{"component": "clause", "props": {"groups": [{"snippet": "Leadership is the most important element of school turnaround; without quality leaders, schools will not improve.", "snippet_links": [{"key": "most-important", "type": "clause", "offset": [18, 32]}, {"key": "schools-will", "type": "clause", "offset": [88, 100]}], "size": 6, "samples": [{"hash": "3jRQruCwhVH", "uri": "/contracts/3jRQruCwhVH#school-leadership", "label": "Memorandum of Understanding", "score": 25.4257354736, "published": true}, {"hash": "iBeswTFW18J", "uri": "/contracts/iBeswTFW18J#school-leadership", "label": "Memorandum of Understanding", "score": 24.3552360535, "published": true}, {"hash": "ejDrlsEn9QV", "uri": "/contracts/ejDrlsEn9QV#school-leadership", "label": "Memorandum of Understanding", "score": 23.6806335449, "published": true}], "hash": "d9b255f97c12a7e496dbb20c34c65680", "id": 1}, {"snippet": "A. Employees will be nominated by themselves, their respective departments or grade-levels and selected by the school\u2019s administration to serve on their school\u2019s 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.\nB. 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.\nC. 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.\nD. 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:\n1. Opportunities to support instructional technology integration in the classroom and technology competencies among students and staff.\n2. Elementary report card structure and content.\n3. Attracting and retaining employees of color.\n4. Ending institutional racism and promoting cultural competency among all staff.\nE. 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\u2019 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.\nF. 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.\nG. The District\u2019s 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.", "snippet_links": [{"key": "employees-will", "type": "clause", "offset": [3, 17]}, {"key": "by-the-school", "type": "clause", "offset": [104, 117]}, {"key": "to-serve", "type": "definition", "offset": [135, 143]}, {"key": "high-school", "type": "definition", "offset": [184, 195]}, {"key": "for-school", "type": "clause", "offset": [283, 293]}, {"key": "school-will", "type": "clause", "offset": [318, 329]}, {"key": "elementary-school", "type": "clause", "offset": [402, 419]}, {"key": "special-education-program", "type": "definition", "offset": [493, 518]}, {"key": "shared-leadership", "type": "clause", "offset": [610, 627]}, {"key": "of-decisions", "type": "clause", "offset": [774, 786]}, {"key": "employees-in", "type": 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{"key": "support-employees", "type": "clause", "offset": [5053, 5070]}, {"key": "student-success", "type": "definition", "offset": [5084, 5099]}, {"key": "professional-growth", "type": "definition", "offset": [5114, 5133]}, {"key": "plc-work", "type": "clause", "offset": [5139, 5147]}, {"key": "group-meetings", "type": "clause", "offset": [5149, 5163]}, {"key": "professional-learning", "type": "clause", "offset": [5174, 5195]}, {"key": "directed-time", "type": "definition", "offset": [5278, 5291]}, {"key": "equity-and-inclusion", "type": "clause", "offset": [5322, 5342]}, {"key": "school-year", "type": "clause", "offset": [5421, 5432]}, {"key": "school-community", "type": "clause", "offset": [5536, 5552]}], "size": 3, "samples": [{"hash": "56uYwztnr3s", "uri": "/contracts/56uYwztnr3s#school-leadership", "label": "Collective Bargaining Agreement", "score": 24.8836421967, "published": true}], "hash": "3dafdda63eabd990a6f120e21fa2faa0", "id": 2}, {"snippet": "Principals within the Zone shall have both an unprecedented level of decision-\u00ad\u2010making authority and support in order to create learning environments centered on student learning.", "snippet_links": [{"key": "and-support", "type": "clause", "offset": [97, 108]}, {"key": "in-order-to", "type": "clause", "offset": [109, 120]}, {"key": "learning-environments", "type": "clause", "offset": [128, 149]}, {"key": "student-learning", "type": "definition", "offset": [162, 178]}], "size": 2, "samples": [{"hash": "lsoJHo8NdLx", "uri": "/contracts/lsoJHo8NdLx#school-leadership", "label": "Partnership Agreement", "score": 30.3053283691, "published": true}, {"hash": "f9kmVMTP6UP", "uri": "/contracts/f9kmVMTP6UP#school-leadership", "label": "Partnership Agreement", "score": 26.1605167389, "published": true}], "hash": "659c91eb70c161000ee80319e7f5e78a", "id": 3}, {"snippet": "Department Head:\u200c\u200c\u200c\u200c\u200c Yelm High School will receive $400 (four hundred) per department as follows: English, Social Studies, Math, Science, Health & Fitness, World Language, Fine Arts, Special Education, CTE, and Yelm Extension School.