Common use of Organizational Culture of Respect Clause in Contracts

Organizational Culture of Respect. The Board of Education, the superintendent and the executive staff, and the organizations representing employees recognize and value the role of all employees as contributors to a learning community which sets high standards of performance for staff and students. By working together through continuous improvement, effective communication, and meaningful involvement in the decision-making processes, we provide a high quality education to every student. We are committed to shared responsibility and a collaborative partnership integrated into an organizational culture of respect. Updated September 2011 The commitment to ▇▇▇▇▇▇ an organizational culture of respect that is embedded throughout the school system is a priority of the employee organizations, the Board of Education, and the superintendent and executive staff. This culture is built on the belief that all employees, both school-based and nonschool-based, are essential to a successful learning environment. Inherent to this belief is the recognition that there is strength in diversity, which is inclusive of all groups and individuals. We are committed to: • Trust in each other • Use of collaborative and interest-based processes • Recognizing the collective bargaining relationships as opportunities to enhance this culture • Recognition of every employee’s contributions • High expectations for all staff and students that are reasonable, clear, and transparent • Open, honest contributions without fear of retribution • Open and effective communication • Respect for various points of view • Civility in all of our interactions • Team building and working together as teams There is a commitment to fostering and sustaining a culture of respect through supports and structures. In order to be effective, these supports and structures should be embedded throughout the system, visible and accessible to everyone, and seen as fair and equitable. In order to make certain that this culture is promoted throughout the school system, time is needed for collaboration, training, and professional development and resources are needed to accomplish this. • Board of Education policies, such as the Creating A Positive Work Environment in A Self-renewing Organization and Human Relations policies. • Professional growth systems, which include professional development, employee orientation, mentoring, training, recognition, support for new and under-performing employees, and professional development plans • Collaborative processes, such as labor/management collaboration committees, Councils on Teaching and Learning, principal leadership groups, cross functional teams, advisory committees, and Study Circles • Diversity training and development initiatives • Continuous improvement processes, including the Baldrige-guided school improvement process • Communication processes, including satisfaction and climate surveys, focus groups, budget forums, and various feedback reports • Dispute resolution activities Updated September 2011 • Model civility in daily interactions • Use collaborative and interest-based strategies rather than positional or adversarial approaches • Be clear about the level of involvement in the decision making process • Seek to solve the problem, not apply blame • Utilize active listening skills • Encourage creativity and risk-taking • Seek and respect the opinion of others • Respect the time and the time commitments of others • Seek to resolve issues at the level where they occur • Seek to understand before making judgments • Acknowledge the professional judgment of individuals in their roles • Be aware of non-verbal communication • Use power and authority appropriately and positively • Be an active and responsible member of the team • Be responsible for accepting and giving feedback • Provide and receive feedback constructively and respectfully • Communicate openly and respectfully Updated September 2011 Resolving differences Enhancing collaboration Supporting our coworkers Promoting civility Encouraging creativity Communicating openly Team building through trust This document is available in an alternate format, upon request, under the Americans with Disabilities Act, by con- tacting the Public Information Office, at ▇▇▇ ▇▇▇▇▇▇▇▇▇▇ ▇▇▇▇▇, Room 112, Rockville, MD 20850, or by phone at ▇▇▇-▇▇▇-▇▇▇▇ or via the Maryland Relay at ▇-▇▇▇-▇▇▇-▇▇▇▇. Individuals who need sign language interpretation or cued speech transliteration in communicating with Montgom- ery County Public Schools (MCPS) may contact Interpreting Services in the Deaf and Hard of Hearing Program at ▇▇▇-▇▇▇-▇▇▇▇. MCPS prohibits illegal discrimination on the basis of race, color, gender, religion, ancestry, national origin, marital status, socioeconomic status, age, disability, physical characteristics, or sexual orientation. Inquiries or complaints regarding discrimination or Title IX issues such as gender equity and sexual harassment should be directed to the Office of the Deputy Superintendent of Schools at ▇▇▇-▇▇▇-▇▇▇▇, via the Maryland Relay at ▇-▇▇▇-▇▇▇-▇▇▇▇, or addressed to that office at ▇▇▇ ▇▇▇▇▇▇▇▇▇▇ ▇▇▇▇▇, Room 129, Rockville, MD 20850. ▇▇▇.▇▇▇▇▇▇▇▇▇▇▇▇▇▇▇▇▇▇▇.