Common use of School Leadership Clause in Contracts

School Leadership. A. Employees will be nominated by themselves, their respective departments or grade-levels and selected by the school’s administration to serve on their school’s leadership team. Each high school shall receive three hundred twenty-five ($325) per full-time equivalent (FTE) employee for school leadership. Each middle school will receive twelve (12) stipends of $1,000 each for school leadership. Each elementary school will receive ten (10) stipends of $1,000 each for school leadership. The Special Education program will have a leadership team with a minimum of ten (10) stipends at $1,000 each for program shared leadership. B. Each school and program will practice a shared leadership model whereby employees are consulted and take part in decisions and implementation of decisions affecting their classroom or assignment. Shared leadership involves the equitable participation of employees in decisions affecting their classroom or assignment. Participation in decision making may mean input, influence or consensus. Input is the genuine opportunity to submit information and/or to be heard by the decision makers. The decision makers are responsible for expressing how the input is fed into the rationale for making the decision. Influence is the opportunity to be able to affect an outcome or decision in a significant way as to have visible impact on a process and/or decision. Consensus is the result of a process in which all parties support the decision even if it is not their first preference, and if full consensus is not reached the parties have agreed upon the minimum level of support in order for the decision to move forward. Equitable participation does not necessitate equality. It is the recognition and practice of fair treatment based upon an agreed and common philosophy, standards and/or objective criteria in making decisions for the benefit of the system. C. Employees and building/program administrators shall work together to reach consensus on a matrix identifying which decisions are subject to input, influence or consent within their jurisdiction of decision making. Each year the school leadership team will review and adjust their decision matrix as needed. The decision matrix shall be communicated to the staff on a yearly basis. Through shared decision making, the District and Association do not delegate their legal authority to amend the collective bargaining agreement or bargain wages, hours and working conditions. D. The District, in cooperation with the Everett Education Association President, will assure employees impacted by decisions made at the district-level which affect their classroom or assignment will be represented during the decision-making and implementation processes. It is understood that this decision and implementation model will be used in exploring including, but not limited to, the following during the duration of this contract: 1. Opportunities to support instructional technology integration in the classroom and technology competencies among students and staff. 2. Elementary report card structure and content. 3. Attracting and retaining employees of color. 4. Ending institutional racism and promoting cultural competency among all staff. E. The District and Association support the concept of shared leadership to maintain a productive educational system. The educational system is a network of interdependent parts including all schools’ employees, students, work sites, board and community respecting each other and continuously functioning together as a whole in order to attain the core mission and related goals. A system supports and sustains its parts. Supporting and sustaining the current system includes timely and productive communication between the District and Association about pending District priorities, proposed new initiatives and other potential impacts to employee workload. F. The Instructional Review (IR) is an integral responsibility of shared leadership for determining wise and equitable distribution of school district resources, informing school improvement efforts, and sharing best practices with district colleagues. Each building leadership team shall plan for these reviews in a way that draws upon existing data and minimizes disruptions to the instructional process IR responsibilities, including preparation and presentations, shall be the sole responsibility of the building administration and shared leadership team unless an individual employee requests to participate. To encourage authenticity, classroom teachers do not need to specifically prepare or alter their lesson plans for the Instructional Review. Every effort shall be made to limit the number of adults entering a classroom for IR purposes. Administrators and teacher leaders participating on the IR team will work collaboratively to develop the final IR action plan. School leadership teams and building administrators shall be responsible for communicating any work-related impacts as a result of the IR. The IR process will specifically ask how administration can support employees in achieving student success and their own professional growth. Any PLC work, group meetings, or other professional learning necessitated by the Instructional Review will be implemented during administrator directed time. G. The District’s Diversity, Equity and Inclusion (DEI) department in partnership with EEA will build a plan during the 2021-22 school year for establishing equity teams within each school to address institutional racism and its impact on the school community.

