Instructional Councils. Decision-Making Processes
1. Consensus Decision-Making: The primary decision-making model is a consensus process, especially when the issue affects the entire staff.
a. Definition of Consensus Decision-Making: Consensus decision-making is a process in which participants make decisions by agreement rather than by majority vote. A consensus process is where representatives of the affected parties with a stake in an issue work together to find a mutually acceptable solution. Decisions are reached through a consensus process that includes the following:
1.) There has been communication with and input from constituents.
2.) Participants have reached a meeting of the minds sufficient to make a decision and carry it out.
3.) There is agreement that no one who could block or obstruct the decision or its implementation will exercise that power.
4.) There is agreement that everyone needed to support the decision and put it into effect will do so.
b. This definition does not mean unanimity of thought. The resulting agreement may be a package of various levels of enthusiasm and support, but the agreement is one that each party can accept and live with.
Instructional Councils. Connection to School Committees and Other School Structures
1. All school committees, task forces and work groups will communicate directly with or through the Instructional Council in order to coordinate planning and implementation of their work. It is recommended that committees follow protocols similar to those for the Instructional Council.
Instructional Councils. Process and Content
1. The Instructional Council is concerned with both process and content. The process will be similar at all sites. It is collaboration among stakeholders working together to develop common visions for their sites. The content or issues addressed by each IC will vary in nature. What may be an instructional priority for one school community may not be for another.
2. There are two strategies usually associated with this process: site based management and shared decision-making. These strategies are dependent upon collaboration and consensus building. For shared decision making to work, the issues to be decided must be meaningful and not merely symbolic. Important decisions must be reached in a collaborative manner. Participants can readily discern the difference between involvement and influence. Without experiencing influence, participants may soon choose not to be involved.
3. IC’s are empowered to address school issues that fall within the scope of instructional improvement.
Instructional Councils. Connection to Budgeting
1. School budgets are open and public documents. It is the responsibility of the Instructional Council to work in collaboration with the staff to set priorities for discretionary funds in the school’s budget and in developing and overseeing the implementation of a budget that places resources where they will effectively support the school’s goals.
2. Training in Budgeting may be requested of the District and the Federation for Instructional Councils.
Instructional Councils. Connection to Budgeting
1. School budgets are open and public documents. School budgets and budget projections shall be distributed to all staff at each respective school each year prior to budget decisions being made.
a. School staffs will be provided standardized spreadsheets of school budgets that include descriptions of each funding source and the amount to be received from that source.
b. The spreadsheets will also delineate if the funding source is considered “discretionary” (for example: Title I, At Risk) or “operational.”
c. These budget sheets will be distributed to all school staff via APS email no later than the second Tuesday of April.
Instructional Councils. Connection to Budgeting
1. School budgets are open and public documents. School budgets and budget projections shall be distributed to all staff at each respective school each year prior to budget decisions being made.
a. School staffs will be provided standardized spreadsheets of school budgets that include descriptions of each funding source and the amount to be received from that source.
b. The spreadsheets will also delineate if the funding source is considered “discretionary” (for example: Title I, At Risk) or “operational.”
c. These budget sheets will be distributed to all school staff via APS email no later than the second Tuesday of April.
2. It is the responsibility of the IC to work in collaboration with the staff to set priorities for discretionary funds or at risk in the school’s budget and in developing and overseeing the implementation of a budget that places resources where they will effectively support the school’s goals.
3. When using discretionary money for a full or partial FTE, to ensure decisions are program-based, a change in the agreed use will result in holding funds until the current position is vacated. In the event of programmatic need to change or eliminate a full or partial FTE funded through discretionary money and the position has not been vacated, the school may request a contract waiver according to the process set forth in Appendix L: Process for Obtaining a Waiver.
4. Training in Budgeting may be requested of the District and the Federation for Instructional Councils. School staffs must follow the rules and regulations associated with each funding source.
I. If differentials are provided for positions on the school’s Instruction Council, the Federation Representative position will be eligible.
Instructional Councils. Connection to Budgeting
1. School budgets are open and public documents. School budgets and budget projections shall be distributed to all staff at each respective school each year prior to budget decisions being made.
2. It is the responsibility of the Instructional Council to work in collaboration with the staff to set priorities for discretionary/at risk funds in the school’s budget and in developing and overseeing the implementation of a budget that places resources where they will effectively support the school’s goals.
3. When using discretionary money for a full or partial FTE, in order to ensure decisions are program- based, a change in the agreed use of that money must wait until the current position is vacated. In the event of programmatic need to change or eliminate a full or partial FTE funded through discretionary money and the position has not been vacated, the school may request a contract waiver according to the process set forth in Appendix L: Process for Obtaining a Waiver.
4. Training in Budgeting may be requested of the District and the Federation for Instructional Councils.
I. In the event that differentials are provided for positions on the school’s Instruction Council, the Federation Representative position will be eligible.
A. The District and the Federation recognize the importance of an educational climate within a school and its community. To this end, the Instructional Council, the principal, the teachers and the staff are encouraged to work collaboratively to establish standing and ad hoc committees.
B. All teachers will be given the opportunity to volunteer for committees. If the number of volunteers exceeds the number designated for the committee, members shall be elected by their constituency. Election shall be by secret ballot.
C. Committees shall keep minutes of their meetings which shall be available upon request. A good faith effort shall be made to implement committee recommendations.
D. Meetings shall be open to any member of the staff or community.
E. All committee meetings and time requirements scheduled outside of the duty day are voluntary with the exception of meetings scheduled in accordance with Article 5. C. 4. Article 9, THE MENTOR/PEER ASSISTANCE AND REVIEW PROGRAM: AN APS/ATF PARTNERSHIP PROGRAM
A. Mentor/PAR Program Description
1. As a part of APS and ATF’s commitment to provide a continuum of support for teachers, the district and union created both the Mentor Program and the Peer Assistance and Review ...
Instructional Councils. A. The District and the Association agree to support the work of each school’s Instructional Council (IC). ICs are established as part of a collaborative effort to improve and support the teaching and learning process in the Albuquerque Public Schools. Individuals on each council use their collective expertise and experience concerning their site and community to address school issues that fall within the scope of instructional improvement.
Instructional Councils. A. The District and the Association agree to support the work of each school’s Instructional Council (IC). ICs are established as part of a collaborative effort to improve and support the teaching and learning process in the Albuquerque Public Schools. Individuals on each council use their collective expertise and experience concerning their site and community to address school issues that fall within the scope of instructional improvement.
B. Pursuant to the Negotiated Agreement between the District and the Albuquerque Teachers Federation, the IC includes the Principal, a Federation Representative, teachers elected by teachers, and parents representative of the school parent body, and may include representatives of other bargaining units, such as ASCA, AEAA, CWA, and any other personnel and/or students deemed appropriate by the IC and elected by their constituent group.
C. IC membership entails certain obligations, rights and responsibilities of membership. These include attending and actively participating on the IC; reaching out to the diversity of the represented group to hear their opinions and ideas; communicating those opinions to the IC; supporting goals and strategies to implement the school’s improvement plan; and collectively supporting the school improvement process.
D. Further, all meetings of the IC are open to any member of the school staff or school community. Accordingly, employees represented by the Association have the option to attend IC meetings at their site. A schedule of IC meetings is generally established and published by the IC at each site.
Instructional Councils. The Instructional Councils will serve only in an advisory capacity. The committees’ recommendations will be presented to the Superintendent. The Superintendent will convey the Instructional Councils’ recommendations, approved minutes and agendas to the Board. The Superintendent will convey the Board’s position when requested, in writing, within thirty (30) days.
