School Leadership Clause Samples

School Leadership. A. Employees will be nominated by themselves, their respective departments or grade-levels and selected by the school’s administration to serve on their school’s leadership team. Each high school shall receive three hundred twenty-five ($325) per full-time equivalent (FTE) employee for school leadership. Each middle school will receive twelve (12) stipends of $1,000 each for school leadership. Each elementary school will receive ten (10) stipends of $1,000 each for school leadership. The Special Education program will have a leadership team with a minimum of ten (10) stipends at $1,000 each for program shared leadership. B. Each school and program will practice a shared leadership model whereby employees are consulted and take part in decisions and implementation of decisions affecting their classroom or assignment. Shared leadership involves the equitable participation of employees in decisions affecting their classroom or assignment. Participation in decision making may mean input, influence or consensus. Input is the genuine opportunity to submit information and/or to be heard by the decision makers. The decision makers are responsible for expressing how the input is fed into the rationale for making the decision. Influence is the opportunity to be able to affect an outcome or decision in a significant way as to have visible impact on a process and/or decision. Consensus is the result of a process in which all parties support the decision even if it is not their first preference, and if full consensus is not reached the parties have agreed upon the minimum level of support in order for the decision to move forward. Equitable participation does not necessitate equality. It is the recognition and practice of fair treatment based upon an agreed and common philosophy, standards and/or objective criteria in making decisions for the benefit of the system. C. Employees and building/program administrators shall work together to reach consensus on a matrix identifying which decisions are subject to input, influence or consent within their jurisdiction of decision making. Each year the school leadership team will review and adjust their decision matrix as needed. The decision matrix shall be communicated to the staff on a yearly basis. Through shared decision making, the District and Association do not delegate their legal authority to amend the collective bargaining agreement or bargain wages, hours and working conditions. D. The District, in cooperation with th...

School Leadership. Principals within the Zone shall have both an unprecedented level of decision-­‐making authority and support in order to create learning environments centered on student learning.

School Leadership. Department Head:‌‌‌‌‌ Yelm High School will receive $400 (four hundred) per department as follows: English, Social Studies, Math, Science, Health & Fitness, World Language, Fine Arts, Special Education, CTE, and Yelm Extension School.‌ The department head will solely be responsible for:‌  ordering supplies,‌  managing department textbooks and  overseeing the department budget. The department head responsibilities do not include administrative duties.‌ Each department will nominate one (1) member to serve as department head. Final approval of the selected department head will be made by the building administrator. These positions will be compensated in one (1) payment in June.‌ School Governance:‌‌ The focus of the governance team is to develop school wide processes that promote improving student achievement and student learning strategies, as well as addressing routine building concerns. The governance team representatives will be responsible for the following:‌  Attendance at monthly governance meetings outside the workday with administration.‌  Facilitation of meetings outside the workday with the group they represent.‌‌‌  Two-way communication that includes distributing agendas and minutes and soliciting input from the staff they represent. The governance team responsibilities do not include administrative duties such as:‌  curriculum alignment,‌  development/implementation of curriculum maps/pacing guides,  student placement, or  teaching assignments/schedules. Each building’s Association representative(s) will oversee the agreed upon process and election to determine the certificated representatives for the governance team and will also serve as the secretary of the governance team. The secretary will work with the building administrator and other members of the team in creating the agenda topics. Once the topics have been determined the secretary will provide the agenda to all team members.‌ Each elementary school will receive $4900 (four thousand nine hundred) for seven (7) $700 (seven hundred) governance stipends, each middle school will receive $4900 (four thousand nine hundred) for seven (7) $700 (seven hundred) governance stipends and the high school will receive $7000 (seven thousand) for ten (10) $700 (seven hundred) governance stipends. One (1) stipend from the high school is to be designated for the Yelm Extension School. If two employees choose to share the responsibility, or in buildings where there are two Association representatives, they will sha...

School Leadership. For the term of this performance contract: 1. The executive director and administrators of Lift for Life Academy will meet all standards for school leadership listed below as assessed by the SEMO sponsor during its annual review: Standard Metric MET: M NOT MET: NM ▇▇-▇▇ ▇▇-▇▇ ▇▇-▇▇ ▇▇-▇▇ 22-23 B.1 Student enrollment procedures, including open enrollment and lottery, if needed, are appropriately conducted and documented. School policies, procedures, and practices Enrollment and attendance documents Core Data B.2 Student enrollment and attendance numbers are in line with the charter agreement, and provide evidence that the school is a viable school of choice for the community. Student enrollment data Student attendance data. Student retention data Core Data reports Charter agreement

