Common use of Organizational Culture of Respect Clause in Contracts

Organizational Culture of Respect. The Board of Education, the superintendent and the executive staff, and the organizations representing employees recognize and value the role of all employees as contributors to a learning community which sets high standards of performance for staff and students. By working together through continuous improvement, effective communication, and meaningful involvement in the decision-making processes, we provide a high quality education to every student. We are committed to shared responsibility and a collaborative partnership integrated into an organizational culture of respect. The commitment to xxxxxx an organizational culture of respect that is embedded throughout the school system is a priority of the employee organizations, the Board of Education, and the superintendent and executive staff. This culture is built on the belief that all employees, both school-based and nonschool-based, are essential to a successful learning environment. Inherent to this belief is the recognition that there is strength in diversity, which is inclusive of all groups and individuals. We are committed to: • Trust in each other • Use of collaborative and interest-based processes • Recognizing the collective bargaining relationships as opportunities to enhance this culture • Recognition of every employee’s contributions • High expectations for all staff and students that are reasonable, clear, and transparent • Open, honest contributions without fear of retribution • Open and effective communication • Respect for various points of view • Civility in all of our interactions • Team building and working together as teams There is a commitment to fostering and sustaining a culture of respect through supports and structures. In order to be effective, these supports and structures should be embedded throughout the system, visible and accessible to everyone, and seen as fair and equitable. In order to make certain that this culture is promoted throughout the school system, time is needed for collaboration, training, and professional development and resources are needed to accomplish this. Examples of supports and structures include, but are not limited to: • Board of Education policies, such as the Creating A Positive Work Environment in A Self-renewing Organization and Human Relations policies. • Professional growth systems, which include professional development, employee orientation, mentoring, training, recognition, support for new and under-performing employees, and professional development plans • Collaborative processes, such as labor/management collaboration committees, Councils on Teaching and Learning, principal leadership groups, cross functional teams, advisory committees, and Study Circles • Diversity training and development initiatives • Continuous improvement processes, including the Baldrige-guided school improvement process • Communication processes, including satisfaction and climate surveys, focus groups, budget forums, and various feedback reports • Dispute resolution activities In an organizational culture of respect, individuals are aware and understand the impact of their behavior and decisions on others. We expect that the actions and behaviors of all individuals and groups are consistent with and reflect this organizational culture. The actions listed below represent expected behaviors: • Model civility in daily interactions • Use collaborative and interest-based strategies rather than positional or adversarial approaches • Be clear about the level of involvement in the decision-making process • Seek to solve the problem, not apply blame • Utilize active listening skills • Encourage creativity and risk-taking • Seek and respect the opinion of others • Respect the time and the time commitments of others • Seek to resolve issues at the level where they occur • Seek to understand before making judgments • Acknowledge the professional judgment of individuals in their roles • Be aware of nonverbal communication • Use power and authority appropriately and positively • Be an active and responsible member of the team • Be responsible for accepting and giving feedback • Provide and receive feedback constructively and respectfully • Communicate openly and respectfully In order to sustain an organizational culture of respect, it is critical that all employees have an awareness, understanding, and tolerance of others’ interests, viewpoints, culture, and background. This culture promotes a positive work environment that ensures the success of each employee, high student achievement, and continuous improvement in a self-renewing organization. Xxxxxxxxxx County Association of Administrative and Supervisory Personnel Xxxxxxxxxx County Board of Education Xxxxxxxxxx County Educational Association Service Employees International Union Local 500 Superintendent of Schools Resolving differences Enhancing collaboration Supporting our coworkers Promoting civility Encouraging creativity Communicating openly Team building through trust This document is available in an alternate format, upon request, under the Americans with Disabilities Act, by con- tacting the Public Information Office, 000 Xxxxxxxxxx Xxxxx, Room 112, Rockville, MD 20850, 000-000-0000 or 0-000-000-0000 (Maryland Relay). Individuals who need sign language interpretation or cued speech transliteration in communicating with the Mont- gomery County Public Schools (MCPS) may contact Interpreting Services in Programs for Deaf and Hard of Hear- ing at 000-000-0000 or 5582 (Voice/TTY). The Xxxxxxxxxx County Public Schools prohibits illegal discrimination on the basis of race, color, national origin, religion, gender, age, marital status, socioeconomic status, sexual orientation, physical characteristics, or disability. Inquiries or complaints regarding discrimination or Title IX issues such as gender equity and sexual harassment should be directed to the MCPS Compliance Officer, Office of the Deputy Superintendent, 000 Xxxxxxxxxx Xxxxx, Room 129, Rockville, MD 20850, at 000-000-0000. xxx.xxxxxxxxxxxxxxxxxxx.xxx/xxxx/xxxxxxx Xxxxxxxxxx Co nty P blic Schools Published by the Department of Communications 3344.06 • Electronic Graphics & Publishing Services • 7/06 Index A Acting Higher Level Position 31 Annual Leave 42 A&S Professional Growth System (A&S PGS) 24 A&S Review Panel Program 26 Association Dues Deduction i, 18 Association Leadership/ Deputy Superintendent/ Chief Operating Officer (COO) Collaboration Committee (ADC) 4 Association Rights And Privileges 16 C Central Services Development 8 Child Care/Adoption Leave 48 Civil Leave for Juror or Witness Service 52 Collaboration 3 Collaborative Management Coordinating Committee (CMCC) 6 Committee Representatives 9 Compensatory Leave 52 D Definitions 10 Dental Plans 33 Discipline And Discharge 55 Domestic Partner Coverage 35 Duration 58 E Emergency Closing of Schools and/or Central Office 52 Employee Benefits Plan i, 32, 35 Employee Claims 36 Equitable Practices 4 Extended Leadership Program 9 F Fair Practices 54 Flexible Spending Accounts 36 G General Liability Coverage 35 Grievance Procedure 13 H Holiday Leave 43 I Innovation in Professional Development 9 J Joint Collaboration Committee 6, 7, 21, 31 Joint Employee Benefits Committee 6, 32, 34, 35 L Leadership Career Lattice 9 Leadership Development 6, 21, 23 Leave for Family Bereavement 51 Leave for Illness in the Immediate Family 41 Leave for Unusual or Imperative Reasons 52 Leaves 24, 39, 51 Leave Without Pay, Personal Illness, or Family Illness 41 Life Insurance 35 Longevity 28, 30, 58 M Medical Plans 32 Military Leave 49, 50 N Negotiation Procedure 11 O Organizational Culture of Respect 3 Overnight Responsibilities 31 P Personal Leave 52 Political Leave 51 Position Classification 9 Prescription Drug Plans 33 Productive And Professional Workforce 20 Professional Feedback 9, 25 Professional Growth System Implementation Teams 6 Professional Growth Systems 8 Professional Learning Communities 8 Professional Leave 44 Professional Recognition 20 Prohibition Of Strikes, Slowdowns, and Protection of Unit Members 53 R Reassignment Out of the MCAAP/MCBOA Units 57 Recognition 4, 10, 11, 20 Recrediting Of Former Service Credits 55 Reduction In Force 56 Retirement/Pension Plans 36 S Salaries And Compensation 28 Salary and Leave Benefits for Conscientious Objectors 50 School Board Authority 11 Schools Under Construction 31 Sick Leave 36, 40 Sick Leave Bank 36 Staff Development Cross-functional Team 6 Stipends 31 Supplemental Plans 33 Supplements 30 T Tax Deferred Annuities & Deferred Compensation Plans 35 Technology 9 Time and Resources for Professional Development 23 Tuition Reimbursement 22 U Unit Member Evaluation 27 Unit Members’ Responsibilities 20 V Vacancies and Transfers 37 Vision Plan 33 W Workdays 31 Workers’ Compensation Leave 41, 53 Rockville, Maryland Published by the Department of Materials Management for the Department of Association Relations

