School Autonomy Sample Clauses

School Autonomy a. The SCSB will honor and preserve core autonomies crucial to the Governing Board’s success, including: 1) Xxxxxx and managing personnel, except as otherwise provided herein18;
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School Autonomy. SCSB shall honor and preserve the core autonomies that are crucial to the Charter School’s success by doing the following: (a) SCSB shall assist the Charter School in understanding and carrying out the Charter School’s obligations under this Agreement. (b) SCSB shall review its compliance requirements, policies, and procedures and evaluate the potential to increase school autonomy based on flexibility in the law, streamlining requirements, demonstrated school performance, or other considerations.
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School Autonomy. The parties agree that the school site is the appropriate place for most decision-making affecting the education of children in that school. Accordingly, they agree that a school should have as much flexibility as possible in managing their operations and educational programs for maximum educational effectiveness. The parties also share a mutual interest in removing barriers from attracting and retaining a diverse group of talented teachers. There is a collective desire to develop pilot schools in the district where site-based autonomy and collaborative shared decision-making are the norm. Collaborative shared decision-making is a process in which all members of the education community at the school level collaborate in establishing a vision, identifying problems, defining goals, implementing programs, and learning from experience. The purpose of collaborative shared decision-making is to create a climate in the schools where faculty, parents, administrators, students and other community members work together and share the responsibility and accountability for school improvement, student achievement, increased satisfaction among professional educators, greater involvement by and with parents, and stronger support from the community at large. Finally, the Union and the Board agree that any school community wishing to attain school autonomy must follow the process and complete the application process as described below: 1. Applications for autonomous schools shall be completed by the school’s Instructional Leadership Team (ILT). In the spirit of this agreement all applications will be based on distributed leadership within the school. No application will be approved that does not provide for shared decision-making at the school site. All applications must demonstrate school faculty support in accordance with Article 8-28.6 of the collective bargaining agreement and school community involvement. 2. All applications shall be submitted to a Joint Governance Board which is comprised of four members selected by the District and four members selected by the Union in addition to the Superintendent and the Union President. a. The Superintendent and PTU president shall establish the Joint Governance Board (JGB), which either they or their designees will co-chair, to oversee and support the entire autonomous schools program. The JGB shall also develop and implement a program evaluation and progress report system. b. The JGB is responsible for ensuring the autonomous s...
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School Autonomy. 3.1 Signatories confirm their collaboration for a greater autonomy at school level in decision making within the Framework for the Education Strategy for Malta 2014-2024 whereby the Senior Management Team in its designated educational leadership role within the school context will be the decision maker, to respond and remain responsible to learners’ individual needs through an enhanced teaching and learning process.
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School Autonomy. The Authorizer shall not regulate the charter schools within its portfolio of schools beyond the powers and duties set forth in Chapter 302D, HRS. The Authorizer shall include in its charter contracts clear provisions that respect, preserve, and support the essential autonomies of charter schools, including, but not limited to, the areas of educational planning, staffing, budgeting, and scheduling.
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School Autonomy. The Board will honor and preserve core autonomies crucial to SLCSE’s success, including:
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School Autonomy. SCSB shall honor and preserve the core autonomies that are crucial to the Charter School’s success by doing the following: (a) SCSB shall review and evaluate the performance of the Charter School and hold the Charter School accountable for its performance measures that are established in this Agreement; (b) SCSB shall assist the Charter School in understanding and carrying out the Charter School’s obligations under this Agreement. (c) SCSB shall bi-annually review its compliance requirements, policies, and procedures and evaluate the potential to increase school autonomy based on flexibility in the law, streamlining requirements, demonstrated school performance, or other considerations. (d) SCSB shall review all leases, lease purchase agreements or other contracts or agreements relating to the Charter School’s facilities or financing of the Charter School’s facilities before the lease, agreement, or contract is entered into.
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School Autonomy. (a) Provision of management training to directors and other administrative staff of State Schools; (b) provision of technical assistance and training for preparation of PDEs in State Schools; and (c) Carrying out of PME School Subprojects in Eligible State Schools.
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Related to School Autonomy

  • PROFESSIONAL AUTONOMY 1. Teachers shall, within the bounds of the prescribed curriculum, and consistent with effective educational practice and the Evaluation Criteria, Local Appendix A, have individual professional autonomy in determining the methods of instruction, and the planning and presentation of course materials in the classes of pupils to which they are assigned.

  • Autonomy The Governing Board shall exercise substantive control over such areas as personnel decisions, financial decisions, curriculum and instruction, resource allocation, establishing and monitoring the achievement of school improvement goals, and school operations, which are listed by way of example and not by limitation.

  • Schools The Project must apply for concurrency review at Lake County Public Schools. The school district has a specific application process. The Project must be shown to have appropriate school concurrency before building permits are issued.

  • School Any public elementary or secondary school including a charter school, universal pre- kindergarten program authorized pursuant to Education Law § 3602-e, an approved provider of preschool special education, any other publicly funded pre-kindergarten program, a school serving children in a special act school district as defined in Education Law § 4001, an approved private school for the education of students with disabilities, a State-supported school subject to the provisions of Article 85 of the Education Law, or a State-operated school subject to the provisions of Articles 87 or 88 of the Education Law.

