Improvement Schools. 2.12.1 DCPS and WTU are in Agreement that an effective approach to turning around our lowest performing schools is essential. Based upon models that have proven effective in school districts around the country, the parties agree to collaborate on planning, designing and implementing rigorous programs to achieve this goal. 2.12.2 Beginning in the fall of 2010, the WTU will facilitate obtaining high-level, research based, national-level professional development for teams of teachers and building principals on school turnaround. This training will support school- based teams to work collaboratively to develop turnaround plans based upon proven models for improving student achievement. 2.12.3 The LSRT shall apply to the WTU for participation in the professional development on school turnaround. 2.12.4 This professional development and support will focus on the numerous areas around which plans are needed for effective school turnaround to occur. These include, but are not limited to: instructional programs, including English language arts and math; well-rounded curriculum; professional development (embedded as part of school day and thereafter); parent and community outreach and involvement; individual and small group tutoring for students in greatest need; facilities improvement; extracurricular activities; class size; wrap-around services to meet the social, medical and related needs of students; classroom supplies, materials, books and equipment; staffing; leadership; possibility of extended time; and other areas, as needed. 2.12.5 Before March 31 of the 2010-11 school year, schools involved in this process will have developed plans for implementation for the 2011-12 school year. Plans will be reviewed and approved by the Chancellor of DCPS and the President of the WTU so that implementation can begin will in advance of the 2011-12 school year. Time lines may be modified by mutual agreement of the parties. 2.12.6 Such schools shall be designed to increase student achievement and attract new families to DCPS through innovative practices. 2.12.7 Innovations in the Improvement Schools may also include, but shall not be limited to, the following elements: leadership, scheduling, instruction, technology, wrap-around services, personnel policies, and Teacher compensation. 2.12.8 The Chancellor (or her/his designee) and the President of the WTU (or her/his designee) shall meet to establish any additional timelines and parameters that may be needed for the development and implementation of any Improvement Schools. 2.12.9 In advance of accepting assignment to an Improvement School, Teachers shall receive, for each School, information detailing any differences, if any, in the working conditions at the Collaborative and those in this Agreement including, but not limited to: 2.12.9.1 The length of the school day and school year at each school; 2.12.9.2 The amount of work time required for non-teaching activities beyond the regular school day; 2.12.9.3 Any additional work time required during summer or school vacations; and 2.12.9.4 Any other duties or obligations beyond the requirements of this Agreement. 2.12.10 DCPS is prohibited from substantially changing the working conditions at any Improvement School during any school year. 2.12.11 If DCPS desires to implement working conditions or compensation at any Improvement School that are different than those found in this Agreement, DCPS must first negotiate such terms with the WTU. If the Parties are unable to agree, the working conditions or compensation at the Improvement School shall remain the same as defined in this Agreement. 2.12.12 The evaluation process in Improvement Schools shall be the same as other DCPS schools.
Appears in 6 contracts
Samples: Collective Bargaining Agreement, Collective Bargaining Agreement, Collective Bargaining Agreement
Improvement Schools. 2.12.1 2.12.1. DCPS and WTU are in Agreement that an effective approach to turning around our lowest performing schools is essential. Based upon models that have proven effective in school districts around the country, the parties agree to collaborate on planning, designing and implementing rigorous programs to achieve this goal.
2.12.2 2.12.2. Beginning in the fall of 2010, the WTU will facilitate obtaining high-level, research based, national-level professional development for teams of teachers and building principals on school turnaround. This training will support school- based teams to work collaboratively to develop turnaround plans based upon proven models for improving student achievement.
2.12.3 2.12.3. The LSRT LSAT shall apply to the WTU for participation in the professional development on school turnaround.
2.12.4 2.12.4. This professional development and support will focus on the numerous areas around which plans are needed for effective school turnaround to occur. These include, but are not limited to: instructional programs, including English language arts and math; well-rounded curriculum; professional development (embedded as part of school day and thereafter); parent and community outreach and involvement; individual and small group tutoring for students in greatest need; facilities improvement; extracurricular activities; class size; wrap-around services to meet the social, medical and related needs of students; classroom supplies, materials, books and equipment; staffing; leadership; possibility of extended time; and other areas, as needed.
2.12.5 2.12.5. Before March 31 of the 2010-11 school year, schools involved in this process will have developed plans for implementation for the 2011-12 school year. Plans will be reviewed and approved by the Chancellor of DCPS and the President of the WTU so that implementation can begin will in advance of the 2011-12 school year. Time lines may be modified by mutual agreement of the parties.
2.12.6 2.12.6. Such schools shall be designed to increase student achievement and attract new families to DCPS through innovative practices.