Organizational Culture of Respect. The Board of Education, the superintendent and the executive staff, and the organizations representing employees recognize and value the role of all employees as contributors to a learning community which sets high standards of performance for staff and students. By working together through continuous improvement, effective communication, and meaningful involvement in the decision-making processes, we provide a high quality education to every student. We are committed to shared responsibility and a collaborative partnership integrated into an organizational culture of respect. Updated September 2011 The commitment to xxxxxx an organizational culture of respect that is embedded throughout the school system is a priority of the employee organizations, the Board of Education, and the superintendent and executive staff. This culture is built on the belief that all employees, both school-based and nonschool-based, are essential to a successful learning environment. Inherent to this belief is the recognition that there is strength in diversity, which is inclusive of all groups and individuals. We are committed to: • Trust in each other • Use of collaborative and interest-based processes • Recognizing the collective bargaining relationships as opportunities to enhance this culture • Recognition of every employee’s contributions • High expectations for all staff and students that are reasonable, clear, and transparent • Open, honest contributions without fear of retribution • Open and effective communication • Respect for various points of view • Civility in all of our interactions • Team building and working together as teams There is a commitment to fostering and sustaining a culture of respect through supports and structures. In order to be effective, these supports and structures should be embedded throughout the system, visible and accessible to everyone, and seen as fair and equitable. In order to make certain that this culture is promoted throughout the school system, time is needed for collaboration, training, and professional development and resources are needed to accomplish this. Examples of supports and structures include, but are not limited to: • Board of Education policies, such as the Creating A Positive Work Environment in A Self-renewing Organization and Human Relations policies. • Professional growth systems, which include professional development, employee orientation, mentoring, training, recognition, support for new and under-performing employees, and professional development plans • Collaborative processes, such as labor/management collaboration committees, Councils on Teaching and Learning, principal leadership groups, cross functional teams, advisory committees, and Study Circles • Diversity training and development initiatives • Continuous improvement processes, including the Baldrige-guided school improvement process • Communication processes, including satisfaction and climate surveys, focus groups, budget forums, and various feedback reports • Dispute resolution activities Updated September 2011 In an organizational culture of respect, individuals are aware and understand the impact of their behavior and decisions on others. We expect that the actions and behaviors of all individuals and groups are consistent with and reflect this organizational culture. The actions listed below represent expected behaviors: • Model civility in daily interactions • Use collaborative and interest-based strategies rather than positional or adversarial approaches • Be clear about the level of involvement in the decision-decision making process • Seek to solve the problem, not apply blame • Utilize active listening skills • Encourage creativity and risk-taking • Seek and respect the opinion of others • Respect the time and the time commitments of others • Seek to resolve issues at the level where they occur • Seek to understand before making judgments • Acknowledge the professional judgment of individuals in their roles • Be aware of nonverbal non-verbal communication • Use power and authority appropriately and positively • Be an active and responsible member of the team • Be responsible for accepting and giving feedback • Provide and receive feedback constructively and respectfully • Communicate openly and respectfully In order to sustain an organizational culture of respect, respect it is critical that all employees have an awareness, understanding, and tolerance of others’ interests, viewpoints, culture, and background. This culture promotes a positive work environment that ensures the success of each employee, high student achievement, and continuous improvement in a self-renewing organization. Xxxxxxxxxx County Association of Administrative and Supervisory Personnel Xxxxxxxxxx County Board of Education Xxxxxxxxxx County Educational Association Service Employees International Union Local 500 Superintendent of Schools Updated September 2011 Resolving differences Enhancing collaboration Supporting our coworkers Promoting civility Encouraging creativity Communicating openly Team building through trust This document is available in an alternate format, upon request, under the Americans with Disabilities Act, by con- tacting the Public Information Office, at 000 Xxxxxxxxxx Xxxxx, Room 112, Rockville, MD 20850, or by phone at 000-000-0000 or via the Maryland Relay at 0-000-000-0000 (Maryland Relay)0000. Individuals who need sign language interpretation or cued speech transliteration in communicating with the Mont- gomery Montgom- ery County Public Schools (MCPS) may contact Interpreting Services in Programs for the Deaf and Hard of Hear- ing Hearing Program at 000-000-0000 or 5582 (Voice/TTY)0000. The Xxxxxxxxxx County Public Schools MCPS prohibits illegal discrimination on the basis of race, color, national origingender, religion, genderancestry, agenational origin, marital status, socioeconomic status, sexual orientationage, disability, physical characteristics, or disabilitysexual orientation. Inquiries or complaints regarding discrimination or Title IX issues such as gender equity and sexual harassment should be directed to the MCPS Compliance Officer, Office of the Deputy SuperintendentSuperintendent of Schools at 000-000-0000, via the Maryland Relay at 0-000-000-0000, or addressed to that office at 000 Xxxxxxxxxx Xxxxx, Room 129, Rockville, MD 20850, at 000-000-0000. xxx.xxxxxxxxxxxxxxxxxxx.xxx/xxxx/xxxxxxx Xxxxxxxxxx Co nty P blic Schools Published by the Department of Communications 3344.06 • Electronic Graphics & Publishing Services • 7/06 Index A Acting Higher Level Position 31 Annual Leave 42 A&S Professional Growth System (A&S PGS) 24 A&S Review Panel Program 26 Association Dues Deduction i, 18 Association Leadership/ Deputy Superintendent/ Chief Operating Officer (COO) Collaboration Committee (ADC) 4 Association Rights And Privileges 16 C Central Services Development 8 Child Care/Adoption Leave 48 Civil Leave for Juror or Witness Service 52 Collaboration 3 Collaborative Management Coordinating Committee (CMCC) 6 Committee Representatives 9 Compensatory Leave 52 D Definitions 10 Dental Plans 33 Discipline And Discharge 55 Domestic Partner Coverage 35 Duration 58 E Emergency Closing of Schools and/or Central Office 52 Employee Benefits Plan i, 32, 35 Employee Claims 36 Equitable Practices 4 Extended Leadership Program 9 F Fair Practices 54 Flexible Spending Accounts 36 G General Liability Coverage 35 Grievance Procedure 13 H Holiday Leave 43 I Innovation in Professional Development 9 J Joint Collaboration Committee 6, 7, 21, 31 Joint Employee Benefits Committee 6, 32, 34, 35 L Leadership Career Lattice 9 Leadership Development 6, 21, 23 Leave for Family Bereavement 51 Leave for Illness in the Immediate Family 41 Leave for Unusual or Imperative Reasons 52 Leaves 24, 39, 51 Leave Without Pay, Personal Illness, or Family Illness 41 Life Insurance 35 Longevity 28, 30, 58 M Medical Plans 32 Military Leave 49, 50 N Negotiation Procedure 11 O Organizational Culture of Respect 3 Overnight Responsibilities 31 P Personal Leave 52 Political Leave 51 Position Classification 9 Prescription Drug Plans 33 Productive And Professional Workforce 20 Professional Feedback 9, 25 Professional Growth System Implementation Teams 6 Professional Growth Systems 8 Professional Learning Communities 8 Professional Leave 44 Professional Recognition 20 Prohibition Of Strikes, Slowdowns, and Protection of Unit Members 53 R Reassignment Out of the MCAAP/MCBOA Units 57 Recognition 4, 10, 11, 20 Recrediting Of Former Service Credits 55 Reduction In Force 56 Retirement/Pension Plans 36 S Salaries And Compensation 28 Salary and Leave Benefits for Conscientious Objectors 50 School Board Authority 11 Schools Under Construction 31 Sick Leave 36, 40 Sick Leave Bank 36 Staff Development Cross-functional Team 6 Stipends 31 Supplemental Plans 33 Supplements 30 T Tax Deferred Annuities & Deferred Compensation Plans 35 Technology 9 Time and Resources for Professional Development 23 Tuition Reimbursement 22 U Unit Member Evaluation 27 Unit Members’ Responsibilities 20 V Vacancies and Transfers 37 Vision Plan 33 W Workdays 31 Workers’ Compensation Leave 41, 53 Rockville, Maryland Published by the Department of Materials Management 1687.14 • Editorial, Graphics & Publishing Services • 6/14 500 Updated September 0000 XXXXXXXX X MCPS-MCAAP Work-Life Expectations MCPS and MCAAP believe that meaningful communication and collaboration is vital to the success of our schools and offices and that strong partnerships between and among administrators is demon- strated through fair treatment, integrity, and open and honest communication. We recognize that the nature of the jobs performed by administrators is such that work beyond the customary eight hours per day and 40-hour work week is frequently required. It is also understood that administrators are frequently called upon to address emergency situations that command prompt attention, priority, and flexibility. We also are mindful that administrators take their work obligations and leadership respon- sibilities seriously while balancing their personal commitments, relationships, and personal priorities as individuals. The tenets and beliefs mutually developed and pledged in the compacts on respect and climate support a positive work environment as well as opportunities to model expected behaviors. To this end, MCAAP and MCPS offer the following general principles and expectations to guide all administrators as they reflect on the balance of their work and personal lives. Administrative teams and work relationships can take many forms such as central office directors and/ or supervisors, principal and assistant principals, coordinators, and other school-based team members, associate superintendent and directors, or associate superintendent and level-alike principals. As such, MCPS and MCAAP have identified opportunities and expectations, which provide guidance to admin- istrators to exercise professional judgment in decisions that directly impact their immediate work schedule and those whom they supervise. General principles • Communication is key. Each member of an administrative team or within a designated administrative unit has a shared responsibility to discuss, understand, and implement these work-related expectations on an annual basis, or more often if necessary. • Subordinates have a voice to be heard in the development of these understandings. • The assumption should be that administrators are professionals who will complete the work and meet reasonable expectations of a commitment of time and effort to do the work. • While we recognize that administrators can exercise and demonstrate professional judgment in addressing the work and balancing their personal lives, we also recognize that providing flexibility in how this is accomplished may be appropriate and does not translate to a reduction in responsibility and accountability. • Administrators appreciate and value collaboration and prefer to be accountable for the Department of Association Relationsclear, consistent, and mutually agreed-upon expectations. • These guiding principles support and sustain a positive work environment, which builds on strong partnerships, promotes trust, and advances mutual goals and mutual respect. Communication Expectations