  • Training and Education SECTION 1 – Law Enforcement Supervisors’ Training

  • Wellness i. To support the statewide goal for a healthy and productive workforce, employees are encouraged to participate in a Well-Being Assessment survey. Employees will be granted work time and may use a state computer to complete the survey. ii. The Coalition of Unions agrees to partner with the Employer to educate their members on the wellness program and encourage participation. Eligible, enrolled subscribers who register for the Smart Health Program and complete the Well-Being Assessment will be eligible to receive a twenty-five dollar ($25) gift certificate. In addition, eligible, enrolled subscribers shall have the option to earn an annual one hundred twenty-five dollars ($125.00) or more wellness incentive in the form of reduction in deductible or deposit into the Health Savings Account upon successful completion of required Smart Health Program activities. During the term of this Agreement, the Steering Committee created by Executive Order 13-06 shall make recommendations to the PEBB regarding changes to the wellness incentive or the elements of the Smart Health Program.

  • MIDDLE SCHOOLS 1. Where there are no negotiated provisions concerning the implementation or operation of a middle school program, this article shall govern the implementation or operation of a middle school program in a school district. 2. Should the employer seek to establish a middle school program in one or more schools in a district, the employer and the local shall meet, no later than ten (10) working days from a decision of the employer to implement a middle school program, in order to negotiate any alternate or additional provisions to the Collective Agreement which are necessary to accommodate the intended middle school program. 3. In the absence of any other agreement with respect to the instructional day and preparation time, the provisions of the Collective Agreement with regard to secondary schools shall apply to middle schools. 4. If the employer and the local are unable to agree on what, if any, alternate or additional provisions of the collective agreement are necessary to accommodate the intended middle school program(s), either party may refer the matter(s) in dispute to expedited arbitration for final and binding resolution pursuant to Article D.5.5 below. a. The jurisdiction of the arbitrator shall be limited to the determination of alternate or additional provisions necessary to accommodate the intended middle school program(s). b. In the event the arbitration is not concluded prior to the implementation of the middle school program, the arbitrator will have remedial authority to make appropriate retroactive modifications and adjustments to the agreement. c. The arbitration shall convene within thirty (30) working days of referral to arbitration in accordance with the following: i. Within ten (10) working days of the matter being referred to arbitration, the parties shall identify all issues in dispute; ii. Within a further five (5) working days, there shall be a complete disclosure of particulars and documents; iii. Within a further five (5) working days, the parties shall exchange initial written submissions; iv. The hearing shall commence within a further ten (10) working days; and v. The arbitrator shall render a final and binding decision within fifteen (15) working days of the arbitration concluding. 6. Where a middle school program has been established on or prior to ratification of the 2006-2011 Provincial Collective Agreement, the existing provisions shall be retained unless the parties mutually agree that they should be amended.

  • School Closures The District may close schools for academic purposes or reduce programming due to public health, safety, severe weather or any other purpose as determined by the District. The District shall not owe Provider any compensation for times when services of Therapists are canceled, declined, or not required due to closure, reduction in programming, or exclusion of Therapists due to health risk assessment screenings or any other reason, and Provider agrees to indemnify District for Therapist claims arising from all such actions. Notwithstanding the foregoing, to the extent required by Section 10-20.56(d-15) of the School Code (105 ILCS 5/10-20.56(d-15)), when enforceable under law, the Parties understand that the District may determine it is required to pay Provider the daily, regular rate of pay and benefits for Therapists for any day of school closure or e-learning day if such closure precludes the Provider’s employees from performing its regularly scheduled duties and employees would have reported for work but for the closure, unless the day is rescheduled and the employees will be paid their daily, regular rate of pay and benefits for the rescheduled day when services are rendered. The Parties agree such payment constitute full satisfaction of Section 10-20.56(d-15). As a precondition to these payments being made, Provider shall provide an invoice for the foregoing pay and benefits costs; however, Provider will not include such pay and benefits costs for any school closure or e-learning day on any invoices until the last invoice of the school year in order to allow the District the opportunity to determine if the day will be rescheduled. When a payment is to be made by the District under this provision, Provider represents and warrants that it shall pay its employees their daily, regular rate of pay and benefits for any such school closure or e-learning day. Upon request, Provider shall provide the District with certified payrolls as evidence of compliance with this section. The District retains sole discretion to determine whether Section 10-20.56(d-15) applies to this Agreement or any day of school closure and, if the District determines such law is applicable, the District retains the discretion to determine if and when a school closure day is rescheduled. For purposes of this section, “school closures” shall not include holidays or other days of closure reflected on the District’s school calendar for which Provider is not scheduled to provide services under the Agreement.

  • School Day The school day for members of the bargaining unit shall not exceed seven and one-half (7½) hours of consecutive time which shall include a duty-free, uninterrupted lunch period of no less than thirty (30) minutes.

  • Outreach and Education The agencies agree to coordinate, conduct joint outreach presentations, and prepare and distribute publications, when appropriate, for the regulated community of common concern. • The agencies agree to work with each other to provide a side-by-side comparison of laws with overlapping provisions and jurisdiction. • The agencies agree to provide a hyperlink on each agency’s website linking users directly to the outreach materials in areas of mutual jurisdiction and concern. • The agencies agree to jointly disseminate outreach materials to the regulated community, when appropriate. • All materials bearing the DOL or DOL/WHD name, logo, or seal must be approved in advance by DOL. • All materials bearing the OEAS name, logo, or seal must be approved in advance by OEAS.

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