Common use of Effective Use of Collaborative Time Clause in Contracts

Effective Use of Collaborative Time. For collaborative time to be effective, the parties agree it should have the following characteristics: 1. CONTENT -  Collaborative planning around both subject content and/or pedagogy  Application of qualitative and quantitative data to drive planning, with a focus on  students who are struggling and have not met benchmarks, 2) students who are meeting benchmarks, and 3) students who are exceeding benchmarks  Creation of common formative assessments as a team  Looking at student work, utilizing a rubric  Building instructional capacity of staff and being engaged in professional development to improve practice 2. PROCESS –  The development and implementation of ground rules for the meeting  Identified roles and responsibilities for each person  Agendas jointly developed by the team (best practice to develop at the end of each meeting for the next meeting)  A safe environment in which each member expresses his/her thoughts  Assignment of work prior to the next meeting, and the allocation of time to accomplish such identified work on an individual basis  Evaluation of the meeting, and revision of practice based upon evaluation 3. DYNAMICS –  The expected behaviors identified in the School Climate Compact  The expected behaviors identified in the Organizational Culture of Respect Compact  A commitment to address issues and not personalize concerns  Active listening in order to retain an open mind to others’ ideas  A commitment to each other that it is alright to make mistakes and to learn from them  To be empathetic to the feelings of others Groups that meet should evaluate their operations in relation to the above-referenced characteristics on an on-going basis. If assistance is needed, it is expected the School Leadership Team will work with the team to supply that assistance. Given that time is a finite resource, it is expected the School Leadership Team will seek to make efficient use of all collaborative time within the building, taking advantage of technology when appropriate. Examining what might be communicated electronically through email, web video, shared documents, or social media is the responsibility of the School Leadership Team.

Effective Use of Collaborative Time. For collaborative time to be effective, the parties agree it should have the following characteristics: 1. CONTENT -  Collaborative planning around both subject content and/or pedagogy  Application of qualitative and quantitative data to drive planning, with a focus on  students who are struggling and have not met benchmarks, 2) students who are meeting benchmarks, and 3) students who are exceeding benchmarks  Creation of common formative assessments as a team  Looking at student work, utilizing a rubric  Building instructional capacity of staff and being engaged in professional development to improve practice. 2. PROCESS –  The development and implementation of ground rules for the meeting  Identified roles and responsibilities for each person  Agendas jointly developed by the team (best practice to develop at the end of each meeting for the next meeting)  A safe environment in which each member expresses his/her thoughts  Assignment of work prior to the next meeting, and the allocation of time to accomplish such identified work on an individual basis  Evaluation of the meeting, and revision of practice based upon evaluationbasis 3. DYNAMICS –  The expected behaviors identified in the School Climate Compact  The expected behaviors identified in the Organizational Culture of Respect Compact  A commitment to address issues and not personalize concerns  Active listening in order to retain an open mind to others’ ideas  A commitment to each other that it is alright to make mistakes and to learn from them  To be empathetic to the feelings of others others. Groups that meet should evaluate their operations in relation to the above-referenced characteristics on an on-going basis. If assistance is needed, it is expected the School Leadership Team will work with the team to supply that assistance. Given that time is a finite resource, it is expected the School Leadership Team will seek to make efficient use of all collaborative time within the building, taking advantage of technology when appropriate. Examining what might be communicated electronically through email, web video, shared documents, or social media is the responsibility of the School Leadership Team.

Effective Use of Collaborative Time. For collaborative time to be effective, the parties agree it should have the following characteristics: 1. CONTENT -  • Collaborative planning around both subject content and/or pedagogy  • Application of qualitative and quantitative data to drive planning, with a focus on  • students who are struggling and have not met benchmarks, 2) students who are meeting benchmarks, and 3) students who are exceeding benchmarks  • Creation of common formative assessments as a team  • Looking at student work, utilizing a rubric  • Building instructional capacity of staff and being engaged in professional development to improve practice 2. PROCESS –  • The development and implementation of ground rules for the meeting  • Identified roles and responsibilities for each person  • Agendas jointly developed by the team (best practice to develop at the end of each meeting for the next meeting)  • A safe environment in which each member expresses his/her thoughts  • Assignment of work prior to the next meeting, and the allocation of time to accomplish such identified work on an individual basis  • Evaluation of the meeting, and revision of practice based upon evaluation 3. DYNAMICS –  • The expected behaviors identified in the School Climate Compact  • The expected behaviors identified in the Organizational Culture of Respect Compact  • A commitment to address issues and not personalize concerns  • Active listening in order to retain an open mind to others’ ideas  • A commitment to each other that it is alright to make mistakes and to learn from them  • To be empathetic to the feelings of others Groups that meet should evaluate their operations in relation to the above-referenced characteristics on an on-going basis. If assistance is needed, it is expected the School Leadership Team will work with the team to supply that assistance. Given that time is a finite resource, it is expected the School Leadership Team will seek to make efficient use of all collaborative time within the building, taking advantage of technology when appropriate. Examining what might be communicated electronically through email, web video, shared documents, or social media is the responsibility of the School Leadership Team.