Organizational Culture of Respect. The Board of Education, the superintendent and the executive staff, and the organizations representing employees recognize and value the role of all employees as contributors to a learning community which sets high standards of performance for staff and students. By working together through continuous improvement, effective communication, and meaningful involvement in the decision-making processes, we provide a high quality education to every student. We are committed to shared responsibility and a collaborative partnership integrated into an organizational culture of respect. Updated September 2011 The commitment to xxxxxx an organizational culture of respect that is embedded throughout the school system is a priority of the employee organizations, the Board of Education, and the superintendent and executive staff. This culture is built on the belief that all employees, both school-based and nonschool-based, are essential to a successful learning environment. Inherent to this belief is the recognition that there is strength in diversity, which is inclusive of all groups and individuals. We are committed to: • Trust in each other • Use of collaborative and interest-based processes • Recognizing the collective bargaining relationships as opportunities to enhance this culture • Recognition of every employee’s contributions • High expectations for all staff and students that are reasonable, clear, and transparent • Open, honest contributions without fear of retribution • Open and effective communication • Respect for various points of view • Civility in all of our interactions • Team building and working together as teams There is a commitment to fostering and sustaining a culture of respect through supports and structures. In order to be effective, these supports and structures should be embedded throughout the system, visible and accessible to everyone, and seen as fair and equitable. In order to make certain that this culture is promoted throughout the school system, time is needed for collaboration, training, and professional development and resources are needed to accomplish this. Examples of supports and structures include, but are not limited to: • Board of Education policies, such as the Creating A Positive Work Environment in A Self-renewing Organization and Human Relations policies. • Professional growth systems, which include professional development, employee orientation, mentoring, training, recognition, support for new and under-performing employees, and professional development plans • Collaborative processes, such as labor/management collaboration committees, Councils on Teaching and Learning, principal leadership groups, cross functional teams, advisory committees, and Study Circles • Diversity training and development initiatives • Continuous improvement processes, including the Baldrige-guided school improvement process • Communication processes, including satisfaction and climate surveys, focus groups, budget forums, and various feedback reports • Dispute resolution activities Updated September 2011 In an organizational culture of respect, individuals are aware and understand the impact of their behavior and decisions on others. We expect that the actions and behaviors of all individuals and groups are consistent with and reflect this organizational culture. The actions listed below represent expected behaviors: • Model civility in daily interactions • Use collaborative and interest-based strategies rather than positional or adversarial approaches • Be clear about the level of involvement in the decision-decision making process • Seek to solve the problem, not apply blame • Utilize active listening skills • Encourage creativity and risk-taking • Seek and respect the opinion of others • Respect the time and the time commitments of others • Seek to resolve issues at the level where they occur • Seek to understand before making judgments • Acknowledge the professional judgment of individuals in their roles • Be aware of nonverbal non-verbal communication • Use power and authority appropriately and positively • Be an active and responsible member of the team • Be responsible for accepting and giving feedback • Provide and receive feedback constructively and respectfully • Communicate openly and respectfully In order to sustain an organizational culture of respect, respect it is critical that all employees have an awareness, understanding, and tolerance of others’ interests, viewpoints, culture, and background. This culture promotes a positive work environment that ensures the success of each employee, high student achievement, and continuous improvement in a self-renewing organization. Xxxxxxxxxx County Association of Administrative and Supervisory Personnel Xxxxxxxxxx County Board of Education Xxxxxxxxxx County Educational Association Service Employees International Union Local 500 Superintendent of Schools Updated September 2011 Resolving differences Enhancing collaboration Supporting our coworkers Promoting civility Encouraging creativity Communicating openly Team building through trust This document is available in an alternate format, upon request, under the Americans with Disabilities Act, by con- tacting the Public Information Office, at 000 Xxxxxxxxxx Xxxxx, Room 112, Rockville, MD 20850, or by phone at 000-000-0000 or via the Maryland Relay at 0-000-000-0000 (Maryland Relay)0000. Individuals who need sign language interpretation or cued speech transliteration in communicating with the Mont- gomery Montgom- ery County Public Schools (MCPS) may contact Interpreting Services in Programs for the Deaf and Hard of Hear- ing Hearing Program at 000-000-0000 or 5582 (Voice/TTY)0000. The Xxxxxxxxxx County Public Schools MCPS prohibits illegal discrimination on the basis of race, color, national origingender, religion, genderancestry, agenational origin, marital status, socioeconomic status, sexual orientationage, disability, physical characteristics, or disabilitysexual orientation. Inquiries or complaints regarding discrimination or Title IX issues such as gender equity and sexual harassment should be directed to the MCPS Compliance Officer, Office of the Deputy SuperintendentSuperintendent of Schools at 000-000-0000, via the Maryland Relay at 0-000-000-0000, or addressed to that office at 000 Xxxxxxxxxx Xxxxx, Room 129, Rockville, MD 20850, at 000-000-0000. xxx.xxxxxxxxxxxxxxxxxxx.xxx/xxxx/xxxxxxx Xxxxxxxxxx Co nty P blic Schools Published by the Department of Communications 3344.06 • Electronic Graphics & Publishing Services • 7/06 Index A Acting Higher Level Position 31 Annual Leave 42 A&S Professional Growth System (A&S PGS) 24 A&S Review Panel Program 26 Association Dues Deduction i, 18 Association Leadership/ Deputy Superintendent/ Chief Operating Officer (COO) Collaboration Committee (ADC) 4 Association Rights And Privileges 16 C Central Services Development 8 Child Care/Adoption Leave 48 Civil Leave for Juror or Witness Service 52 Collaboration 3 Collaborative Management Coordinating Committee (CMCC) 6 Committee Representatives 9 Compensatory Leave 52 D Definitions 10 Dental Plans 33 Discipline And Discharge 55 Domestic Partner Coverage 35 Duration 58 E Emergency Closing of Schools and/or Central Office 52 Employee Benefits Plan i, 32, 35 Employee Claims 36 Equitable Practices 4 Extended Leadership Program 9 F Fair Practices 54 Flexible Spending Accounts 36 G General Liability Coverage 35 Grievance Procedure 13 H Holiday Leave 43 I Innovation in Professional Development 9 J Joint Collaboration Committee 6, 7, 21, 31 Joint Employee Benefits Committee 6, 32, 34, 35 L Leadership Career Lattice 9 Leadership Development 6, 21, 23 Leave for Family Bereavement 51 Leave for Illness in the Immediate Family 41 Leave for Unusual or Imperative Reasons 52 Leaves 24, 39, 51 Leave Without Pay, Personal Illness, or Family Illness 41 Life Insurance 35 Longevity 28, 30, 58 M Medical Plans 32 Military Leave 49, 50 N Negotiation Procedure 11 O Organizational Culture of Respect 3 Overnight Responsibilities 31 P Personal Leave 52 Political Leave 51 Position Classification 9 Prescription Drug Plans 33 Productive And Professional Workforce 20 Professional Feedback 9, 25 Professional Growth System Implementation Teams 6 Professional Growth Systems 8 Professional Learning Communities 8 Professional Leave 44 Professional Recognition 20 Prohibition Of Strikes, Slowdowns, and Protection of Unit Members 53 R Reassignment Out of the MCAAP/MCBOA Units 57 Recognition 4, 10, 11, 20 Recrediting Of Former Service Credits 55 Reduction In Force 56 Retirement/Pension Plans 36 S Salaries And Compensation 28 Salary and Leave Benefits for Conscientious Objectors 50 School Board Authority 11 Schools Under Construction 31 Sick Leave 36, 40 Sick Leave Bank 36 Staff Development Cross-functional Team 6 Stipends 31 Supplemental Plans 33 Supplements 30 T Tax Deferred Annuities & Deferred Compensation Plans 35 Technology 9 Time and Resources for Professional Development 23 Tuition Reimbursement 22 U Unit Member Evaluation 27 Unit Members’ Responsibilities 20 V Vacancies and Transfers 37 Vision Plan 33 W Workdays 31 Workers’ Compensation Leave 41, 53 