▇▇▇/▇▇▇▇/▇▇▇▇▇▇▇ Updated September 2011 MCPS and MCAAP believe that meaningful communication and collaboration is vital to the success of our schools and offices and that strong partnerships between and among administrators is demon- strated through fair treatment, integrity, and open and honest communication. We recognize that the nature of the jobs performed by administrators is such that work beyond the customary eight hours per day and 40-hour work week is frequently required. It is also understood that administrators are frequently called upon to address emergency situations that command prompt attention, priority, and flexibility. We also are mindful that administrators take their work obligations and leadership respon- sibilities seriously while balancing their personal commitments, relationships, and personal priorities as individuals. The tenets and beliefs mutually developed and pledged in the compacts on respect and climate support a positive work environment as well as opportunities to model expected behaviors. To this end, MCAAP and MCPS offer the following general principles and expectations to guide all administrators as they reflect on the balance of their work and personal lives. Administrative teams and work relationships can take many forms such as central office directors and/ or supervisors, principal and assistant principals, coordinators, and other school-based team members, associate superintendent and directors, or associate superintendent and level-alike principals. As such, MCPS and MCAAP have identified opportunities and expectations, which provide guidance to admin- istrators to exercise professional judgment in decisions that directly impact their immediate work schedule and those whom they supervise. • Communication is key. Each member of an administrative team or within a designated administrative unit has a shared responsibility to discuss, understand, and implement these work-related expectations on an annual basis, or more often if necessary. • Subordinates have a voice to be heard in the development of these understandings. • The assumption should be that administrators are professionals who will complete the work and meet reasonable expectations of a commitment of time and effort to do the work. • While we recognize that administrators can exercise and demonstrate professional judgment in addressing the work and balancing their personal lives, we also recognize that providing flexibility in how this is accomplished may be appropriate and does not translate to a reduction in responsibility and accountability. • Administrators appreciate and value collaboration and prefer to be accountable for clear, consistent, and mutually agreed-upon expectations. • These guiding principles support and sustain a positive work environment, which builds on strong partnerships, promotes trust, and advances mutual goals and mutual respect.

Organizational Culture of Respect. The Board of Education, the superintendent and the executive staff, and the organizations representing employees recognize and value the role of all employees as contributors to a learning community which sets high standards of performance for staff and students. By working together through continuous improvement, effective communication, and meaningful involvement in the decision-making processes, we provide a high quality education to every student. We are committed to shared responsibility and a collaborative partnership integrated into an organizational culture of respect. Updated September 2011 The commitment to ▇▇▇▇▇▇ an organizational culture of respect that is embedded throughout the school system is a priority of the employee organizations, the Board of Education, and the superintendent and executive staff. This culture is built on the belief that all employees, both school-based and nonschool-based, are essential to a successful learning environment. Inherent to this belief is the recognition that there is strength in diversity, which is inclusive of all groups and individuals. We are committed to: • Trust in each other • Use of collaborative and interest-based processes • Recognizing the collective bargaining relationships as opportunities to enhance this culture • Recognition of every employee’s contributions • High expectations for all staff and students that are reasonable, clear, and transparent • Open, honest contributions without fear of retribution • Open and effective communication • Respect for various points of view • Civility in all of our interactions • Team building and working together as teams There is a commitment to fostering and sustaining a culture of respect through supports and structures. In order to be effective, these supports and structures should be embedded throughout the system, visible and accessible to everyone, and seen as fair and equitable. In order to make certain that this culture is promoted throughout the school system, time is needed for collaboration, training, and professional development and resources are needed to accomplish this. • Board of Education policies, such as the Creating A Positive Work Environment in A Self-renewing Organization and Human Relations policies. • Professional growth systems, which include professional development, employee orientation, mentoring, training, recognition, support for new and under-performing employees, and professional development plans • Collaborative processes, such as labor/management collaboration committees, Councils on Teaching and Learning, principal leadership groups, cross functional teams, advisory committees, and Study Circles • Diversity training and development initiatives • Continuous improvement processes, including the Baldrige-guided