers from the NExT network universities will be subject to arrangements made by WSU and those other institutions. New teachers from outside of the NExT network may also be included in the induction program subject to agreement between WAPS and WSU. The recruitment and retention of high quality teachers for the benefit of the WAPS students will be the priority in the decision making process as the induction program is developed. Providing and preparing Master Classroom Teachers to serve as mentors and coaches will be a shared responsibility between WAPS and WSU. *Other Considerations: Details of this agreement will be reviewed by the WEA teacher union representatives, district administrative teams and WAPS/WSU liaisons to insure that contractual rights and obligations will be met and that there will be no disadvantage to current employees with this agreement. Similarly, details of this agreement w...
Collaborative Leadership. The impact of leadership cannot be over-emphasized. Leadership should be broadened to ensure collaboration between the key players in the local government environment which include CoGTA, the departments of Energy, Public Enterprises, Finance and National Treasury to ensure interventions are dove-tailed and seamless to achieve the required outcomes. It is also essential for Eskom and municipalities to engage and collaborate to enhance revenue management. In executing this mandate it remains critical to keep SMME’s on the radar screen and execute radical economic transformation at all levels of Supply Chain.
Collaborative Leadership. 4.2 – Oversee and coordinate emergency management resources across Government. • Animal welfare in emergencies (farm, domestic, wild). • Reviewing and building on relationships developed during/post 2013 bushfires. • Integrated planning for improved collaboration between agencies at local level in relation to arrangements.
Collaborative Leadership. The District and Association are committed to collaborative leadership for the purpose of improving student learning. Building Leadership Teams (BLTs) have been established in each school. Team members for open positions shall be determined by the building principal, based on grade level and/or department from staff volunteers. Any BLT decisions in conflict with this negotiated agreement shall require the prior approval of both the District and Association. The BLT at each school shall determine a process for decision-making that is appropriate for that school. The BLT shall have the authority, subject to building staff approval, to determine employee schedules which best meet the needs of the student program, and the goal shall be that affected staff is notified prior to the end of the semester or school year should their schedule vary from the traditional school schedule. Examples might include: a base contract student attendance day calendar which varies from the student calendar; a daily schedule which varies from the student date (i.e., periods zero through five instead of one through six); shortened days compensated by concentrated extended learning opportunities at other times; etc. To improve student achievement, the BLT at each school shall develop a School Improvement Plan (SIP) that aligns with the District Improvement Plan. BLT members shall be compensated for school improvement plan-related meetings outside the contracted day as directed by the building principal at the supplemental rate of pay.
Collaborative Leadership. A quality working relationship between the two partner institutions can and will exist with leadership that is willing to work in a collaborative manner for the benefit of both institutions. On-going, reflective work will continue between the Xxxx’x Office of Winona State University and the Superintendent’s Office of the Xx Xxxxxxxx-Xxxxx Xxxxxx Xxxxxxx Xxxxxxxx #000. A representative from the La Crescent-Hokah Superintendent’s Office will serve as a member of the WSU College and Unit Coordinating Council, (also know as the Xxxx’x Coordinating Council). The arrangement for Teachers on Special Assignment (TOSA) and Administrators, Educational Leaders on Special Assignment (ELOSA) may be implemented with some expanded liaison roles that may also include WSU faculty on Special Assignment (FOSA) to District #300. Sharing faculty opens the door to multi-lateral collaboration with La Crescent-Hokah and WSU. Shared staff adds value and continuity for the mutual needs of both organizations and with a shared vision, these faculty members can be the bridges between District #300 and WSU as we strive to reach our goal of improved learning for all 21st Century students. *Induction A collaborative framework will be established for implementation of an induction program for WSU graduates and other new teachers who are employed by La Crescent-Hokah for the first three years of their residency with District #300. This induction framework will include and further develop the Mentor Program currently in place and as an induction program, it will be specific to the teachers in their first three years with the La Crescent-Hokah Schools. The induction program will include mentoring, coaching, data based instructional support and development as well as staff development designed for beginning teachers that is relevant and appropriate to their needs. The inclusion of other new teachers from the network of NExT Universities will be subject to the arrangements made by WSU and those other institutions. New teachers from outside of the NExT network may also be included in the induction program subject to agreement between District #300 and WSU. The recruitment and retention of high quality teachers for the benefit of the La Crescent-Hokah students will be the priority in the decision making process as the induction program is developed. Providing and preparing master classroom teachers to serve as mentors and coaches will be a shared responsibility between the La Crescent-Hokah Publ...