Rockville, Maryland Published by the Department of Materials Management 1687.14 • Editorial, Graphics & Publishing Services • 6/14 500 Updated September 2011 APPENDIX B MCPS-MCAAP/MCBOA Work-Life Expectations MCPS and MCAAP/XXXXX believe that meaningful communication and collaboration is vital to the success of our schools and offices and that strong partnerships between and among administrators is demonstrated through fair treatment, integrity, and open and honest communication. We recognize that the nature of the jobs performed by administrators is such that work beyond the customary eight hours per day and 40-hour work week is frequently required. It is also understood that administrators are frequently called upon to address emergency situations that command prompt attention, priority, and flexibility. We also are mindful that administrators take their work obligations and leadership responsibilities seriously while balancing their personal commitments, relationships, and personal priorities as individuals. The tenets and beliefs mutually developed and pledged in the compacts on respect and climate support a positive work environment as well as opportunities to model expected behaviors. To this end, MCAAP/XXXXX and MCPS offer the following general principles and expec- tations to guide all administrators as they reflect on the balance of their work and personal lives. Administrative teams and work relationships can take many forms such as central office Directors and/ or Supervisors, Principal and Assistant Principals, coordinators, and other school-based team members, Associate Superintendent and Directors, or Associate Superintendent and level-alike Principals. As such, XXXX and MCAAP/XXXXX have identified opportunities and expectations, which provide guidance to administrators to exercise professional judgment in decisions that directly impact their immediate work schedule and those whom they supervise. General principles • Communication is key. Each member of an administrative team or within a designated administrative unit has a shared responsibility to discuss, understand, and implement these work-related expectations on an annual basis, or more often if necessary. • Subordinates have a voice to be heard in the development of these understandings. • The assumption should be that administrators are professionals who will complete the work and meet reasonable expectations of a commitment of time and effort to do the work. • While we recognize that administrators can exercise and demonstrate professional judgment in addressing the work and balancing their personal lives, we also recognize that providing flexibility in how this is accomplished may be appropriate and does not translate to a reduction in responsibility and accountability. • Administrators appreciate and value collaboration and prefer to be accountable for the Department of Association Relationsclear, consistent, and mutually agreed-upon expectations. • These guiding principles support and sustain a positive work environment, which builds on strong partnerships, promotes trust, and advances mutual goals and mutual respect. Communication Expectations

Organizational Culture of Respect. The Board of Education, the superintendent and the executive staff, and the organizations representing employees recognize and value the role of all employees as contributors to a learning community which sets high standards of performance for staff and students. By working together through continuous improvement, effective communication, and meaningful involvement in the decision-making processes, we provide a high quality education to every student. We are committed to shared responsibility and a collaborative partnership integrated into an organizational culture of respect. Updated September 2011 The commitment to xxxxxx an organizational culture of respect that is embedded throughout the school system is a priority of the employee organizations, the Board of Education, and the superintendent and executive staff. This culture is built on the belief that all employees, both school-based and nonschool-based, are essential to a successful learning environment. Inherent to this belief is the recognition that there is strength in diversity, which is inclusive of all groups and individuals. We are committed to: • Trust in each other • Use of collaborative and interest-based processes • Recognizing the collective bargaining relationships as opportunities to enhance this culture • Recognition of every employee’s contributions • High expectations for all staff and students that are reasonable, clear, and transparent • Open, honest contributions without fear of retribution • Open and effective communication • Respect for various points of view • Civility in all of our interactions • Team building and working together as teams There is a commitment to fostering and sustaining a culture of respect through supports and structures. In order to be effective, these supports and structures should be embedded throughout the system, visible and accessible to everyone, and seen as fair and equitable. In order to make certain that this culture is promoted throughout the school system, time is needed for collaboration, training, and professional development and resources are needed to accomplish this. Examples of supports and structures include, but are not limited to: • Board of Education policies, such as the Creating A Positive Work Environment in A Self-renewing Organization and Human Relations policies. • Professional growth systems, which include professional development, employee orientation, mentoring, training, recognition, support for new and under-performing employees, and professional development plans • Collaborative processes, such as labor/management collaboration committees, Councils on Teaching and Learning, principal leadership groups, cross functional teams, advisory committees, and Study Circles • Diversity training and development initiatives • Continuous improvement processes, including the Baldrige-guided school improvement process • Communication processes, including satisfaction and climate surveys, focus groups, budget forums, and various feedback reports • Dispute resolution activities Updated September 2011 In an organizational culture of respect, individuals are aware and understand the impact of their behavior and decisions on others. We expect that the actions and behaviors of all individuals and groups are consistent with and reflect this organizational culture. The actions listed below represent expected behaviors: • Model civility in daily interactions • Use collaborative and interest-based strategies rather than positional or adversarial approaches • Be clear about the level of involvement in the decision-decision making process • Seek to solve the problem, not apply blame • Utilize active listening skills • Encourage creativity and risk-taking • Seek and respect the opinion of others • Respect the time and the time commitments of others • Seek to resolve issues at the level where they occur • Seek to understand before making judgments • Acknowledge the professional judgment of individuals in their roles • Be aware of nonverbal non-verbal communication • Use power and authority appropriately and positively • Be an active and responsible member of the team • Be responsible for accepting and giving feedback • Provide and receive feedback constructively and respectfully • Communicate openly and respectfully In order to sustain an organizational culture of respect, respect it is critical that all employees have an awareness, understanding, and tolerance of others’ interests, viewpoints, culture, and background. This culture promotes a positive work environment that ensures the success of each employee, high student achievement, and continuous improvement in a self-renewing organization. Xxxxxxxxxx County Association of Administrative and Supervisory Personnel Xxxxxxxxxx County Board of Education Xxxxxxxxxx County Educational Association Service Employees International Union Local 500 Superintendent of Schools Updated September 2011 Resolving differences Enhancing collaboration Supporting our coworkers Promoting civility Encouraging creativity Communicating openly Team building through trust This document is available in an alternate format, upon request, under the Americans with Disabilities Act, by con- tacting the Public Information Office, at 000 Xxxxxxxxxx Xxxxx, Room 112, Rockville, MD 20850, or by phone at 000-000-0000 or via the Maryland Relay at 0-000-000-0000 (Maryland Relay)0000. Individuals who need sign language interpretation or cued speech transliteration in communicating with the Mont- gomery Montgom- ery County Public Schools (MCPS) may contact Interpreting Services in Programs for the Deaf and Hard of Hear- ing Hearing Program at 000-000-0000 or 5582 (Voice/TTY)0000. The Xxxxxxxxxx County Public Schools MCPS prohibits illegal discrimination on the basis of race, color, national origingender, religion, genderancestry, agenational origin, marital status, socioeconomic status, sexual orientationage, disability, physical characteristics, or disabilitysexual orientation. Inquiries or complaints regarding discrimination or Title IX issues such as gender equity and sexual harassment should be directed to the MCPS Compliance Officer, Office of the Deputy SuperintendentSuperintendent of Schools at 000-000-0000, via the Maryland Relay at 0-000-000-0000, or addressed to that office at 000 Xxxxxxxxxx Xxxxx, Room 129, Rockville, MD 20850, at 000-000-0000. xxx.xxxxxxxxxxxxxxxxxxx.xxx/xxxx/xxxxxxx Xxxxxxxxxx Co nty P blic Schools Published by the Department of Communications 3344.06 Materials Management 1687.14 • Electronic Editorial, Graphics & Publishing Services • 7/06 6/14 500 Updated September 2011 Index A Acting Higher Level Position 31 Annual Leave 42 30 Adult Bullying 6 Agreement, provision 16 annual leave 15, 16, 32, 43, 44, 45, 48 A&S evaluation system 22 A&S Professional Growth System (A&S PGS) 24 20 A&S Review Panel Program 26 21 Deduction and 15 Association Dues Deduction i, 18 Association Leadership/ Leadership/Deputy Superintendent/ Superintendent/Chief