School Leadership. A. Employees will be nominated by themselves, their respective departments or grade-levels and selected by the school’s administration to serve on their school’s leadership team. Each high school shall receive three hundred twenty-five ($325) per full-time equivalent (FTE) employee for school leadership. Each middle school will receive twelve (12) stipends of $1,000 750 each for school leadership. Each elementary school will receive ten (10) stipends of $1,000 750 each for school leadership. The Special Education program will have a leadership team with a minimum of ten (10) stipends at $1,000 750 each for program shared leadership. B. Each school and program will practice a shared leadership model whereby employees are consulted and take part in decisions and implementation of decisions affecting their classroom or assignment. Shared leadership involves the equitable participation of employees in decisions affecting their classroom or assignment. Participation in decision making may mean input, influence or consensus. Input is the genuine opportunity to submit information and/or to be heard by the decision makers. The decision makers are responsible for expressing how the input is fed into the rationale for making the decision. Influence is the opportunity to be able to affect an outcome or decision in a significant way as to have visible impact on a process and/or decision. Consensus is the result of a process in which all parties support the decision even if it is not their first preference, and if full consensus is not reached the parties have agreed upon the minimum level of support in order for the decision to move forward. Equitable participation does not necessitate equality. It is the recognition and practice of fair treatment based upon an agreed and common philosophy, standards and/or objective criteria in making decisions for the benefit of the system. C. Employees and building/program administrators shall work together to reach consensus on a matrix identifying which decisions are subject to input, influence or consent within their jurisdiction of decision making. Each year the school leadership team will review and adjust their decision matrix as needed. The decision matrix shall be communicated to the staff on a yearly basis. Through shared decision making, the District and Association do not delegate their legal authority to amend the collective bargaining agreement or bargain wages, hours and working conditions. D. The District, in cooperation with the Everett ▇▇▇▇▇▇▇ Education Association President, will assure employees impacted by decisions made at the district-level which affect their classroom or assignment will be represented during the decision-making and implementation processes. It is understood that this decision and implementation model will be used in exploring including, but not limited to, the following during the duration of this contract: 1. Opportunities to support instructional technology integration in the classroom and technology competencies among students and staff. 2. Elementary report card structure and content.Middle School Parent/teacher conferences / parent engagement 3. Attracting and retaining employees of color.Middle school student day / Seven Period Day / High School Credit in MS 4. Ending institutional racism and promoting cultural competency among all staff.Pathways / Honors / Pre-AP E. The District and Association support the concept of shared leadership to maintain a productive educational system. The educational system is a network of interdependent parts including all schools’ employees, students, work sites, board and community respecting each other and continuously functioning together as a whole in order to attain the core mission and related goals. A system supports and sustains its parts. Supporting and sustaining the current system includes timely and productive communication between the District and Association about pending District priorities, proposed new initiatives and other potential impacts to employee workload. F. The Instructional State of the School Review (IR) is an integral responsibility of shared leadership for determining wise and equitable distribution of school district resources, informing school improvement efforts, and sharing best practices with district colleagues. Each building leadership team shall plan for these reviews in a way that draws upon existing data and minimizes disruptions to the instructional process IR SOSR responsibilities, including preparation and presentations, shall be the sole responsibility of the building administration and shared leadership team unless uness an individual employee requests to participate. To encourage authenticity, classroom teachers do not need to specifically prepare or alter their lesson plans for the Instructional Review. Every effort shall be made to limit the number of adults entering a classroom for IR purposes. Administrators and teacher leaders participating on the IR team will work collaboratively to develop the final IR action plan. School leadership teams and building administrators shall be responsible for communicating any work-related impacts as a result of the IR. The IR process will specifically ask how administration can support employees in achieving student success and their own professional growth. Any PLC work, group meetings, or other professional learning necessitated by the Instructional Review will be implemented during administrator directed time. G. The District’s Diversity, Equity and Inclusion (DEI) department in partnership with EEA will build a plan during the 2021-22 school year for establishing equity teams within each school to address institutional racism and its impact on the school community.