\u200c The department head will solely be responsible for:\u200c \uf0b7 ordering supplies,\u200c \uf0b7 managing department textbooks and \uf0b7 overseeing the department budget. The department head responsibilities do not include administrative duties.\u200c Each department will nominate one (1) member to serve as department head. Final approval of the selected department head will be made by the building administrator. These positions will be compensated in one (1) payment in June.\u200c School Governance:\u200c\u200c The focus of the governance team is to develop school wide processes that promote improving student achievement and student learning strategies, as well as addressing routine building concerns. The governance team representatives will be responsible for the following:\u200c \uf0b7 Attendance at monthly governance meetings outside the workday with administration.\u200c \uf0b7 Facilitation of meetings outside the workday with the group they represent.\u200c\u200c\u200c \uf0b7 Two-way communication that includes distributing agendas and minutes and soliciting input from the staff they represent. The governance team responsibilities do not include administrative duties such as:\u200c \uf0b7 curriculum alignment,\u200c \uf0b7 development/implementation of curriculum maps/pacing guides, \uf0b7 student placement, or \uf0b7 teaching assignments/schedules. Each building\u2019s Association representative(s) will oversee the agreed upon process and election to determine the certificated representatives for the governance team and will also serve as the secretary of the governance team. The secretary will work with the building administrator and other members of the team in creating the agenda topics. Once the topics have been determined the secretary will provide the agenda to all team members.\u200c Each elementary school will receive $4900 (four thousand nine hundred) for seven (7) $700 (seven hundred) governance stipends, each middle school will receive $4900 (four thousand nine hundred) for seven (7) $700 (seven hundred) governance stipends and the high school will receive $7000 (seven thousand) for ten (10) $700 (seven hundred) governance stipends. One (1) stipend from the high school is to be designated for the Yelm Extension School. If two employees choose to share the responsibility, or in buildings where there are two Association representatives, they will share a single stipend equally.\u200c These positions will be compensated in one (1) payment in June.\u200c", "snippet_links": [{"key": "school-will", "type": "clause", "offset": [32, 43]}, {"key": "social-studies", "type": "clause", "offset": [108, 122]}, {"key": "world-language", "type": "clause", "offset": [157, 171]}, {"key": "fine-arts", "type": "clause", "offset": [173, 182]}, {"key": "special-education", "type": "definition", "offset": [184, 201]}, {"key": "the-department", "type": "clause", "offset": [236, 250]}, {"key": "responsible-for", "type": "clause", "offset": [271, 286]}, {"key": "managing-department", "type": "definition", "offset": [313, 332]}, {"key": "department-budget", "type": "clause", "offset": [364, 381]}, {"key": "department-head-responsibilities", "type": "clause", "offset": [387, 419]}, {"key": "administrative-duties", "type": "definition", "offset": [435, 456]}, {"key": "to-serve", "type": "definition", "offset": [504, 512]}, {"key": "approval-of", "type": "definition", "offset": [539, 550]}, {"key": "the-selected", "type": "clause", "offset": [551, 563]}, {"key": "building-administrator", "type": "clause", "offset": [600, 622]}, {"key": "governance-team", "type": "definition", "offset": [727, 742]}, {"key": "to-develop", "type": "definition", "offset": [746, 756]}, {"key": "student-achievement", "type": "definition", "offset": [802, 821]}, {"key": "learning-strategies", "type": "clause", "offset": [834, 853]}, {"key": "governance-meetings", "type": "definition", "offset": [1004, 1023]}, {"key": "the-workday", "type": "clause", "offset": [1032, 1043]}, {"key": "the-group", "type": "clause", "offset": [1118, 