Operating Officer (COO) Collaboration Committee (ADC) 4 Association Rights And and Privileges 16 14 B Bargaining Xxxxx 0 Xxxxxxxxxxx Xxxxx 50 Board of Education 3 rights and authority of 10 C Central Services Development 8 Child Carechild care/Adoption Leave 48 adoption leave 45, 48, 49 Civil Leave for Juror or Witness Service 52 51 Chief operating officer 4 Collaboration 3 Collaboration Committee (ADC) 4 Collaborative Management Coordinating Committee (CMCC) 6 Joint collaboration 7 Committee Representatives 8 MCAAP members and 8 Culture of Respect 3, 57 Equitable Practices in the workplace 4 Communication Strategies 9 Compensatory Leave 52 51 Confidential Records 53 Conditional position 10 D Definitions 11, 40, 55 Conditional Position 10 MCPS Service 10 Negotiations Law 10 Unit member 10 Dental Plans 33 36 Discipline And Discharge 55 54 Doctoral Supplement 29 Doctor Visit Co-Pays 35 Domestic Partner Coverage 35 Duration 58 38 Dual-Employee Households 38 Dues Deduction 15 duration of leave, 31, 44, 45, 46, 48 E Emergency Closing of Schools 51 Emergency Closing of Schools and/or Central Office 52 51 work schedule, and 32 Employee Benefits Plan i, 32, 35 38 Employee Claims 36 39 Equitable Practices 4 Evaluations 22 Observations, continuous improvement 20 Executive Leadership Team 5 Extended Leadership Program 9 8 F Fair Practices 54 53 Family and Medical Leave Act 41 flexible work schedule 31 and Central Office 31 Flexible Schedule Option 31 Flexible Spending Accounts 36 39 G General Liability Coverage 35 52 Grievance Procedure 11 Arbitration and 13 definition OF 11 Evidence and Witnesses 13 informal level 12 Records and 13 Step One of 12 Step Three of 12 Step Two of 12 General, disclaimers, provisions 16 H Higher Level Position 30 High School Supplement 29 Holiday Leave 43 45 I Innovation in Professional Development Impasse Procedures 11 Implementation Supports 9 J Joint Collaboration 6 Joint Collaboration Committee 6, 7, 21, 31 7 and doctoral support 29 and flexible spending options 32 and leadership development 18 and overnight responsibilities 30 Joint Employee Benefits Committee 38 and biotech drugs 37 and wellness incentives 35 L Large School Supplement 30 Leadership and Professional Development (LDAC) 17 Leadership 4, 5, 6, 328, 3417, 35 L 19 Leadership Career Lattice 9 Opportunities 8 Leadership development 17 Leadership Development 6, 21, 23 Advisory Committee 6 leave bank 16 Leave 41 for Family Bereavement 51 Leave 50 for Illness in the Immediate Family 41 Leave 43 for Unusual or and Imperative Reasons 52 Leaves 24, 39, 51 Leave Without Pay, Pay 46 for Personal Illness, or Family Illness 41 42 for academic study 46 for Workers’ Compensation and 43 for Professional Meeting 19 for Political, civil, emergency closing, personal 51 for child care, adoption 48 Life Insurance 35 35, 37 Longevity 2829 longevity supplement 29 M MCAAP MCAAP-AAP 9, 3010, 58 M 15, 24 MCAAP Advisory Groups 6 MCAAP Advisory Groups (MAGs) 3, 20 MCAAP-BOA 10, 15 and Salary Schedule 24 and auto insurance 34 medical emergency, responsibilities 17 Medical Plans 32 34 Mileage and Business Expenses 33 and Reimbursements 33 Military Leave 49, 50 N Negotiation Negotiations Procedure 11 Agreements 11 impass and 11 O Operating Budget Review Committee 5 Organizational Culture of Respect 3 and leadership 5 and recognition 4 Overnight Responsibilities 31 30 P Personal Leave 52 Panel Program, A&S 21 personal leave 51 and emergency closing 32 and illness 42 and leave bank 15, 16 Professional Growth System (PGS) Implementation 21 Political Leave 51 Position Classification 9 Premium Cost Sharing Formulas 34 Prescription Drug Plans 33 36 Principal Flexibility and Use of Resources 9 Productive And and Professional Workforce 17 Professional Development 17, 19, 21 and leave days 19 Professional Feedback 8, 21 Professional Growth 5 Professional Growth Collaboration 20 Professional Feedback 9Growth A & S 20 professional growth system 8, 25 20, 21 Professional Growth System Implementation Teams 6 Professional Growth Systems 8 Learning Communities (PLCs) 8, 19 and Joint Collaboration Committee 7 Professional Learning Communities 8 Cross-functional Team 5 Professional Leave 44 leave days 19 Professional Recognition 20 Prohibition Of Strikes, Slowdowns, and 31 programs for administrators 17 Promotion 30 Protection of Unit Members 53 52 R Reassignment Out of the MCAAP/MCBOA Units 57 Recognition 4Xxxxx 00 Xxxxxxxxxxx 0, 100, 11, 20 00 and the Board 10 Recrediting Of of Former Service Credits 55 54 Reduction In Force 56 55 definition of 55 Representation Fee 14 Retirement/Pension Plans 36 39 Review Panel Decisions 22 Review Panel Program, A&S 21 Review Panel Program Participants 22 Review Panel Responsibilities 21 S Sabbatical 45 duration of 45 Salary, 11-month 29 Salaries And and Compensation 28 23 Salary and Leave Benefits for Conscientious Objectors 50 salary schedules 24–28 Salary stipends 30 Salary Supplement 29 School Board Authority 11 10 Schools Under Construction 31 30 Sick Leave 36, 40 42 Sick Leave Bank 36 39 Single Administrator Principal Supplement 29, 30 Smoker Rates 35 Staff Development Cross-functional Team 6 5 Stipends 31 30 definition of 10 strike 16 Strikes, Slowdowns, and Work Stoppages 16 Succession planning 8 superintendent 9 Supervisor Files 53 Supplemental Plans 33 35 Supplements 29, 30 surveys for feedback 6 T Tax Deferred Annuities & Deferred Compensation Plans 35 Technology 9 38 technology 22 updates to 17 and professional leave 32 Thanksgiving Holiday 32 Time and Resources for Professional Development 23 19 Title I School Supplement 29 and promotion 30 Transfers and 39 definition of 40 Travel Funds 19 Travel mileage 33 Tuition Reimbursement 22 18 U Union Business Leave 14 Union dues 15 Union Representation 53 Unit Member Evaluation 27 22 Unit Members’ Members Responsibilities 20 V 17 Vacancies and Transfers 37 Vision Plan 33 39 W Workdays 31 Wellness Incentives 35 Workers’ Compensation Leave 4143, 53 52 Workforce and productivity 17 Work—Life Expectations 33 Rockville, Maryland Published by the Department of Materials Management for the Department of Association Relations

Organizational Culture of Respect. The Board of Education, the superintendent and the executive staff, and the organizations representing employees recognize and value the role of all employees as contributors to a learning community which sets high standards of performance for staff and students. By working together through continuous improvement, effective communication, and meaningful involvement in the decision-making processes, we provide a high quality education to every student. We are committed to shared responsibility and a collaborative partnership integrated into an organizational culture of respect. Updated September 2011 The commitment to xxxxxx an organizational culture of respect that is embedded throughout the school system is a priority of the employee organizations, the Board of Education, and the superintendent and executive staff. This culture is built on the belief that all employees, both school-based and nonschool-based, are essential to a successful learning environment. Inherent to this belief is the recognition that there is strength in diversity, which is inclusive of all groups and individuals. We are committed to: • Trust in each other • Use of collaborative and interest-based processes • Recognizing the collective bargaining relationships as opportunities to enhance this culture • Recognition of every employee’s contributions • High expectations for all staff and students that are reasonable, clear, and transparent • Open, honest contributions without fear of retribution • Open and effective communication • Respect for various points of view • Civility in all of our interactions • Team building and working together as teams There is a commitment to fostering and sustaining a culture of respect through supports and structures. In order to be effective, these supports and structures should be embedded throughout the system, visible and accessible to everyone, and seen as fair and equitable. In order to make certain that this culture is promoted throughout the school system, time is needed for collaboration, training, and professional development and resources are needed to accomplish this. Examples of supports and structures include, but are not limited to: • Board of Education policies, such as the Creating A Positive Work Environment in A Self-renewing Organization and Human Relations policies. • Professional growth systems, which include professional development, employee orientation, mentoring, training, recognition, support for new and under-performing employees, and professional development plans • Collaborative processes, such as labor/management collaboration committees, Councils on Teaching and Learning, principal leadership groups, cross functional teams, advisory committees, and Study Circles • Diversity training and development initiatives • Continuous improvement processes, including the Baldrige-guided school improvement process • Communication processes, including satisfaction and climate surveys, focus groups, budget forums, and various feedback reports • Dispute resolution activities Updated September 2011 In an organizational culture of respect, individuals are aware and understand the impact of their behavior and decisions on others. We expect that the actions and behaviors of all individuals and groups are consistent with and reflect this organizational culture. The actions listed below represent expected behaviors: • Model civility in daily interactions • Use collaborative and interest-based strategies rather than positional or adversarial approaches • Be clear about the level of involvement in the decision-decision making process • Seek to solve the problem, not apply blame • Utilize active listening skills • Encourage creativity and risk-taking • Seek and respect the opinion of others • Respect the time and the time commitments of others • Seek to resolve issues at the level where they occur • Seek to understand before making judgments • Acknowledge the professional judgment of individuals in their roles • Be aware of nonverbal non-verbal