Managing Conflict. Employs strategies for responding to disagreement and dissent, constructively resolving conflict and building consensus throughout a district/school community. IV-F. Eleme nts Unsatisfactory Needs Improvement Proficient Exemplary IV-F-1. Respo nse to Disagre ement Does not respond to disagreement or dissent and/or does not use appropriate, respectful, non- confrontational approaches. May respond respectfully to disagreement and dissent, but responds inconsistently and does not always employ a non- confrontational approach Employs a non- confrontational approach for responding respectfully and appropriately to disagreement and dissent, using both as opportunities for learning Models a variety of strategies for responding respectfully and effectively to disagreement and dissent, using both as opportunities for learning. Is able to model this element. IV-F-2. Conflict Resolut ion Does not address conflicts in a solution-oriented and/or respectful manner. May attempt to respectfully resolve conflicts as they arise, but employs only a limited range of strategies. Consistently employs a variety of strategies to resolve conflicts in a constructive and respectful manner. Consistently employs a variety of strategies to resolve conflicts in a constructive and respectful manner and empowers staff to use these approaches. Is able to model this element. IV-F-3. Conse nsus Buildin g Does not attempt to build consensus within the school community, or attempts at consensus-building around critical school decisions are unsuccessful. Employs a limited number of strategies to build consensus within the school community, with varying degrees of success. Builds consensus within the school community around critical school decisions, employing a variety of strategies. Employs a variety of strategies to build consensus within the school community around critical school decisions while encouraging dialogue and different points of view. Is able to model this element. APPENDIX D – Impact of RETELL Regulations
Managing Conflict. 4.4.1 The Joint Committee must exercise its functions in a way which ensures that any conflicts of interest and local and prejudicial interests are dealt with as a preliminary to the decision making.
Managing Conflict. Employs strategies for responding to disagreement and dissent, constructively resolving conflict and building consensus throughout a district or school community. IV-F. Elements Unsatisfactory Needs Improvement Proficient Exemplary IV-F-1. Response to Disagreement Does not respond to disagreement or dissent and/or does not use appropriate, respectful, non- confrontational approaches. Xxx respond respectfully to disagreement and dissent, but responds inconsistently and does not always employ a non- confrontational approach. Employs a non-confrontational approach for responding respectfully and appropriately to disagreement and dissent, using both as opportunities for learning. Models a variety of strategies for responding respectfully and effectively to disagreement and dissent, using both as opportunities for learning. Is able to model this element. IV-F-2. Conflict Resolution Does not address conflicts in a solution-oriented and/or respectful manner. May attempt to respectfully resolve conflicts as they arise, but employs only a limited range of strategies. Consistently employs a variety of strategies to resolve conflicts in a constructive and respectful manner. Consistently employs a variety of strategies to resolve conflicts in a constructive and respectful manner and empowers and supports administrators and/or educators to use these approaches. Is able to model this element.
Managing Conflict indicator: Employs strategies for responding to disagreement and dissent, constructively resolving conflict, and building consensus throughout a district/school community. APPENDIX F GRIEVANCE FORM Grievant(s): Case Number: Time Schedule for Grievance Processing Association Schedule: Date: School Comm. Sched. Date: Date of Occurrence: Date of Complaint Discussion: Grievance Time Limits: Step1 Answer By: Date:
Managing Conflict. 8. Resignation The principal may resign for any reason from his/her position. Notice of said resignation shall be in writing and shall be given to the district no later than 60 working days previous to the effective date of resignation. All salary, benefits and other compensation shall be paid to the principal through the effective date of his/her resignation and this agreement shall terminate without recourse to either party.
Managing Conflict. The ISP will operate on a consensus basis where possible. Where normal healthy debate develops into conflict that may threaten the operation of the partnership, the matter will be discussed by officers or Chief Executives from the relevant agencies or organisations with a view to seeking resolution. Reviewing how we are working: This Constitution and Terms of Reference for the ISP will be reviewed at least every two years by the ISP Executive as necessary, with any changes agreed by the ISP Board. MLJ/ISP Exec 18 Nov 08 ANNEXE 1 The Priorities of the Island Strategic Partnership
Managing Conflict. Employs strategies for responding to disagreement and dissent, constructively resolving conflict and building consensus throughout a district/school community. IV-F. Element s Unsatisfactory Needs Improvement Proficient Exemplary IV-F-2. Conflict Resoluti on Does not address conflicts in a solution- oriented and/or respectful manner. May attempt to respectfully resolve conflicts as they arise, but employs only a limited range of strategies. Consistently employs a variety of strategies to resolve conflicts in a constructive and respectful manner. Consistently employs a variety of strategies to resolve conflicts in a constructive and respectful manner and empowers staff to use these approaches. Is able to model this element. IV-F-3. Consens us Building Does not attempt to build consensus within the school community, or attempts at consensus-building around critical school decisions are unsuccessful. Employs a limited number of strategies to build consensus within the school community, with varying degrees of success. Builds consensus within the school community around critical school decisions, employing a variety of strategies. Employs a variety of strategies to build consensus within the school community around critical school decisions while encouraging dialogue and different points of view. Is able to model this element. APPENDIX D – Impact of RETELL Regulations
Managing Conflict. Employs strategies for responding to disagreement and dissent, constructively resolving conflict, and building consensus throughout a district/school community. Unsatisfactory Needs Improvement Proficient Exemplary IV-F-2. Consensus Building Does not attempt to build consensus within the school community, or attempts at consensus-building around critical school decisions are unsuccessful. Employs a limited number of strategies to build consensus within the school community, with varying degrees of success. Employs a variety of strategies to build consensus within the school community around critical school decisions. Employs a variety of strategies to regularly achieve consensus within the school community around critical school decisions while encouraging dialogue and different points of view. Models this practice for others. Massachusetts Model System for Educator Evaluation