1127]}, {"key": "agendas-and-minutes", "type": "clause", "offset": [1198, 1217]}, {"key": "team-responsibilities", "type": "clause", "offset": [1285, 1306]}, {"key": "student-placement", "type": "definition", "offset": [1444, 1461]}, {"key": "teaching-assignments", "type": "clause", "offset": [1468, 1488]}, {"key": "determine-the", "type": "clause", "offset": [1599, 1612]}, {"key": "the-secretary", "type": "clause", "offset": [1689, 1702]}, {"key": "will-work", "type": "clause", "offset": [1741, 1750]}, {"key": "the-team", "type": "clause", "offset": [1804, 1812]}, {"key": "provide-the", "type": "clause", "offset": [1900, 1911]}, {"key": "elementary-school", "type": "clause", "offset": [1946, 1963]}, {"key": "middle-school", "type": "definition", "offset": [2073, 2086]}, {"key": "association-representatives", "type": "definition", "offset": [2478, 2505]}], "size": 1, "samples": [{"hash": "asBS2WS2Mfd", "uri": "/contracts/asBS2WS2Mfd#school-leadership", "label": "Collective Bargaining Agreement", "score": 21.3791923523, "published": true}], "hash": "25ce56430111207163fae713f0cd0dbd", "id": 4}, {"snippet": "For the term of this performance contract:\n1. The executive director and administrators of Lift for Life Academy will meet all standards for school leadership listed below as assessed by the SEMO sponsor during its annual review: Standard Metric MET: M NOT MET: NM \u2587\u2587-\u2587\u2587 \u2587\u2587-\u2587\u2587 \u2587\u2587-\u2587\u2587 \u2587\u2587-\u2587\u2587 22-23 B.1 Student enrollment procedures, including open enrollment and lottery, if needed, are appropriately conducted and documented. School policies, procedures, and practices Enrollment and attendance documents Core Data B.2 Student enrollment and attendance numbers are in line with the charter agreement, and provide evidence that the school is a viable school of choice for the community. Student enrollment data Student attendance data. Student retention data Core Data reports Charter agreement", "snippet_links": [{"key": "term-of-this", "type": "clause", "offset": [8, 20]}, {"key": "performance-contract", "type": "definition", "offset": [21, 41]}, {"key": "the-executive-director", "type": "definition", "offset": [46, 68]}, {"key": "for-school", "type": "clause", "offset": [137, 147]}, {"key": "listed-below", "type": "clause", "offset": [159, 171]}, {"key": "annual-review", "type": "definition", "offset": [215, 228]}, {"key": "not-met", "type": "definition", "offset": [253, 260]}, {"key": "enrollment-procedures", "type": "clause", "offset": [307, 328]}, {"key": "open-enrollment", "type": "definition", "offset": [340, 355]}, {"key": "school-policies", "type": "clause", "offset": [424, 439]}, {"key": "core-data", "type": "definition", "offset": [503, 512]}, {"key": "student-enrollment-and-attendance", "type": "clause", "offset": [517, 550]}, {"key": "charter-agreement", "type": "definition", "offset": [580, 597]}, {"key": "the-school", "type": "definition", "offset": [625, 635]}, {"key": "the-community", "type": "clause", "offset": [669, 682]}, {"key": "enrollment-data", "type": "definition", "offset": [692, 707]}, {"key": "attendance-data", "type": "clause", "offset": [716, 731]}, {"key": "student-retention", "type": "clause", "offset": [733, 750]}, {"key": "data-reports", "type": "definition", "offset": [761, 773]}], "size": 1, "samples": [{"hash": "7fW8a6iCgMX", "uri": "/contracts/7fW8a6iCgMX#school-leadership", "label": "Performance Contract", "score": 24.2867889404, "published": true}], "hash": "4d781be821549dfdb6491a3e7036b8c9", "id": 5}, {"snippet": "This section presents findings from capacity-building interventions aimed at enhancing the quality of school leadership through in-service professional development and networking among school principals, supervisors and district-level staff. Extensive evaluation by MSN\u2019s M&E research points to the significant success of MSN\u2019s interventions aimed at effectively creating mutually supportive communities of practice for school leadership and classroom instruction. Based on internal evaluation surveys, principals\u2019 satisfaction with the Leadership Diploma Program was consistently high. The most significant percentage changes between the beginning (pre-) and end of program (post-) evaluations were reflected in the overall framework and logistics (4%) and results (3%), as well as the role of facilitators (3%). AMIDEAST also created the