communication • Use power and authority appropriately and positively • Be an active and responsible member of the team • Be responsible for accepting and giving feedback • Provide and receive feedback constructively and respectfully • Communicate openly and respectfully In order to sustain an organizational culture of respect, respect it is critical that all employees have an awareness, understanding, and tolerance of others’ interests, viewpoints, culture, and background. This culture promotes a positive work environment that ensures the success of each employee, high student achievement, and continuous improvement in a self-renewing organization. Xxxxxxxxxx County Association of Administrative and Supervisory Personnel Xxxxxxxxxx County Board of Education Xxxxxxxxxx County Educational Association Service Employees International Union Local 500 Superintendent of Schools Updated September 2011 Resolving differences Enhancing collaboration Supporting our coworkers Promoting civility Encouraging creativity Communicating openly Team building through trust This document is available in an alternate format, upon request, under the Americans with Disabilities Act, by con- tacting the Public Information Office, at 000 Xxxxxxxxxx Xxxxx, Room 112, Rockville, MD 20850, or by phone at 000-000-0000 or via the Maryland Relay at 0-000-000-0000 (Maryland Relay)0000. Individuals who need sign language interpretation or cued speech transliteration in communicating with the Mont- gomery Montgom- ery County Public Schools (MCPS) may contact Interpreting Services in Programs for the Deaf and Hard of Hear- ing Hearing Program at 000-000-0000 or 5582 (Voice/TTY)0000. The Xxxxxxxxxx County Public Schools MCPS prohibits illegal discrimination on the basis of race, color, national origingender, religion, genderancestry, agenational origin, marital status, socioeconomic status, sexual orientationage, disability, physical characteristics, or disabilitysexual orientation. Inquiries or complaints regarding discrimination or Title IX issues such as gender equity and sexual harassment should be directed to the MCPS Compliance Officer, Office of the Deputy SuperintendentSuperintendent of Schools at 000-000-0000, via the Maryland Relay at 0-000-000-0000, or addressed to that office at 000 Xxxxxxxxxx Xxxxx, Room 129, Rockville, MD 20850, at 000-000-0000. xxx.xxxxxxxxxxxxxxxxxxx.xxx/xxxx/xxxxxxx Xxxxxxxxxx Co nty P blic Schools Published by the Department of Communications 3344.06 • Electronic Graphics & Publishing Services • 7/06 Index A Acting Higher Level Position 31 Annual Leave 42 A&S Professional Growth System (A&S PGS) 24 A&S Review Panel Program 26 Association Dues Deduction i, 18 Association Leadership/ Deputy Superintendent/ Chief Operating Officer (COO) Collaboration Committee (ADC) 4 Association Rights And Privileges 16 C Central Services Development 8 Child Care/Adoption Leave 48 Civil Leave for Juror or Witness Service 52 Collaboration 3 Collaborative Management Coordinating Committee (CMCC) 6 Committee Representatives 9 Compensatory Leave 52 D Definitions 10 Dental Plans 33 Discipline And Discharge 55 Domestic Partner Coverage 35 Duration 58 E Emergency Closing of Schools and/or Central Office 52 Employee Benefits Plan i, 32, 35 Employee Claims 36 Equitable Practices 4 Extended Leadership Program 9 F Fair Practices 54 Flexible Spending Accounts 36 G General Liability Coverage 35 Grievance Procedure 13 H Holiday Leave 43 I Innovation in Professional Development 9 J Joint Collaboration Committee 6, 7, 21, 31 Joint Employee Benefits Committee 6, 32, 34, 35 L Leadership Career Lattice 9 Leadership Development 6, 21, 23 Leave for Family Bereavement 51 Leave for Illness in the Immediate Family 41 Leave for Unusual or Imperative Reasons 52 Leaves 24, 39, 51 Leave Without Pay, Personal Illness, or Family Illness 41 Life Insurance 35 Longevity 28, 30, 58 M Medical Plans 32 Military Leave 49, 50 N Negotiation Procedure 11 O Organizational Culture of Respect 3 Overnight Responsibilities 31 P Personal Leave 52 Political Leave 51 Position Classification 9 Prescription Drug Plans 33 Productive And Professional Workforce 20 Professional Feedback 9, 25 Professional Growth System Implementation Teams 6 Professional Growth Systems 8 Professional Learning Communities 8 Professional Leave 44 Professional Recognition 20 Prohibition Of Strikes, Slowdowns, and Protection of Unit Members 53 R Reassignment Out of the MCAAP/MCBOA Units 57 Recognition 4, 10, 11, 20 Recrediting Of Former Service Credits 55 Reduction In Force 56 Retirement/Pension Plans 36 S Salaries And Compensation 28 Salary and Leave Benefits for Conscientious Objectors 50 School Board Authority 11 Schools Under Construction 31 Sick Leave 36, 40 Sick Leave Bank 36 Staff Development Cross-functional Team 6 Stipends 31 Supplemental Plans 33 Supplements 30 T Tax Deferred Annuities & Deferred Compensation Plans 35 Technology 9 Time and Resources for Professional Development 23 Tuition Reimbursement 22 U Unit Member Evaluation 27 Unit Members’ Responsibilities 20 V Vacancies and Transfers 37 Vision Plan 33 W Workdays 31 Workers’ Compensation Leave 41, 53 Rockville, Maryland Published by the Department of Materials Management 1687.14 • Editorial, Graphics & Publishing Services • 6/14 500 Updated September 2011 APPENDIX B MCPS-MCAAP Work-Life Expectations MCPS and MCAAP believe that meaningful communication and collaboration is vital to the success of our schools and offices and that strong partnerships between and among administrators is demon- strated through fair treatment, integrity, and open and honest communication. We recognize that the nature of the jobs performed by administrators is such that work beyond the customary eight hours per day and 40-hour work week is frequently required. It is also understood that administrators are frequently called upon to address emergency situations that command prompt attention, priority, and flexibility. We also are mindful that administrators take their work obligations and leadership respon- sibilities seriously while balancing their personal commitments, relationships, and personal priorities as individuals. The tenets and beliefs mutually developed and pledged in the compacts on respect and climate support a positive work environment as well as opportunities to model expected behaviors. To this end, MCAAP and MCPS offer the following general principles and expectations to guide all administrators as they reflect on the balance of their work and personal lives. Administrative teams and work relationships can take many forms such as central office directors and/ or supervisors, principal and assistant principals, coordinators, and other school-based team members, associate superintendent and directors, or associate superintendent and level-alike principals. As such, MCPS and MCAAP have identified opportunities and expectations, which provide guidance to admin- istrators to exercise professional judgment in decisions that directly impact their immediate work schedule and those whom they supervise. General principles • Communication is key. Each member of an administrative team or within a designated administrative unit has a shared responsibility to discuss, understand, and implement these work-related expectations on an annual basis, or more often if necessary. • Subordinates have a voice to be heard in the development of these understandings. • The assumption should be that administrators are professionals who will complete the work and meet reasonable expectations of a commitment of time and effort to do the work. • While we recognize that administrators can exercise and demonstrate professional judgment in addressing the work and balancing their personal lives, we also recognize that providing flexibility in how this is accomplished may be appropriate and does not translate to a reduction in responsibility and accountability. • Administrators appreciate and value collaboration and prefer to be accountable for the Department of Association Relationsclear, consistent, and mutually agreed-upon expectations. • These guiding principles support and sustain a positive work environment, which builds on strong partnerships, promotes trust, and advances mutual goals and mutual respect. Communication Expectations

Organizational Culture of Respect. The Board of Education, the superintendent and the executive staffstaff, and the organizations representing employees recognize and value the role of all employees as contributors to a learning community which sets high standards of performance for staff staff and students. By working together through continuous improvement, effective effective communication, and meaningful involvement in the decision-making processes, we provide a high quality education to every student. We are committed to shared responsibility and a collaborative partnership integrated into an organizational culture of respect. The commitment to xxxxxx an organizational culture of respect that is embedded throughout the school system is a priority of the employee organizations, the Board of Education, and the superintendent and executive staff. staff. This culture is built on the belief that all employees, both school-based and nonschool-based, are essential to a successful learning environment. Inherent to this belief is the recognition that there is strength in diversity, which is inclusive of all groups and individuals. We are committed to: • Trust in each other • Use of collaborative and interest-based processes • Recognizing the collective bargaining relationships as opportunities to enhance this culture • Recognition of every employee’s contributions • High expectations for all staff staff and students that are reasonable, clear, and transparent • Open, honest contributions without fear of retribution • Open and effective effective communication • Respect for various points of view • Civility in all of our interactions • Team building and working together as teams There is a commitment to fostering and sustaining a culture of respect through supports and structures. In order to be effectiveeffective, these supports and structures should be embedded throughout the