school improvement process • Communication processes, including satisfaction and climate surveys, focus groups, budget forums, and various feedback reports • Dispute resolution activities Updated September 2011 • Model civility in daily interactions • Use collaborative and interest-based strategies rather than positional or adversarial approaches • Be clear about the level of involvement in the decision making process • Seek to solve the problem, not apply blame • Utilize active listening skills • Encourage creativity and risk-taking • Seek and respect the opinion of others • Respect the time and the time commitments of others • Seek to resolve issues at the level where they occur • Seek to understand before making judgments • Acknowledge the professional judgment of individuals in their roles • Be aware of non-verbal communication • Use power and authority appropriately and positively • Be an active and responsible member of the team • Be responsible for accepting and giving feedback • Provide and receive feedback constructively and respectfully • Communicate openly and respectfully Updated September 2011 Resolving differences Enhancing collaboration Supporting our coworkers Promoting civility Encouraging creativity Communicating openly Team building through trust This document is available in an alternate format, upon request, under the Americans with Disabilities Act, by con- tacting the Public Information Office, at ▇▇▇ ▇▇▇▇▇▇▇▇▇▇ ▇▇▇▇▇, Room 112, Rockville, MD 20850, or by phone at ▇▇▇-▇▇▇-▇▇▇▇ or via the Maryland Relay at ▇-▇▇▇-▇▇▇-▇▇▇▇. Individuals who need sign language interpretation or cued speech transliteration in communicating with Montgom- ery County Public Schools (MCPS) may contact Interpreting Services in the Deaf and Hard of Hearing Program at ▇▇▇-▇▇▇-▇▇▇▇. MCPS prohibits illegal discrimination on the basis of race, color, gender, religion, ancestry, national origin, marital status, socioeconomic status, age, disability, physical characteristics, or sexual orientation. Inquiries or complaints regarding discrimination or Title IX issues such as gender equity and sexual harassment should be directed to the Office of the Deputy Superintendent of Schools at ▇▇▇-▇▇▇-▇▇▇▇, via the Maryland Relay at ▇-▇▇▇-▇▇▇-▇▇▇▇, or addressed to that office at ▇▇▇ ▇▇▇▇▇▇▇▇▇▇ ▇▇▇▇▇, Room 129, Rockville, MD 20850. ▇▇▇.▇▇▇▇▇▇▇▇▇▇▇▇▇▇▇▇▇▇▇.▇▇▇/▇▇▇▇/▇▇▇▇▇▇▇ Updated September 2011 MCPS and MCAAP MCAAP/▇▇▇▇▇ believe that meaningful communication and collaboration is vital to the success of our schools and offices and that strong partnerships between and among administrators is demon- strated demonstrated through fair treatment, integrity, and open and honest communication. We recognize that the nature of the jobs performed by administrators is such that work beyond the customary eight hours per day and 40-hour work week is frequently required. It is also understood that administrators are frequently called upon to address emergency situations that command prompt attention, priority, and flexibility. We also are mindful that administrators take their work obligations and leadership respon- sibilities responsibilities seriously while balancing their personal commitments, relationships, and personal priorities as individuals. The tenets and beliefs mutually developed and pledged in the compacts on respect and climate support a positive work environment as well as opportunities to model expected behaviors. To this end, MCAAP MCAAP/▇▇▇▇▇ and MCPS offer the following general principles and expectations expec- tations to guide all administrators as they reflect on the balance of their work and personal lives. Administrative teams and work relationships can take many forms such as central office directors Directors and/ or supervisorsSupervisors, principal Principal and assistant principalsAssistant Principals, coordinators, and other school-based team members, associate superintendent Associate Superintendent and directorsDirectors, or associate superintendent Associate Superintendent and level-alike principalsPrincipals. As such, MCPS ▇▇▇▇ and MCAAP MCAAP/▇▇▇▇▇ have identified opportunities and expectations, which provide guidance to admin- istrators administrators to exercise professional judgment in decisions that directly impact their immediate work schedule and those whom they supervise. • Communication is key. Each member of an administrative team or within a designated administrative unit has a shared responsibility to discuss, understand, and implement these work-related expectations on an annual basis, or more often if necessary. • Subordinates have a voice to be heard in the development of these understandings. • The assumption should be that administrators are professionals who will complete the work and meet reasonable expectations of a commitment of time and effort to do the work. • While we recognize that administrators can exercise and demonstrate professional judgment in addressing the work and balancing their personal lives, we also recognize that providing flexibility in how this is accomplished may be appropriate and does not translate to a reduction in responsibility and accountability. • Administrators appreciate and value collaboration and prefer to be accountable for clear, consistent, and mutually agreed-upon expectations. • These guiding principles support and sustain a positive work environment, which builds on strong partnerships, promotes trust, and advances mutual goals and mutual respect.