Scale of Principals\u2019 Satisfaction with Professional Development, which consisted of seven questions designed to gauge principals\u2019 perceptions about the effectiveness of their professional development experiences with regard to their relationships with teachers, students, and other principals; how new ideas and skills improved their work performance; how well their professional development aligned with the objectives of the school improvement plan (SIP); and how satisfied they were with the overall quality of the professional development activities. Based on these indicators, principals\u2019 overall satisfaction with the impact of their professional development experience on their leadership capacity had increased by 7.6% at the conclusion of the program. Despite these positive levels of satisfaction, some principals were unable to complete the MSN Leadership Development Program because they were transferred to schools outside the MSN network. Over the course of MSN\u2019s leadership program, 35% of the principals were transferred to other schools. This instability occurred even after specific understandings had been reached with the MoE about the importance of continuity in school leadership. Clearly, Ministry policies and procedures regarding principal and teacher transfers need to be revisited for any nationally scaled program of in-service professional development.", "snippet_links": [{"key": "aimed-at", "type": "definition", "offset": [68, 76]}, {"key": "professional-development-and", "type": "clause", "offset": [139, 167]}, {"key": "school-principals", "type": "clause", "offset": [185, 202]}, {"key": "communities-of-practice", "type": "clause", "offset": [392, 415]}, {"key": "for-school", "type": "clause", "offset": [416, 426]}, {"key": "classroom-instruction", "type": "definition", "offset": [442, 463]}, {"key": "based-on", "type": "definition", "offset": [465, 473]}, {"key": "diploma-program", "type": "definition", "offset": [548, 563]}, {"key": "with-regard-to", "type": "clause", "offset": [1052, 1066]}, {"key": "work-performance", "type": "clause", "offset": [1174, 1190]}, {"key": "school-improvement-plan", "type": "definition", "offset": [1267, 1290]}, {"key": "professional-development-activities", "type": "definition", "offset": [1358, 1393]}, {"key": "increased-by", "type": "clause", "offset": [1549, 1561]}, {"key": "conclusion-of", "type": "clause", "offset": [1574, 1587]}, {"key": "the-program", "type": "clause", "offset": [1588, 1599]}, {"key": "complete-the", "type": "clause", "offset": [1679, 1691]}, {"key": "leadership-development-program", "type": "clause", "offset": [1696, 1726]}, {"key": "other-schools", "type": "clause", "offset": [1880, 1893]}, {"key": "specific-understandings", "type": "clause", "offset": [1932, 1955]}, {"key": "policies-and-procedures", "type": "clause", "offset": [2061, 2084]}, {"key": "teacher-transfers", "type": "clause", "offset": [2109, 2126]}], "size": 1, "samples": [{"hash": "iSImdkoiB4q", "uri": "/contracts/iSImdkoiB4q#school-leadership", "label": "Cooperative Agreement", "score": 21.5941143036, "published": true}], "hash": "16f3fb6b3efcdcc424ea7f9fb92f4c49", "id": 6}, {"snippet": "Support will be provided for conduct and assessment of school leadership development programs and strengthening of state nodal Institutes of Education planning& Management.", "snippet_links": [{"key": "development-programs", "type": "definition", "offset": [73, 93]}, {"key": "education-planning", "type": "clause", "offset": [141, 159]}], "size": 1, "samples": [{"hash": "aCa3VkQDReK", "uri": "/contracts/aCa3VkQDReK#school-leadership", "label": "Consultant Services Agreement", "score": 24.3360710144, "published": true}], "hash": "d2984a052397177169f4fcea3c41430e", "id": 7}, {"snippet": "Does the school have a recognized and fully trained leaderor leaders in both academic and therapeutic programs who operate with a level of autonomy and flexibility within the larger organizational system? The school presents concerns in one or fewer of the following indicators: a) The school possesses a leader trained in either therapeutic or educational content; b) the school leader is provided with qualified support staff in areas they are not trained in; c) all school leaders have appropriate certification and training;d) the school provides leadership with professional development;e) the school has fully defined job descriptions