system, visible and accessible to everyone, and seen as fair and equitable. In order to make certain that this culture is promoted throughout the school system, time is needed for collaboration, training, and professional development and resources are needed to accomplish this. Examples of supports and structures include, but are not limited to: • Board of Education policies, such as the Creating A Positive Work Environment in A Self-renewing Organization and Human Relations policies. • Professional growth systems, which include professional development, employee orientation, mentoring, training, recognition, support for new and under-performing employees, and professional development plans • Collaborative processes, such as labor/management collaboration committees, Councils on Teaching and Learning, principal leadership groups, cross functional teams, advisory committees, and Study Circles • Diversity training and development initiatives • Continuous improvement processes, including the Baldrige-guided school improvement process • Communication processes, including satisfaction and climate surveys, focus groups, budget forums, and various feedback reports • Dispute resolution activities In an organizational culture of respect, individuals are aware and understand the impact of their behavior and decisions on others. We expect that the actions and behaviors of all individuals and groups are consistent with and reflect reflect this organizational culture. The actions listed below represent expected behaviors: • Model civility in daily interactions • Use collaborative and interest-based strategies rather than positional or adversarial approaches • Be clear about the level of involvement in the decision-making process • Seek to solve the problem, not apply blame • Utilize active listening skills • Encourage creativity and risk-taking • Seek and respect the opinion of others • Respect the time and the time commitments of others • Seek to resolve issues at the level where they occur • Seek to understand before making judgments • Acknowledge the professional judgment of individuals in their roles • Be aware of nonverbal communication • Use power and authority appropriately and positively • Be an active and responsible member of the team • Be responsible for accepting and giving feedback • Provide and receive feedback constructively and respectfully • Communicate openly and respectfully In order to sustain an organizational culture of respect, it is critical that all employees have an awareness, understanding, and tolerance of others’ interests, viewpoints, culture, and background. This culture promotes a positive work environment that ensures the success of each employee, high student achievement, and continuous improvement in a self-renewing organization. Xxxxxxxxxx County Association of Administrative and Supervisory Personnel Xxxxxxxxxx County Board of Education Xxxxxxxxxx County Educational Association Service Employees International Union Local 500 Superintendent of Schools Xxxxxxxxxx County Educational Association Resolving differences differences Enhancing collaboration Supporting our coworkers Promoting civility Encouraging creativity Communicating openly Team building through trust This document is available in an alternate format, upon request, under the Americans with Disabilities Act, by con- tacting the Public Information OfficeOffice, 000 Xxxxxxxxxx Xxxxx, Room 112, Rockville, MD 20850, 000-000-0000 or 0-000-000-0000 (Maryland Relay). Individuals who need sign language interpretation or cued speech transliteration in communicating with the Mont- gomery County Public Schools (MCPS) may contact Interpreting Services in Programs for Deaf and Hard of Hear- ing at 000-000-0000 or 5582 (Voice/TTY). The Xxxxxxxxxx County Public Schools prohibits illegal discrimination on the basis of race, color, national origin, religion, gender, age, marital status, socioeconomic status, sexual orientation, physical characteristics, or disability. Inquiries or complaints regarding discrimination or Title IX issues such as gender equity and sexual harassment should be directed to the MCPS Compliance OfficerOfficer, Office Office of the Deputy Superintendent, 000 Xxxxxxxxxx Xxxxx, Room 129, Rockville, MD 20850, at 000-000-0000. xxx.xxxxxxxxxxxxxxxxxxx.xxx/xxxx/xxxxxxx Xxxxxxxxxx Co nty P blic Schools YONYGOYERY COUNYY PUBLIC SCHOOLS Published by the Department of Communications 3344.06 • Electronic Graphics & Publishing Services • 7/06 Index A Acting Higher Level Position 31 Annual Leave 42 A&S Professional Growth System (A&S PGS) 24 A&S Review Panel Program 26 Association Dues Deduction i, 18 Association Leadership/ Deputy Superintendent/ Chief Operating Officer (COO) Collaboration Committee (ADC) 4 Association Rights And Privileges 16 C Central Services Development 8 Child Care/Adoption Leave 48 Civil Leave for Juror or Witness Service 52 Collaboration 3 Collaborative Management Coordinating Committee (CMCC) 6 Committee Representatives 9 Compensatory Leave 52 D Definitions 10 Dental Plans 33 Discipline And Discharge 55 Domestic Partner Coverage 35 Duration 58 E Emergency Closing of Schools and/or Central Office 52 Employee Benefits Plan i, 32, 35 Employee Claims 36 Equitable Practices 4 Extended Leadership Program 9 F Fair Practices 54 Flexible Spending Accounts 36 G General Liability Coverage 35 Grievance Procedure 13 H Holiday Leave 43 I Innovation in Professional Development 9 J Joint Collaboration Committee 6, 7, 21, 31 Joint Employee Benefits Committee 6, 32, 34, 35 L Leadership Career Lattice 9 Leadership Development 6, 21, 23 Leave for Family Bereavement 51 Leave for Illness in the Immediate Family 41 Leave for Unusual or Imperative Reasons 52 Leaves 24, 39, 51 Leave Without Pay, Personal Illness, or Family Illness 41 Life Insurance 35 Longevity 28, 30, 58 M Medical Plans 32 Military Leave 49, 50 N Negotiation Procedure 11 O Organizational Culture of Respect 3 Overnight Responsibilities 31 P Personal Leave 52 Political Leave 51 Position Classification 9 Prescription Drug Plans 33 Productive And Professional Workforce 20 Professional Feedback 9, 25 Professional Growth System Implementation Teams 6 Professional Growth Systems 8 Professional Learning Communities 8 Professional Leave 44 Professional Recognition 20 Prohibition Of Strikes, Slowdowns, and Protection of Unit Members 53 R Reassignment Out of the MCAAP/MCBOA Units 57 Recognition 4, 10, 11, 20 Recrediting Of Former Service Credits 55 Reduction In Force 56 Retirement/Pension Plans 36 S Salaries And Compensation 28 Salary and Leave Benefits for Conscientious Objectors 50 School Board Authority 11 Schools Under Construction 31 Sick Leave 36, 40 Sick Leave Bank 36 Staff Development Cross-functional Team 6 Stipends 31 Supplemental Plans 33 Supplements 30 T Tax Deferred Annuities & Deferred Compensation Plans 35 Technology 9 Time and Resources for Professional Development 23 Tuition Reimbursement 22 U Unit Member Evaluation 27 Unit Members’ Responsibilities 20 V Vacancies and Transfers 37 Vision Plan 33 W Workdays 31 Workers’ Compensation Leave 41, 53 Rockville, Maryland Published by the Department of Materials Management for the Department of Association Relations

Organizational Culture of Respect. The Board of Education, the superintendent and the executive staff, and the organizations representing employees recognize and value the role of all employees as contributors to a learning community which sets high standards of performance for staff and students. By working together through continuous improvement, effective communication, and meaningful involvement in the decision-making processes, we provide a high quality education to every student. We are committed to shared responsibility and a collaborative partnership integrated into an organizational culture of respect. Updated September 2011 The commitment to xxxxxx an organizational culture of respect that is embedded throughout the school system is a priority of the employee organizations, the Board of Education, and the superintendent and executive staff. This culture is built on the belief that all employees, both school-based and nonschool-based, are essential to a successful learning environment. Inherent to this belief is the recognition that there is strength in diversity, which is inclusive of all groups and individuals. We are committed to: • Trust in each other • Use of collaborative and interest-based processes • Recognizing the collective bargaining relationships as opportunities to enhance this culture • Recognition of every employee’s contributions • High expectations for all staff and students that are reasonable, clear, and transparent • Open, honest contributions without fear of retribution • Open and effective communication • Respect for various points of view • Civility in all of our interactions • Team building and working together as teams There is a commitment to fostering and sustaining a culture of respect through supports and structures. In order to be effective, these supports and structures should be embedded throughout the system, visible and accessible to everyone, and seen as fair and equitable. In order to make certain that this culture is promoted throughout the school system, time is needed for collaboration, training, and professional development and resources are needed to accomplish this. Examples of supports and structures include, but are not limited to: • Board of Education policies, such as the Creating A Positive Work Environment in A Self-renewing Organization and Human Relations policies. • Professional growth systems, which include professional development, employee orientation, mentoring, training, recognition, support for new and under-performing employees, and professional development plans • Collaborative processes, such as labor/management collaboration committees, Councils on Teaching and Learning, principal leadership groups, cross functional teams, advisory committees, and Study Circles • Diversity training and development initiatives • Continuous improvement processes, including the Baldrige-guided school improvement process • Communication processes, including satisfaction and