SCHOOL DECISION MAKING Sample Clauses
The SCHOOL DECISION MAKING clause defines the authority and procedures by which a school makes important operational or policy decisions. Typically, this clause outlines who within the school—such as administrators, boards, or committees—has the power to make decisions on matters like curriculum changes, disciplinary actions, or budget allocations, and may specify required processes such as voting or consultation. Its core function is to establish clear lines of responsibility and ensure that decisions are made in an organized and transparent manner, thereby reducing confusion and potential disputes over governance.
SCHOOL DECISION MAKING. Teacher input will be sought and considered for decisions made on staffing, curriculum, class levels, daily schedules, teaching assignments, and teacher workload.
SCHOOL DECISION MAKING. A. Each building shall have an inclusive decision making process in writing that will be reviewed by all staff each year. The process will focus on student needs, academic achievement, and support for staff to include the following principles and effective practices:
1. Each elementary school shall have a representative, shared leadership team(s) with at least two members chosen by the staff. At the secondary level, department chairs shall be on the team as well as the adhoc committee members selected by the staff. Adhoc committee members may be excused from regular department meeting business.. The number of representatives shall be sufficient so that communication looping to all affected staff is possible.
2. The responsibilities of the shared school leadership team include but are not limited to:
a. Developing a continuum of decision-making responsibilities (e.g. who makes which decisions).
b. Establishing team norms.
c. Implementing the School Improvement Plan (SIP).
d. Creating opportunities for input and to surface questions or concerns.
e. Communicating throughout the decision making process (e.g. loop-outs to affected classified and certificated staff, meeting topics and/or minutes, staff updates and/or bulletins, etc.).
f. Recommending to staff possible amendments to the decision making process if the representative shared leadership team or other staff determine there is a need to do so. Any amendment to the decision making process shall be voted on by the entire staff.
B. A SIP may not be designed or implemented that is contrary or inconsistent with the terms of any SEA Collective Bargaining Agreement or School Board Policy. Annually, the District will provide the Association president with access to each school’s SIP.
C. Each school will use its inclusive decision making process with affected classified or certificated staff to determine participation in a pilot program. For this provision, pilot programs refer to anything that is not mandated curricula and/or any trial of curriculum or assessment the District is not requiring of schools.
SCHOOL DECISION MAKING.
A. Each building shall have an inclusive decision-making process in writing that will be reviewed by all staff each year. The process will focus on student needs, academic achievement, and support for staff to include the following principles and effective practices:
1. Each elementary school shall have a representative, shared leadership team(s) with at least two members chosen by the staff. At the secondary level, department chairs shall be on the team as well as the adhoc committee members selected by the staff. Adhoc committee members may be excused from the regular department meeting business. The number of representatives shall be sufficient so that communication looping to all affected staff is possible.
2. Each team shall invite a SEA representative.
3. The responsibilities of the shared school leadership team(s) include but are not limited to:
a. Developing a continuum of decision-making responsibilities (e.g. who makes which decisions)
b. Establishing team norms.
c. Implementing the School Improvement Plan.
d. Creating opportunities for input and to surface questions or concerns.
e. Communicating throughout the decision-making process (e.g. loop-outs to affected staff, meeting topics and/or minutes, staff updates and/or bulletins etc.).
f. Recommending to staff possible amendments to the decision-making process if the representative shared leadership team or other staff determine there is a need to do so. Any amendment to the decision- making process shall be voted on by the entire staff.
4. A School Improvement Plan (SIP) may not be designed or implemented that is contrary or inconsistent with the terms of any SEA Collective Bargaining Agreement or School Board Policy. Annually, the District will provide the Association president with access to each school’s improvement plan (SIP).
SCHOOL DECISION MAKING. A. Each building shall have an inclusive decision making process in writing that will be reviewed by all staff each year. The process will focus on student needs, academic achievement, and support for staff to include the following principles and effective practices:
1. Each school shall have a representative, shared leadership team(s). At the secondary level, department chairs shall be on the team as well as the adhoc committee members selected by the staff. Adhoc committee members may be excused from regular department meeting business. The number of representatives shall be sufficient so that communication looping to all staff is possible.
2. The responsibilities of the shared school leadership team include but are not limited to:
a. Developing a continuum of decision making responsibilities (e.g. who makes which decisions)
b. Establishing team norms
c. Implementing the School Improvement Plan (SIP)
d. Creating opportunities for input and to surface questions or concerns
e. Communicating throughout the decision making process (e.g. loopouts to affected staff, meeting topics and/or minutes, staff updates and/or bulletins, etc.)
f. Recommending to staff possible amendments to the decision making process if the representative shared leadership team or other staff determine there is a need to do so. Any amendment to the decision making process shall be voted on by the entire staff.
3. A SIP may not be designed or implemented that is contrary or inconsistent with the terms of the Collective Bargaining Agreement or School Board Policy. Annually, the District will provide the Association president with access to each SIP.
B. Each school will use its inclusive decision making process with affected staff to determine participation in a pilot program. For this provision, pilot programs refer to anything that is not mandated curricula and/or any trial of curriculum or assessment the District is not requiring of schools.
SCHOOL DECISION MAKING. A. Each building shall have an inclusive decision making process in writing that will be reviewed by all staff each year. The process will focus on student needs, academic achievement, and support for staff to include the following principles and effective practices:
1. Each elementary school shall have a representative, shared leadership team(s) with at least two members chosen by the staff.. At the secondary level, department chairs shall be on the team as well as the adhoc committee members selected by the staff. Adhoc committee members may be excused from the regular department meeting business. The number of representatives shall be sufficient so that communication looping to all affected staff is possible.
2. Each team shall invite a SEA representative.
3. The responsibilities of the shared school leadership team(s) include but are not limited to:
SCHOOL DECISION MAKING. A. Each building shall have an inclusive decision making process in writing that will be reviewed by all staff each year. The process will focus on student needs, academic achievement, and support for staff to include the following principles and effective practices:
1. Each elementary school shall have a representative, shared leadership team(s) with at least two