for all leadership positions with leadership roles and responsibilities distinct andwell understood f) the school director operates with autonomy regarding issues of treatment and education. Meets Standard The school presents significant concerns in two of the followingindicators: a) The school does not possess a fully trained leader;b) the school leader does not have fully qualified support staff; c) all school leaders do not have appropriate certification and training; d) the school does not provide leadership with professional development; e) the school does not have fully defined job descriptions for both leadership positions with leadership roles and responsibilities distinct and well understood;f) the school director does not operate with autonomy regardingissues of treatment and education. Approaches Standard The school presents significant concerns in three of the following indicators: a) The school does not possess a fully trained leader;b) the school leader does not have fully qualified support staff; c) all school leaders do not have appropriate certification and training; d) the school does not provide leadership with professional development; e) the school does not have fully defined job descriptions for both leadership positions with leadership roles and responsibilities distinct and well understood;f) the school director does not operate with autonomy regardingissues of treatment and education. Does Not Meet Standard Evidence: List of collaborations, community resources, school and treatment partners, MOU's with collaborators, org chart for system of support, interviews andfocus groups The school presents concerns in one or fewer of the following indicators: a) The school has collaborative and meaningful partnerships with local schools; b) has collaborative and meaningful partnerships with local treatment centers and mental health providers; c) has established MOU's or other official agreements with collaborative partners; d) collaborative partners provide materials and personnel; e) local resources are leveraged to provide the best possible services for students; f) the school is a good community partner and offers services to the local community. Meets Standard The school presents significant concerns in two of the followingindicators: a) the school does not have collaborative and meaningful partnerships with local schools; b) the school does not Approaches Standard have collaborative and meaningful partnerships with local treatment centers and mental health providers; c) the school does not have established MOU's or other official agreements with collaborative partners; d) collaborative partners do not provide materials and personnel; e) local resources are not leveraged toprovide the best possible services for students; f)the school is not a good community partner and does not offer services to the local community.", "snippet_links": [{"key": "the-school", "type": "definition", "offset": [5, 15]}, {"key": "autonomy-and-flexibility", "type": "clause", "offset": [139, 163]}, {"key": "educational-content", "type": "definition", "offset": [345, 364]}, {"key": "support-staff", "type": "clause", "offset": [414, 427]}, {"key": "school-leaders", "type": "clause", "offset": [469, 483]}, {"key": "certification-and-training", "type": "clause", "offset": [501, 527]}, {"key": "professional-development", "type": "definition", "offset": [567, 591]}, {"key": "job-descriptions", "type": "clause", "offset": [624, 640]}, {"key": "leadership-positions", "type": "definition", "offset": [649, 669]}, {"key": "roles-and-responsibilities", "type": "definition", "offset": [686, 712]}, {"key": "school-director", "type": "definition", "offset": [748, 763]}, {"key": "meets-standard", "type": "definition", "offset": [832, 846]}, {"key": "fully-qualified", "type": "definition", "offset": [1012, 1027]}, {"key": "approaches-standard", "type": "definition", "offset": [1449, 1468]}, {"key": "does-not-meet-standard", "type": "definition", "offset": [2074, 2096]}, {"key": "community-resources", "type": "definition", "offset": [2131, 2150]}, {"key": "org-chart", "type": "definition", "offset": [2209, 2218]}, {"key": "local-schools", "type": "definition", "offset": [2408, 2421]}, {"key": "mental-health", "type": "definition", "offset": [2505, 2518]}, {"key": "other-official", "type": "definition", "offset": [2558, 2572]}, {"key": "local-resources", "type": "definition", "offset": [2675, 