Organizational Culture of Respect. The parties are committed to fostering an organizational culture of respect throughout the school system (see Appendix B for the entire document). This culture is built on the belief that all employees are essential for the school system to attain equity and excellence for all students. To accomplish this there must be a system-wide commitment to ▇▇▇▇▇▇ this organizational culture of respect and there must be accountability at all levels of the organization. The parties recognize this collective bargaining relationship is essential to enhance this culture. The organizational culture of respect is based on the following principles:  Trust in each other and the process  Use of collaborative and interest-based processes  Recognition of every employee’s contributions  High expectations for all staff and students that are reasonable, clear, and transparent  Open, honest contributions without fear of retribution  Open and effective communication  Respect for various points of view  Civility in all our interactions  Team building and working together as teams The parties will work together to ensure all employees understand that in order to create this culture, all parties must take responsibility for their own behavior and follow these principles. Managers and supervisors must model this behavior, and all employees are expected to exhibit this behavior at all times. One way to ensure this culture exists throughout MCPS is through the full implementation of the Teachers Professional Growth System. Professional development plans and employee recognition are important components of this system. In addition, all employees are expected to provide and receive feedback constructively and respectfully. There will be a commitment to resolving issues and problems at the lowest level possible without applying blame. The Board of Education, the superintendent and the executive staff, and the organizations representing employees recognize and value the role of all employees as contributors to a learning community which sets high standards of performance for staff and students. By working together through continuous improvement, effective communication, and meaningful involvement in the decision-making processes, we provide a high quality education to every student. We are committed to shared responsibility and a collaborative partnership integrated into an organizational culture of respect. Updated September 2011 The commitment to ▇▇▇▇▇▇ an organizational culture of respect that is embedded throughout the school system is a priority of the employee organizations, the Board of Education, and the superintendent and executive staff. This culture is built on the belief that all employees, both school-based and nonschoolnon school-based, are essential to a successful learning environment. Inherent to this belief is the recognition that there is strength in diversity, which is inclusive of all groups and individuals. We are committed to: • Trust in each other • Use of collaborative and interest-based processes • Recognizing the collective bargaining relationships as opportunities to enhance this culture • Recognition of every employee’s contributions • High expectations for all staff and students that are reasonable, clear, and transparent • Open, honest contributions without fear of retribution • Open and effective communication • Respect for various points of view • Civility in all of our interactions • Team building and working together as teams There is a commitment to fostering and sustaining a culture of respect through supports and structures. In order to be effective, these supports and structures should be embedded throughout the system, visible and accessible to everyone, and seen as fair and equitable. In order to make certain that this culture is promoted throughout the school system, time is needed for collaboration, training, and professional development and resources are needed to accomplish this. • Board of Education policies, such as the Creating A Positive Work Environment in A Self-Self- renewing Organization and Human Relations policies. • Professional growth systems, which include professional development, employee orientation, mentoring, training, recognition, support for new and under-performing employees, and professional development plans • Collaborative processes, such as labor/management collaboration committees, Councils on Teaching and Learning, principal leadership groups, cross functional teams, advisory committees, and Study Circles • Diversity training and development initiatives • Continuous improvement processes, including the Baldrige-guided school improvement process • Communication processes, including satisfaction and climate surveys, focus groups, budget forums, and various feedback reports • Dispute resolution activities Updated September 2011 • Model civility in daily interactions • Use collaborative and interest-based strategies rather than positional or adversarial approaches • Be clear about the level of involvement in the decision making process • Seek to solve the problem, not apply blame • Utilize active listening skills • Encourage creativity and risk-taking • Seek and respect the opinion of others • Respect the time and the time commitments of others • Seek to resolve issues at the level where they occur • Seek to understand before making judgments • Acknowledge the professional judgment of individuals in their roles • Be aware of non-verbal communication • Use power and authority appropriately and positively • Be an active and responsible member of the team • Be responsible for accepting and giving feedback • Provide and receive feedback constructively and respectfully • Communicate openly and respectfully Updated September 2011 Resolving differences Enhancing respectfully A. We believe collaboration Supporting our coworkers Promoting civility Encouraging creativity Communicating openly Team building through trust This document is available in an alternate format, upon request, under the Americans with Disabilities Act, by con- tacting the Public Information Office, at ▇▇▇ a core value of ▇▇▇▇▇▇▇▇▇▇ ▇▇▇▇▇, Room 112, Rockville, MD 20850, or by phone at ▇▇▇-▇▇▇-▇▇▇▇ or via the Maryland Relay at ▇-▇▇▇-▇▇▇-▇▇▇▇. Individuals who need sign language interpretation or cued speech transliteration in communicating with Montgom- ery County Public Schools (MCPS) may contact Interpreting Services and at the same time, we believe time is a valuable resource in effective teaching and learning. The parties agree educators need a balance of both individual planning time and collaborative planning time in order to meet the needs of students effectively. Schools and those who work in them are at the heart of improving teaching and learning. Each school is responsible for continuously renewing itself and building the capacity of its staff to improve the achievement of its students. Decisions about teaching and learning must involve those closest to the teaching and learning process within each school community. Each school community has the best information and is in the Deaf best position to craft appropriate and Hard of Hearing Program at ▇▇▇-▇▇▇-▇▇▇▇effective strategies to improve student learning. MCPS prohibits illegal discrimination The emphasis on the basis of raceauthority, color, gender, religion, ancestry, national origin, marital status, socioeconomic status, age, disability, physical characteristics, or sexual orientation. Inquiries or complaints regarding discrimination or Title IX issues such as gender equity and sexual harassment should be directed to the Office of the Deputy Superintendent of Schools at ▇▇▇-▇▇▇-▇▇▇▇, via the Maryland Relay at ▇-▇▇▇-▇▇▇-▇▇▇▇, or addressed to that office at ▇▇▇ ▇▇▇▇▇▇▇▇▇▇ ▇▇▇▇▇, Room 129, Rockville, MD 20850. ▇▇▇.▇▇▇▇▇▇▇▇▇▇▇▇▇▇▇▇▇▇▇.▇▇▇/▇▇▇▇/▇▇▇▇▇▇▇ Updated September 2011 MCPS and MCAAP believe that meaningful communication and collaboration is vital to the success of our schools and offices and that strong partnerships between and among administrators is demon- strated through fair treatment, integrityresponsibility, and open support for the classroom can best be accomplished by collaboration and honest communicationshared decision making in schools. We recognize that the nature of the jobs performed by administrators is such that work beyond the customary eight hours per day and 40-hour work week is frequently required. It is also understood that administrators are frequently called upon to address emergency situations that command prompt attention, priority, and flexibility. We also are mindful that administrators take their work obligations and leadership respon- sibilities seriously while balancing their personal commitments, relationships, and personal priorities as individuals. The tenets and beliefs mutually developed and pledged in the compacts on respect and climate support a positive work environment as well as opportunities to model expected behaviors. To this end, MCAAP and MCPS offer the following general principles and expectations to guide all administrators as they reflect on the balance of their work and personal lives. Administrative teams and work relationships can take many forms such as central office directors and/ or supervisors, principal and assistant principals, coordinators, and other Collaborative school-based team membersdecision making brings people together who then share responsibility for needed changes and accountability for results. In order to accomplish this, associate superintendent and directorseach school should have a leadership structure that includes the following: • Principal, or associate superintendent and level-alike principals. As suchElected Faculty Representative, MCPS and MCAAP have identified opportunities and expectationsElected Support Representative Team • School Leadership Team • Other Teams, which provide guidance to admin- istrators to exercise professional judgment in decisions that directly impact their immediate work schedule and those whom they supervise. • Communication is key. Each member of an administrative team or within a designated administrative unit has a shared responsibility to discuss, understandDepartments, and implement Committees It is expected that schools will follow guidelines that have been developed for each type of team. It also is expected the school leadership teams will utilize self-assessment tools to determine how effectively they are operating. In addition, school leadership teams are expected to ask for support when these workassessments indicate there are opportunities to improve the effectiveness of the operations of the teams and the decision-related expectations on an annual basis, or more often if necessary. • Subordinates have a voice to be heard making processes in the development of these understandingsschool. • The assumption should be that administrators are professionals who will complete the work and meet reasonable expectations of There is a commitment of time and effort to do the work. • While we recognize that administrators can exercise and demonstrate professional judgment in addressing the work and balancing their personal lives, we also recognize that providing flexibility in how provide this support when it is accomplished may be appropriate and does not translate to a reduction in responsibility and accountability. • Administrators appreciate and value collaboration and prefer to be accountable for clear, consistent, and mutually agreed-upon expectations. • These guiding principles support and sustain a positive work environment, which builds on strong partnerships, promotes trust, and advances mutual goals and mutual respectrequested.