Effective Use of Collaborative Time. For The following characteristics are provided as guidelines for the effective use of collaborative time to be effectivetime: a. Content—A clear focus on student learning, the parties agree it should have which could take one of the following characteristicsforms: 1. CONTENT -  Collaborative planning around both subject content and/or pedagogy  pedagogy. 2. Application of qualitative and quantitative data to drive planning, with a focus on  i. students who are struggling and have not met benchmarks, 2) ii. students who are meeting benchmarks, and 3) iii. students who are exceeding benchmarks  benchmarks 3. Creation of common formative assessments as a team  team 4. Looking at student work, utilizing using a rubric  rubric 5. Building instructional capacity of staff and being engaged in professional development to improve practice. 2b. Process—Collaborative and shared leadership, which should include the following: 1. PROCESS –  The development and implementation of ground rules for the meeting  meeting 2. Identified roles and responsibilities for each person  person 3. Agendas jointly developed by the team (best practice to develop at the end of each meeting for the next meeting)  ) 4. A safe environment in which each member expresses his/her thoughts  their thoughts 5. Assignment of work prior to the next meeting, and the allocation of time to accomplish such identified work on an individual basis  basis 6. Evaluation of the meeting, and revision of practice practice, based upon on evaluation. 3c. Dynamics—Mutual trust and respect, which should take into account the following characteristics: 1. DYNAMICS –  The expected behaviors identified in the School Climate Compact  Compact 2. The expected behaviors identified in the Organizational Culture of Respect Compact  Compact 3. A commitment to address issues and not personalize concerns  concerns 4. Active listening in order to retain an open mind to others’ ideas  ideas 5. A commitment to each other that it is alright to make mistakes and to learn from them  To to be empathetic to the feelings of others others. Groups that meet should evaluate their operations in relation to the above-referenced characteristics on an on-going ongoing basis. If assistance is needed, it is expected the School Leadership Team that ILTs will work with the team to supply that assistance. Given that time is a finite resource, it is expected that the School Leadership Team ILT will seek to make efficient use of all collaborative time within the building, taking advantage of technology when appropriate. Examining what might be communicated electronically through emaile-mail, web video, shared documents, or social media is the responsibility of the School Leadership TeamILTs.

Effective Use of Collaborative Time. For collaborative time to be effective, the parties agree it should have the following characteristics: 1. : CONTENT -  A clear focus on student learning, which could take one of the following forms: Collaborative planning around both subject content and/or pedagogy  Application of qualitative and quantitative data to drive planning, with a focus on  students who are struggling and have not met benchmarks, 2) students who are meeting benchmarks, and 3) students who are exceeding benchmarks  Creation of common formative assessments as a team  Looking at student work, utilizing a rubric  Building instructional capacity of staff and being engaged in professional development to improve practice 2. practice PROCESS –  Collaborative and shared leadership, which should include the following: The development and implementation of ground rules for the meeting  Identified roles and responsibilities for each person  Agendas jointly developed by the team (best practice to develop at the end of each meeting for the next meeting)  A safe environment in which each member expresses his/her thoughts  Assignment of work prior to the next meeting, and the allocation of time to accomplish such identified work on an individual basis  Evaluation of the meeting, and revision of practice based upon evaluation 3. evaluation DYNAMICS –  Mutual trust and respect, which should take into account the following characteristics: The expected behaviors identified in the School Climate Compact  The expected behaviors identified in the Organizational Culture of Respect Compact  A commitment to address issues and not personalize concerns  Active listening in order to retain an open mind to others’ ideas  A commitment to each other that it is alright to make mistakes and to learn from them  To be empathetic to the feelings of others Groups that meet should evaluate their operations in relation to the above-referenced characteristics on an on-going basis. If assistance is needed, it is expected the School Leadership Team will work with the team to supply that assistance. Given that time is a finite resource, it is expected the School Leadership Team will seek to make efficient use of all collaborative time within the building, taking advantage of technology when appropriate. Examining what might be communicated electronically through email, web video, shared documents, or social media is the responsibility of the School Leadership Team. B. Shared Responsibility for Student Achievement and Student Improvement 1. The parties agree on the following assumptions: At the district level, the Board of Education and Executive Leadership Team are responsible for encouraging, modeling and sustaining a culture necessary to support the shared responsibility for student achievement. They must continually articulate core values, reinforce the vision, and demonstrate their commitment to a new way of doing business. The continuous improvement process requires that the central administration of the school system supports the needs of students and those who work in classrooms and schools. They are responsible for providing the resources that are needed at the school and classroom levels, and also the resources required for the planning, critiquing, and assessment of the work of teaching and learning. At the school level, administrators and the staff as a whole are accountable for establishing a learning community conducive to the best teaching practices and success for every student. They have a responsibility for managing time and creating opportunities that allow for collaborative problem solving and for using a wide range of data so that an environment conducive to analysis and improvement is created. At the classroom level, teachers are accountable for the instruction they deliver and the classroom environment they create within which every student can succeed. Teachers implement the curriculum aligned with established measures of performance and international, national, state, and local standards. The individual teacher receives training in obtaining and interpreting student data and will have the responsibility to use this data to examine his or her classroom strategies and systems. 2. The Board of Education, administrative and supervisory staff, and teaching staff are ultimately held accountable by the public for student performance. 3. Standardized test scores provide data that are useful as measures of progress or indicators of deficiencies in a school or a classroom. However, test scores alone cannot constitute a judgment, in and of themselves, about the performance of a teacher or the success of a school. The most important use of test data is to contribute to analysis and problem solving for school, teacher, and student improvement. MCPS administration and the Board of Education have a responsibility to work collaboratively with MCEA, and vice versa, to ensure that standardized test scores and other assessment measures are used as tools for the improvement of teaching and learning, not simply as ends in themselves.