2690]}, {"key": "provide-the", "type": "clause", "offset": [2708, 2719]}, {"key": "services-for-students", "type": "clause", "offset": [2734, 2755]}, {"key": "community-partner", "type": "clause", "offset": [2781, 2798]}, {"key": "services-to-the", "type": "clause", "offset": [2810, 2825]}, {"key": "offer-services", "type": "definition", "offset": [3488, 3502]}], "size": 1, "samples": [{"hash": "dB0plAtxIi4", "uri": "/contracts/dB0plAtxIi4#school-leadership", "label": "Charter Agreement", "score": 33.4450963481, "published": true}], "hash": "79752c204dfc3e964479f1cff1d5330b", "id": 8}, {"snippet": "For the term of this performance contract:\n1. The Executive Director of Premier Charter School will meet all standards for school leadership listed below as assessed by the UMSL sponsor during its annual review:\nB.1 Student enrollment procedures, including open enrollment and lottery, if needed, are appropriately conducted and documented. \u25cf School policies, procedures, and practices \u25cf Enrollment and attendance documents \u25cf Core Data Met\nB.2 Student enrollment and attendance numbers are in line with the charter agreement, and provide evidence that the school is a viable school of choice for the community. \u25cf Student enrollment data \u25cf Student attendance data. \u25cf Student retention data \u25cf Core Data reports \u25cf Charter agreement Met\nB.3 Personnel procedures and practices are conducted in a manner that promotes instructional effectiveness and continuous school improvement. \u25cf Teacher and administrator retention data \u25cf School Improvement Plan \u25cf Professional Development Plan \u25cf Academic accountability indicators Met\nB.4 School meets all state and local standards relative to health and safety; and maintains a clean and safe environment that supports the educational mission of the school. \u25cf Board Policies and documentation \u25cf Health and safety permits \u25cf Fiscal records \u25cf On-site observations and reports Met Notes: Teacher Retention Rate Percent of full time certified staff at the end of the school year who return the following year. 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With successful school leadership, schools become effective incubators of learning, places where students are not only educated but empowered, nurtured and encouraged.", "snippet_links": [{"key": "the-university", "type": "clause", "offset": [93, 107]}, {"key": "learning-communities", "type": "clause", "offset": [143, 163]}, {"key": "successful-school", "type": "definition", "offset": [188, 205]}, {"key": "become-effective", "type": "clause", "offset": [226, 242]}], "size": 1, "samples": [{"hash": "3VHp6HqnP74", "uri": "/contracts/3VHp6HqnP74#school-leadership", "label": "Collective Bargaining Agreement", "score": 31.0907821655, "published": true}], "hash": "31be33c26c7372215f5eb89598becb01", "id": 10}], "next_curs": "CloSVGoVc35sYXdpbnNpZGVyY29udHJhY3RzcjYLEhZDbGF1c2VTbmlwcGV0R3JvdXBfdjU2IhpzY2hvb2wtbGVhZGVyc2hpcCMwMDAwMDAwYQyiAQJlbhgAIAA=", "clause": {"title": "School Leadership", "children": [["op-employee", "OP Employee"]], "parents": [["school-operations", "School Operations"], ["general-terms", "General Terms"], ["contract-submission-to-mde", "Contract Submission to MDE"], ["fiscal-year", "FISCAL YEAR"], ["the-fiscal-agent", "The Fiscal Agent"]], "size": 28, "id": "school-leadership", "related": [["leadership", "Leadership", "Leadership"], ["school", "School", "School"], ["stewardship", "Stewardship", "Stewardship"], ["training-and-education", "Training and Education", "Training and Education"], ["cultural-diversity", "CULTURAL DIVERSITY", "CULTURAL DIVERSITY"]], "related_snippets": [], "updated": "2025-07-24T06:48:57+00:00", "also_ask": [], "drafting_tip": null, "explanation": "The School Leadership clause defines the roles, responsibilities, and authority of individuals or groups tasked with leading and managing a school. Typically, it outlines the composition of the leadership team, such as principals, vice-principals, or a governing board, and specifies their decision-making powers regarding academic programs, staff management, and school policies. This clause ensures clear governance structures within the school, promoting accountability and effective administration by delineating who is responsible for key operational and strategic decisions."}, "json": true, "cursor": ""}}