SCHOOL-BASED DECISION-MAKING. Each school will implement an annual school-based decision-making process. The parties intend maximum flexibility in school operations under this article. The Superintendent shall have sole and final authority to resolve any dispute related to the implementation or execution of a school operational plan. Changes to School Operational Plans throughout the Year Once the annual operational plan is developed for a specific school, that document is presumed to govern paraprofessional working conditions at the school for the following school year. Principals may submit a request to the Superintendent to alter their operational plans during a school year. The Superintendent will have sole and final authority in approving any school year modifications to school operational plans. Areas for School-based Decision-making The following items shall be determined at the school level and included in each school’s annual school operational plan: ● Allocation of discretionary funds made available by the principal, including in areas such as: o Wraparound services for students and families o After-school programs o School supplies ● School curriculum issues ● Professional development activities applicable to the school as a body ● School calendar ● Schedule for staff and students, provided that paraprofessionals will continue to receive duty-free lunch and regular preparatory time ● Scheduling of school-wide parent/paraprofessional meetings ● Work before and/or after the regular school year ● Notices and announcements ● School health and safety issues ● Staff dress code ● Rotation of duties ● Class size ● Bulletin boards ● Other items as designated by the Superintendent provided there is no material conflict with other provisions of this document The Superintendent retains final authority over school-based decision-making and his determination shall be final. Each school will implement a school-based decision-making process to engage school employees in the development of the school’s operational plans. Schools are strongly encouraged to provide a paraprofessional seat on the school’s Teacher Leadership Team.
SCHOOL-BASED DECISION-MAKING. 31.1 Each school shall develop processes and practices to xxxxxx collaborative decision making and problem solving at the school level amongst all employees.
SCHOOL-BASED DECISION-MAKING. School Based Decision making was designed to improve schools and student achievement by raising the status of the education profession and increasing parent involvement. Decisions made in District 6 should reflect a commitment to centralized ends and decentralized means. The Board and the Association recognize that increased opportunities for staff and community involvement in building level decision making are essential if we are to achieve our District goals and our ongoing mission of ensuring the best possible learning environment in our schools. We must ensure that all stakeholders share accountability for student achievement. The School Board, students, parents, teachers. support staff, administrators, and community must be partners in this effort. We must continue to xxxxxx an environment of professional collaboration among all stakeholders who must have an authentic role in decisions. which affect instruction and the delivery of educational programs. Each school should have a decision making process in place that:
SCHOOL-BASED DECISION-MAKING. Where the Administration and seventy-five percent (75%) of the staff of a particular building agree on a school based decision making plan for their building and, after submission of the plan in writing to the AEA Executive Committee and the Superintendent, they agree, provisions of this contract which are in conflict with the plan are, without more, expressly waived as to this plan and of no effect as to that building for the agreed time period.
SCHOOL-BASED DECISION-MAKING. 21.1 Each school will implement an annual school-based decision-making process. The parties intend maximum flexibility in school operations under this article. The Superintendent shall have sole and final authority to resolve any dispute related to the implementation or execution of a school operational plan.
SCHOOL-BASED DECISION-MAKING. Each school will implement a school-based decision-making process to engage school employees in the development of the school’s operational plans. Principals shall solicit the input of Educators in the development and implementation of the school operational plan.
SCHOOL-BASED DECISION-MAKING. Each school will implement a school-based decision-making process to engage teachers in the development of the school’s operational plan. Engagement of teachers must be substantive and allow for opportunities for leadership to both share information and receive feedback from teachers in the building. At the same time, LPS recognizes that individual schools may develop different approaches for obtaining teacher input based on the unique needs and culture of their school, including the use of existing leadership bodies within the school. All schools shall have a teacher leadership team as the vehicle for shared decision making at the school level. The district has established a default format for this team but schools may propose modifications to the default subject to Superintendent approval. The parties intend maximum flexibility in school operations under this article. The Superintendent shall have sole and final authority to resolve any dispute related to the implementation or execution of a school operational plan.
SCHOOL-BASED DECISION-MAKING. Through the District Turnaround Plan, the Receiver has empowered school communities to make decisions at the school level through a school-based decision-making process. HPS encourages individual schools to develop different approaches for obtaining teacher input based on the unique needs and culture of their school, and seeks to ensure each school’s process is made transparent to the faculty. HPS has established an “Instructional Leadership Team” as the default format for shared decision- making at the school level. Schools may also propose an alternative model for teacher engagement, subject to the approval of the Superintendent.1 Through the school-based decision- making process, schools will create and publish annual “school operational plans” which will outline working conditions of staff in the building. Such operational plans will be subject to the Superintendent’s review and approval. The Superintendent will meet with the HTA president to discuss the plans, at the request of the HTA president. The Superintendent shall have sole and final authority to resolve any dispute related to the implementation or execution of a school operational plan.
SCHOOL-BASED DECISION-MAKING. 1. The parties agree to work collaboratively to encourage the further development and implementation of shared decision-making at the school and District level. The parties recognize that arrangements by which employees at individual schools are given responsibility for making decisions with regard to their day-to-day affairs can xxxxxx the collegial exchange of ideas and information that is necessary for effective professional practice, and can improve the educational process. We believe that Unit Members and administrators should share the responsibility for effective school management. Unit Members and administrators, in conjunction with the Board of Education, parents, students, and community members should establish expectations for their school, together plan how to best realize these expectations, and together evaluate the outcomes of their effort.
SCHOOL-BASED DECISION-MAKING. 1. The parties agree to work collaboratively to encourage the further development and implementation of shared decision-making at the school and district level. The par- ties recognize that arrangements by which employees at individual schools are given responsibility for making decisions with regard to their day-to-day affairs can xxxxxx the collegial exchange of ideas and information that is necessary for effective profes- sional practice, and can improve the educational process. We believe that teachers and administrators should share the responsibility for effective school management. That is, as equal partners, teachers and administrators should establish expectations for their school, together plan how to best realize these expectations, and together evaluate the outcomes of their effort. This is possible because we share these beliefs:
