Collaborative Leadership. The District and the MEA believe that shared ownership of school operations and collaborative decision- making lead to improved learning environments and increased student achievement. Implementation of the District’s instructional program is complex and is best accomplished when there is mutual understanding among a school’s administration and teachers, and a joint commitment to problem solving. Such an atmosphere recognizes the authority of the director and the professionalism of teachers. Collaborative processes will be employed at each school to make decisions within the parameters established by Board policy, the District’s strategic plan, the school’s mission and model, the school’s improvement plan, and applicable law. While both parties agree that collaborative decisions are best, it is acknowledged that there may be times when a school director will need to make decisions independently. At a minimum, each school must employ an inclusive and collaborative process to attend to the tasks assigned to school leadership in Article 6. The full staff at each school shall determine whether these leadership tasks are addressed by the full staff, a smaller representative group, or another existing team. This collaborative team(s) shall seek input from those directly affected by decisions, ensuring representation and voice. The process of communication will be determined by the team.
Collaborative Leadership. 20.4.1 As per board policy, each school will participate in collaborative decision making. Schools are encouraged to embed collaborative leadership into the regular school day where possible. Extra compensation for additional duties shall be provided when such duties and responsibilities are in addition to a contractual workday. Compensation may be an hourly rate of pay based on the beginning BA salary, release time, or salary advancement credit. The District and the Association will continue to seek creative compensation options.
Collaborative Leadership. A quality working relationship between the two partners depends upon the ongoing commitment of leadership that is willing to work in a collaborative manner for the benefit of both institutions. On-going, reflective work with regular meetings will continue between the Xxxx’x office of the Winona State University College of Education and the Superintendent’s office of the Winona Area Public Schools District #861. A representative from the WAPS Superintendent’s Office will serve as a member of the WSU Xxxx’x Coordinating Council.
Collaborative Leadership. The impact of leadership cannot be over-emphasized. Leadership should be broadened to ensure collaboration between the key players in the local government environment which include CoGTA, the departments of Energy, Public Enterprises, Finance and National Treasury to ensure interventions are dove-tailed and seamless to achieve the required outcomes. It is also essential for Eskom and municipalities to engage and collaborate to enhance revenue management. In executing this mandate it remains critical to keep SMME’s on the radar screen and execute radical economic transformation at all levels of Supply Chain.
Collaborative Leadership. Oversee and coordinate emergency management resources across Government. • Animalwelfare in emergencies (farm, domestic,wild). • Reviewing and building on relationships developed during/ post 2013 bushfires. • Integrated planning for improved collaboration between agencies at local level in relation to arrangements.
Collaborative Leadership. The District and Association are committed to collaborative leadership for the purpose of improving student learning. Building Leadership Teams (BLTs) have been established in each school. Team members for open positions shall be determined by the building principal, based on grade level and/or department from staff volunteers. Any BLT decisions in conflict with this negotiated agreement shall require the prior approval of both the District and Association. The BLT at each school shall determine a process for decision-making that is appropriate for that school. The BLT shall have the authority, subject to building staff approval, to determine employee schedules which best meet the needs of the student program, and the goal shall be that affected staff is notified prior to the end of the semester or school year should their schedule vary from the traditional school schedule. Examples might include: a base contract student attendance day calendar which varies from the student calendar; a daily schedule which varies from the student date (i.e., periods zero through five instead of one through six); shortened days compensated by concentrated extended learning opportunities at other times; etc. To improve student achievement, the BLT at each school shall develop a School Improvement Plan (SIP) that aligns with the District Improvement Plan. BLT members shall be compensated for school improvement plan-related meetings outside the contracted day as directed by the building principal at the supplemental rate of pay.
Collaborative Leadership. The two organizations will work toward a shared vision, increased communication and cooperation and similar governance and accountability frameworks. In achieving collaborative leadership there will be an increased climate of respect, clarity and trust.
Collaborative Leadership fostering a culture of collaboration and teamwork among various healthcare organizations, providers, and community stakeholders. Facilitate effective communication, build relationships, and encourage cooperation to ensure the seamless integration of services across the OHT.
Collaborative Leadership. 1. Adopt a Board Resolution in support of the community schools model if such support does not already exist at the district level.
2. Identify a high-ranking district official (Superintendent, Assistant Superintendent, etc.) to be the point person driving and supporting the project. The identified person will be someone with decision- making authority not just financial tracking administration.
3. Provide a seat for the community school coordinator on their respective school leadership team(s).
4. Provide weekly meeting time between the community school coordinator and school principal.
5. Develop a community school advisory board for the school inclusive of but not limited to teachers, families, students, and community-based organizations.