School Leadership. ‌ A. Employees will be nominated by themselves, their respective departments or grade-levels and selected by the school’s administration to serve on their school’s leadership team. Each high school shall receive three hundred twenty-five ($325) per full-time equivalent (FTE) employee for school leadership. Each middle school will receive twelve (12) stipends of $1,000 500 each for school leadership. Each elementary school will receive ten (10) stipends of $1,000 300 each for school leadership. The Special Education program will have a leadership team with a minimum of ten (10) stipends at $1,000 each for program shared leadership. B. Each school and program will practice a shared leadership model whereby employees are consulted and take part in decisions and implementation of decisions affecting their classroom or assignment. Shared leadership involves the equitable participation of employees in decisions affecting their classroom or assignment. Participation in decision making may mean input, influence or consensus. Input is the genuine opportunity to submit information and/or to be heard by the decision makers. The decision makers are responsible for expressing how the input is fed into the rationale for making the decision. Influence is the opportunity to be able to affect an outcome or decision in a significant way as to have visible impact on a process and/or decision. Consensus is the result of a process in which all parties support the decision even if it is not their first preference, and if full consensus is not reached the parties have agreed upon the minimum level of support in order for the decision to move forward. Equitable participation does not necessitate equality. It is the recognition and practice of fair treatment based upon an agreed and common philosophy, standards and/or objective criteria in making decisions for the benefit of the system. C. Employees and building/program administrators shall work together to reach consensus on a matrix identifying which decisions are subject to input, influence or consent within their jurisdiction of decision making. Each year the school leadership team will review and adjust their decision matrix as needed. The decision matrix shall be communicated to the staff on a yearly basis. Through shared decision making, the District and Association do not delegate their legal authority to amend the collective bargaining agreement or bargain wages, hours and working conditions. D. The District, in cooperation with the Everett Education Association President, will assure employees impacted by decisions made at the district-level which affect their classroom or assignment will be represented during the decision-making and implementation processes. It is understood that this decision and implementation model will be used in exploring including, but not limited to, the following during the duration of this contract: 1. Increased credit earning opportunities for high school students. 2. Opportunities to support instructional technology integration in the classroom and technology competencies among students and staff. 2. Elementary report card structure and content. 3. Attracting and retaining employees of colorParent/teacher conferences. 4. Ending institutional racism and promoting cultural competency among all staffSplitting extended resource classrooms. E. The District and Association support the concept of shared leadership to maintain a productive educational system. The educational system is a network of interdependent parts including all schools’ employees, students, work sites, board and community respecting each other and continuously functioning together as a whole in order to attain the core mission and related goals. A system supports and sustains its parts. Supporting and sustaining the current system includes timely and productive communication between the District and Association about pending District priorities, proposed new initiatives and other potential impacts to employee workload. F. The Instructional Review (IR) is an integral responsibility of shared leadership for determining wise and equitable distribution of school district resources, informing school improvement efforts, and sharing best practices with district colleagues. Each building leadership team shall plan for these reviews in a way that draws upon existing data and minimizes disruptions to the instructional process IR responsibilities, including preparation and presentations, shall be the sole responsibility of the building administration and shared leadership team unless an individual employee requests to participate. To encourage authenticity, classroom teachers do not need to specifically prepare or alter their lesson plans for the Instructional Review. Every effort shall be made to limit the number of adults entering a classroom for IR purposes. Administrators and teacher leaders participating on the IR team will work collaboratively to develop the final IR action plan. School leadership teams and building administrators shall be responsible for communicating any work-related impacts as a result of the IR. The IR process will specifically ask how administration can support employees in achieving student success and their own professional growth. Any PLC work, group meetings, or other professional learning necessitated by the Instructional Review will be implemented during administrator directed time. G. The District’s Diversity, Equity and Inclusion (DEI) department in partnership with EEA will build a plan during the 2021-22 school year for establishing equity teams within each school to address institutional racism and its impact on the school community.