climate surveys, focus groups, budget forums, and various feedback reports • Dispute resolution activities Updated September 2011 In an organizational culture of respect, individuals are aware and understand the impact of their behavior and decisions on others. We expect that the actions and behaviors of all individuals and groups are consistent with and reflect this organizational culture. The actions listed below represent expected behaviors: • Model civility in daily interactions • Use collaborative and interest-based strategies rather than positional or adversarial approaches • Be clear about the level of involvement in the decision-decision making process • Seek to solve the problem, not apply blame • Utilize active listening skills • Encourage creativity and risk-taking • Seek and respect the opinion of others • Respect the time and the time commitments of others • Seek to resolve issues at the level where they occur • Seek to understand before making judgments • Acknowledge the professional judgment of individuals in their roles • Be aware of nonverbal non-verbal communication • Use power and authority appropriately and positively • Be an active and responsible member of the team • Be responsible for accepting and giving feedback • Provide and receive feedback constructively and respectfully • Communicate openly and respectfully In order to sustain an organizational culture of respect, respect it is critical that all employees have an awareness, understanding, and tolerance of others’ interests, viewpoints, culture, and background. This culture promotes a positive work environment that ensures the success of each employee, high student achievement, and continuous improvement in a self-renewing organization. Xxxxxxxxxx County Association of Administrative and Supervisory Personnel Xxxxxxxxxx County Board of Education Xxxxxxxxxx County Educational Association Service Employees International Union Local 500 Superintendent of Schools Updated September 2011 Resolving differences Enhancing collaboration Supporting our coworkers Promoting civility Encouraging creativity Communicating openly Team building through trust This document is available in an alternate format, upon request, under the Americans with Disabilities Act, by con- tacting the Public Information Office, at 000 Xxxxxxxxxx Xxxxx, Room 112, Rockville, MD 20850, or by phone at 000-000-0000 or via the Maryland Relay at 0-000-000-0000 (Maryland Relay)0000. Individuals who need sign language interpretation or cued speech transliteration in communicating with the Mont- gomery Montgom- ery County Public Schools (MCPS) may contact Interpreting Services in Programs for the Deaf and Hard of Hear- ing Hearing Program at 000-000-0000 or 5582 (Voice/TTY)0000. The Xxxxxxxxxx County Public Schools MCPS prohibits illegal discrimination on the basis of race, color, national origingender, religion, genderancestry, agenational origin, marital status, socioeconomic status, sexual orientationage, disability, physical characteristics, or disabilitysexual orientation. Inquiries or complaints regarding discrimination or Title IX issues such as gender equity and sexual harassment should be directed to the MCPS Compliance Officer, Office of the Deputy SuperintendentSuperintendent of Schools at 000-000-0000, via the Maryland Relay at 0-000-000-0000, or addressed to that office at 000 Xxxxxxxxxx Xxxxx, Room 129, Rockville, MD 20850, at 000-000-0000. xxx.xxxxxxxxxxxxxxxxxxx.xxx/xxxx/xxxxxxx Xxxxxxxxxx Co nty P blic Schools Published by the Department of Communications 3344.06 Materials Management 1687.14 • Electronic Editorial, Graphics & Publishing Services • 7/06 6/14 500 Updated September 2011 Index A Acting Higher Level Position 31 Annual Leave 42 30 Adult Bullying 6 Agreement, provision 16 annual leave 15, 16, 32, 43, 44, 45, 48 A&S evaluation system 22 A&S Professional Growth System (A&S PGS) 24 20 A&S Review Panel Program 26 21 Association Dues 15 Deduction i, 18 and 15 Association Leadership/ Leadership/Deputy Superintendent/ Superintendent/Chief Operating Officer (COO) Collaboration Committee (ADC) 4 Association Rights And and Privileges 16 14 B Bargaining Xxxxx 0 Xxxxxxxxxxx Xxxxx 50 Board of Education 3 rights and authority of 10 C Central Services Development 8 Child Carechild care/Adoption Leave 48 adoption leave 45, 48, 49 Civil Leave for Juror or Witness Service 52 51 Chief operating officer 4 Collaboration 3 Collaboration Committee (ADC) 4 Collaborative Management Coordinating Committee (CMCC) 6 Joint collaboration 7 Committee Representatives 8 MCAAP members and 8 Culture of Respect 3, 57 Equitable Practices in the workplace 4 Communication Strategies 9 Compensatory Leave 52 51 Confidential Records 53 Conditional position 10 D Definitions 11, 40, 55 Conditional Position 10 MCPS Service 10 Negotiations Law 10 Unit member 10 Dental Plans 33 36 Discipline And Discharge 55 54 Doctoral Supplement 29 Doctor Visit Co-Pays 35 Domestic Partner Coverage 35 Duration 58 38 Dual-Employee Households 38 Dues Deduction 15 duration of leave, 31, 44, 45, 46, 48 E Emergency Closing of Schools 51 Emergency Closing of Schools and/or Central Office 52 51 work schedule, and 32 Employee Benefits Plan i, 32, 35 38 Employee Claims 36 39 Equitable Practices 4 Evaluations 22 Observations, continuous improvement 20 Executive Leadership Team 5 Extended Leadership Program 9 8 F Fair Practices 54 53 Family and Medical Leave Act 41 flexible work schedule 31 and Central Office 31 Flexible Schedule Option 31 Flexible Spending Accounts 36 39 G General Liability Coverage 35 52 Grievance Procedure 11 Arbitration and 13 definition OF 11 Evidence and Witnesses 13 informal level 12 Records and 13 Step One of 12 Step Three of 12 Step Two of 12 General, disclaimers, provisions 16 H Higher Level Position 30 High School Supplement 29 Holiday Leave 43 45 I Innovation in Professional Development Impasse Procedures 11 Implementation Supports 9 J Joint Collaboration 6 Joint Collaboration Committee 6, 7, 21, 31 7 and doctoral support 29 and flexible spending options 32 and leadership development 18 and overnight responsibilities 30 Joint Employee Benefits Committee 38 and biotech drugs 37 and wellness incentives 35 L Large School Supplement 30 Leadership and Professional Development (LDAC) 17 Leadership 4, 5, 6, 328, 3417, 35 L 19 Leadership Career Lattice 9 Opportunities 8 Leadership development 17 Leadership Development 6, 21, 23 Advisory Committee 6 leave bank 16 Leave 41 for Family Bereavement 51 Leave 50 for Illness in the Immediate Family 41 Leave 43 for Unusual or and Imperative Reasons 52 Leaves 24, 39, 51 Leave Without Pay, Pay 46 for Personal Illness, or Family Illness 41 42 for academic study 46 for Workers’ Compensation and 43 for Professional Meeting 19 for Political, civil, emergency closing, personal 51 for child care, adoption 48 Life Insurance 35 35, 37 Longevity 2829 longevity supplement 29 M MCAAP MCAAP-AAP 9, 3010, 58 M 15, 24 MCAAP Advisory Groups 6 MCAAP Advisory Groups (MAGs) 3, 20 MCAAP-BOA 10, 15 and Salary Schedule 24 and auto insurance 34 medical emergency, responsibilities 17 Medical Plans 32 34 Mileage and Business Expenses 33 and Reimbursements 33 Military Leave 49, 50 N Negotiation Negotiations Procedure 11 Agreements 11 impass and 11 O Operating Budget Review Committee 5 Organizational Culture of Respect 3 and leadership 5 and recognition 4 Overnight Responsibilities 31 30 P Personal Leave 52 Panel Program, A&S 21 personal leave 51 and emergency closing 32 and illness 42 and leave bank 15, 16 Professional Growth System (PGS) Implementation 21 Political Leave 51 Position Classification 9 Premium Cost Sharing Formulas 34 Prescription Drug Plans 33 36 Principal Flexibility and Use of Resources 9 Productive And and Professional Workforce 17 Professional Development 17, 19, 21 and leave days 19 Professional Feedback 8, 21 Professional Growth 5 Professional Growth Collaboration 20 Professional Feedback 9Growth A & S 20 professional growth system 8, 25 20, 21 Professional Growth System Implementation Teams 6 Professional Growth Systems 8 Learning Communities (PLCs) 8, 19 and Joint Collaboration Committee 7 Professional Learning Communities 8 Cross-functional Team 5 Professional Leave 44 leave days 19 Professional Recognition 20 Prohibition Of Strikes, Slowdowns, and 31 programs for administrators 17 Promotion 30 Protection of Unit Members 53 52 R Reassignment Out of the MCAAP/MCBOA Units 57 Recognition 4Xxxxx 00 Xxxxxxxxxxx 0, 100, 11, 20 00 and the Board 10 Recrediting Of of Former Service Credits 55 54 Reduction In Force 56 55 definition of 55 Representation Fee 14 Retirement/Pension Plans 36 39 Review Panel Decisions 22 Review Panel Program, A&S 21 Review Panel Program Participants 22 Review Panel Responsibilities 21 S Sabbatical 45 duration of 45 Salary, 11-month 29 Salaries And and Compensation 28 23 Salary and Leave Benefits for Conscientious Objectors 50 salary schedules 24–28 Salary stipends 30 Salary Supplement 29 School Board Authority 11 10 Schools Under Construction 31 30 Sick Leave 36, 40 42 Sick Leave Bank 36 39 Single Administrator Principal Supplement 29, 30 Smoker Rates 35 Staff Development Cross-functional Team 6 5 Stipends 31 30 definition of 10 strike 16 Strikes, Slowdowns, and Work Stoppages 16 Succession planning 8 superintendent 9 Supervisor Files 53 Supplemental Plans 33 35 Supplements 29, 30 surveys for feedback 6 T Tax Deferred Annuities & Deferred Compensation Plans 35 Technology 9 38 technology 22 updates to 17 and professional leave 32 Thanksgiving Holiday 32 Time and Resources for Professional Development 23 19 Title I School Supplement 29 and promotion 30 Transfers and 39 definition of 40 Travel Funds 19 Travel mileage 33 Tuition Reimbursement 22 18 U Union Business Leave 14 Union dues 15 Union Representation 53 Unit Member Evaluation 27 22 Unit Members’ Members Responsibilities 20 V 17 Vacancies and Transfers 37 Vision Plan 33 39 W Workdays 31 Wellness Incentives 35 Workers’ Compensation Leave 4143, 53 52 Workforce and productivity 17 Work—Life Expectations 33 Rockville, Maryland Published by the Department of Materials Management for the Department of Association Relations