School Leadership. This section presents findings from capacity-building interventions aimed at enhancing the quality of school leadership through in-service professional development and networking among school principals, supervisors and district-level staff. Extensive evaluation by MSN’s M&E research points to the significant success of MSN’s interventions aimed at effectively creating mutually supportive communities of practice for school leadership and classroom instruction. Based on internal evaluation surveys, principals’ satisfaction with the Leadership Diploma Program was consistently high. The most significant percentage changes between the beginning (pre-) and end of program (post-) evaluations were reflected in the overall framework and logistics (4%) and results (3%), as well as the role of facilitators (3%). AMIDEAST also created the Scale of Principals’ Satisfaction with Professional Development, which consisted of seven questions designed to gauge principals’ perceptions about the effectiveness of their professional development experiences with regard to their relationships with teachers, students, and other principals; how new ideas and skills improved their work performance; how well their professional development aligned with the objectives of the school improvement plan (SIP); and how satisfied they were with the overall quality of the professional development activities. Based on these indicators, principals’ overall satisfaction with the impact of their professional development experience on their leadership capacity had increased by 7.6% at the conclusion of the program. Despite these positive levels of satisfaction, some principals were unable to complete the MSN Leadership Development Program because they were transferred to schools outside the MSN network. Over the course of MSN’s leadership program, 35% of the principals were transferred to other schools. This instability occurred even after specific understandings had been reached with the MoE about the importance of continuity in school leadership. Clearly, Ministry policies and procedures regarding principal and teacher transfers need to be revisited for any nationally scaled program of in-service professional development.

School Leadership. Support will be provided for conduct and assessment of school leadership development programs and strengthening of state nodal Institutes of Education planning& Management.

School Leadership. Does the school have a recognized and fully trained leaderor leaders in both academic and therapeutic programs who operate with a level of autonomy and flexibility within the larger organizational system? The school presents concerns in one or fewer of the following indicators: a) The school possesses a leader trained in either therapeutic or educational content; b) the school leader is provided with qualified support staff in areas they are not trained in; c) all school leaders have appropriate certification and training;d) the school provides leadership with professional development;e) the school has fully defined job descriptions for all leadership positions with leadership roles and responsibilities distinct andwell understood f) the school director operates with autonomy regarding issues of treatment and education. Meets Standard The school presents significant concerns in two of the followingindicators: a) The school does not possess a fully trained leader;b) the school leader does not have fully qualified support staff; c) all school leaders do not have appropriate certification and training; d) the school does not provide leadership with professional development; e) the school does not have fully defined job descriptions for both leadership positions with leadership roles and responsibilities distinct and well understood;f) the school director does not operate with autonomy regardingissues of treatment and education. Approaches Standard The school presents significant concerns in three of the following indicators: a) The school does not possess a fully trained leader;b) the school leader does not have fully qualified support staff; c) all school leaders do not have appropriate certification and training; d) the school does not provide leadership with professional development; e) the school does not have fully defined job descriptions for both leadership positions with leadership roles and responsibilities distinct and well understood;f) the school director does not operate with autonomy regardingissues of treatment and education. Does Not Meet Standard Evidence: List of collaborations, community resources, school and treatment partners, MOU's with collaborators, org chart for system of support, interviews andfocus groups The school presents concerns in one or fewer of the following indicators: a) The school has collaborative and meaningful partnerships with local schools; b) has collaborative and meaningful partnerships with local treatment centers...

School Leadership. For the term of this performance contract: 1. The Executive Director of Premier Charter School will meet all standards for school leadership listed below as assessed by the UMSL sponsor during its annual review: B.1 Student enrollment procedures, including open enrollment and lottery, if needed, are appropriately conducted and documented. ● School policies, procedures, and practices ● Enrollment and attendance documents ● Core Data Met B.2 Student enrollment and attendance numbers are in line with the charter agreement, and provide evidence that the school is a viable school of choice for the community. ● Student enrollment data ● Student attendance data. ● Student retention data ● Core Data reports ● Charter agreement Met B.3 Personnel procedures and practices are conducted in a manner that promotes instructional effectiveness and continuous school improvement. ● Teacher and administrator retention data ● School Improvement Plan ● Professional Development Plan ● Academic accountability indicators Met B.4 School meets all state and local standards relative to health and safety; and maintains a clean and safe environment that supports the educational mission of the school. ● Board Policies and documentation ● Health and safety permits ● Fiscal records ● On-site observations and reports Met Notes: Teacher Retention Rate Percent of full time certified staff at the end of the school year who return the following year. Target: 75% 2021 2022 2023 2024 2025

School Leadership. Educational leaders play a pivotal role in affecting the climate, attitude and reputation of the University. They are the cornerstone on which learning communities function and grow. With successful school leadership, schools become effective incubators of learning, places where students are not only educated but empowered, nurtured and encouraged.