2.12.7 2.12.7. Innovations in the Improvement Schools may also include, but shall not be limited to, the following elements: leadership, scheduling, instruction, technology, wrap-around services, personnel policies, and Teacher compensation.
2.12.8 2.12.8. The Chancellor (or her/his designee) and the President of the WTU (or her/his designee) shall meet to establish any additional timelines and parameters that may be needed for the development and implementation of any Improvement Schools.
2.12.9 2.12.9. In advance of accepting assignment to an Improvement School, Teachers shall receive, for each School, information detailing any differences, if any, in the working conditions at the Collaborative and those in this Agreement including, but not limited to:
2.12.9.1 2.12.9.1. The length of the school day and school year at each school;
2.12.9.2 2.12.9.2. The amount of work time required for non-teaching activities beyond the regular school day;
2.12.9.3 2.12.9.3. Any additional work time required during summer or school vacations; and
2.12.9.4 2.12.9.4. Any other duties or obligations beyond the requirements of this Agreement.
2.12.10 2.12.10. DCPS is prohibited from substantially changing the working conditions at any Improvement School during any school year.
2.12.11 2.12.11. If DCPS desires to implement working conditions or compensation at any Improvement School that are different than those found in this Agreement, DCPS must first negotiate such terms with the WTU. If the Parties are unable to agree, the working conditions or compensation at the Improvement School shall remain the same as defined in this Agreement.
2.12.12 2.12.12. The evaluation process in Improvement Schools shall be the same as other DCPS schools.
Appears in 2 contracts
Samples: Collective Bargaining Agreement, Collective Bargaining Agreement
Improvement Schools. 2.12.1 2.12.1. DCPS and WTU are in Agreement that an effective approach to turning around our lowest performing schools is essential. Based upon models that have proven effective in school districts around the country, the parties agree to collaborate on planning, designing and implementing rigorous programs to achieve this goal.
2.12.2 2.12.2. Beginning in the fall of 2010, the WTU will facilitate obtaining high-level, research based, national-level professional development for teams of teachers and building principals on school turnaround. This training will support school- based teams to work collaboratively to develop turnaround plans based upon proven models for improving student achievement.
2.12.3 2.12.3. The LSRT LSRTLSAT shall apply to the WTU for participation in the professional development on school turnaround.
2.12.4 2.12.4. This professional development and support will focus on the numerous areas around which plans are needed for effective school turnaround to occur. These include, but are not limited to: instructional programs, including English language arts and math; well-rounded curriculum; professional development (embedded as part of school day and thereafter); parent and community outreach and involvement; individual and small group tutoring for students in greatest need; facilities improvement; extracurricular activities; class size; wrap-around services to meet the social, medical and related needs of students; classroom supplies, materials, books and equipment; staffing; leadership; possibility of extended time; and other areas, as needed.
2.12.5 2.12.5. Before March 31 of the 2010-11 school year, schools involved in this process will have developed plans for implementation for the 2011-12 school year. Plans will be reviewed and approved by the Chancellor of DCPS and the President of the WTU so that implementation can begin will in advance of the 2011-12 school year. Time lines may be modified by mutual agreement of the parties.
2.12.6 2.12.6. Such schools shall be designed to increase student achievement and attract new families to DCPS through innovative practices.
2.12.7 2.12.7. Innovations in the Improvement Schools may also include, but shall not be limited to, the following elements: leadership, scheduling, instruction, technology, wrap-around services, personnel policies, and Teacher compensation.
2.12.8 2.12.8. The Chancellor (or her/his designee) and the President of the WTU (or her/his designee) shall meet to establish any additional timelines and parameters that may be needed for the development and implementation of any Improvement Schools.
2.12.9 2.12.9. In advance of accepting assignment to an Improvement School, Teachers shall receive, for each School, information detailing any differences, if any, in the working conditions at the Collaborative and those in this Agreement including, but not limited to:
2.12.9.1 2.12.9.1. The length of the school day and school year at each school;
2.12.9.2 2.12.9.2. The amount of work time required for non-teaching activities beyond the regular school day;
2.12.9.3 2.12.9.3. Any additional work time required during summer or school vacations; and
2.12.9.4 2.12.9.4. Any other duties or obligations beyond the requirements of this Agreement.
2.12.10 2.12.10. DCPS is prohibited from substantially changing the working conditions at any Improvement School during any school year.
2.12.11 2.12.11. If DCPS desires to implement working conditions or compensation at any Improvement School that are different than those found in this Agreement, DCPS must first negotiate such terms with the WTU. If the Parties are unable to agree, the working conditions or compensation at the Improvement School shall remain the same as defined in this Agreement.
2.12.12 2.12.12. The evaluation process in Improvement Schools shall be the same as other DCPS schools.
Appears in 1 contract
Samples: Collective Bargaining Agreement
