SCHOOL QUALITY AND IMPROVEMENT. The parties agree that schools and those who work in them are at the heart of improving teaching and learning. We expect each school continuously to renew itself, explore innovative approaches and build the capacity of staff to improve the achievement of our students. The parties recognize the needs of students we serve, and are interested in collaboratively exploring new and innovative approaches to the work, which are aligned with the assumptions below: The parties agree on the following assumptions about school quality and improvement: Decisions about teaching and learning must involve those closest to the teaching and learning process within each school community. The school is where people make a difference in the daily life of each student. Each school community has the best information and is in the best position to craft appropriate and effective strategies to improve student learning. A continuous improvement philosophy takes the traditional pyramid of leadership and decision making and turns it upside down. Central office positions and departments work to serve the interests and meet the needs of those in schools. In schools, administrators and support staff strengthen the learning process by providing supports to teachers to meet the needs of students. Strategic and planful innovation is required to meet student learning needs at both the school and system level. Transforming schools and systems to best meet the 21st century educational needs of students requires creative thinking and a focus on problem-solving. Within each school, the critical process of learning takes place in the classroom. Continuous improvement should ensure maximum support for our classroom educators by empowering them with the appropriate authority and responsibility to make decisions that will improve teaching and learning. The emphasis on authority, responsibility, and support for the classroom can best be accomplished by collaboration and shared decision making in schools. Collaborative school-based shared decision making brings people together who then share responsibility for needed changes and accountability for results.
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SCHOOL QUALITY AND IMPROVEMENT. The parties agree that schools and those who work in them are at the heart of improving teaching and learning. We expect each school continuously to renew itself, explore innovative approaches and build the capacity of staff to improve the achievement of our students. The parties recognize rec- ognize the needs of students we serve, and are interested in collaboratively exploring new and innovative approaches to the work, which are aligned with the assumptions below: The parties agree on the following assumptions about school quality and improvement: ■ Decisions about teaching and learning must involve those closest to the teaching and learning process within each school community. ■ The school is where people make a difference in the daily life of each student. Each school community has the best information and is in the best position to craft appropriate and effective strategies to improve student learning. ■ A continuous improvement philosophy takes the traditional tra- ditional pyramid of leadership and decision making and turns it upside down. Central office positions and departments work to serve the interests and meet the needs of those in schools. In schools, administrators and support staff strengthen the learning process by providing supports to teachers to meet the needs of students. ■ Strategic and planful innovation is required to meet student learning needs at both the school and system level. Transforming schools and systems to best meet the 21st century educational needs of students requires creative thinking and a focus on problem-solving. ■ Within each school, the critical process of learning takes place in the classroom. Continuous improvement im- provement should ensure maximum support for our classroom educators by empowering them with the appropriate authority and responsibility to make decisions that will improve teaching and learning. ■ The emphasis on authority, responsibility, and support for the classroom can best be accomplished by collaboration and shared decision making in schools. Collaborative school-based shared decision making brings people together who then share responsibility for needed changes and accountability for results.ARTICLE
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SCHOOL QUALITY AND IMPROVEMENT. The parties agree that schools and those who work in them are at the heart of improving teaching and learninglearning . We expect each school continuously to renew itself, explore innovative approaches and build the capacity of staff to improve the achievement of our studentsstudents . The parties recognize rec- ognize the needs of students we serve, and are interested in collaboratively exploring new and innovative approaches to the work, which are aligned with the assumptions below: The parties agree on the following assumptions about school quality and improvement: ■ Decisions about teaching and learning must involve those closest to the teaching and learning process within each school communitycommunity . ■ The school is where people make a difference in the daily life of each studentstudent . Each school community has the best information and is in the best position to craft appropriate and effective strategies to improve student learninglearning . ■ A continuous improvement philosophy takes the traditional tra- ditional pyramid of leadership and decision making and turns it upside downdown . Central office positions and departments work to serve the interests and meet the needs of those in schoolsschools . In schools, administrators and support staff strengthen the learning process by providing supports to teachers to meet the needs of studentsstudents . ■ Strategic and planful innovation is required to meet student learning needs at both the school and system levellevel . Transforming schools and systems to best meet the 21st century educational needs of students requires creative thinking and a focus on problem-solvingsolving . ■ Within each school, the critical process of learning takes place in the classroomclassroom . Continuous improvement im- provement should ensure maximum support for our classroom educators by empowering them with the appropriate authority and responsibility to make decisions that will improve teaching and learninglearning . ■ The emphasis on authority, responsibility, and support for the classroom can best be accomplished by collaboration and shared decision making in schools. Collaborative school-based shared decision making brings people together who then share responsibility for needed changes and accountability for results.ARTICLE
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Samples: naeaworkspace.org, www.montgomeryschoolsmd.org
SCHOOL QUALITY AND IMPROVEMENT. The parties agree that schools and those who work in them are at the heart of improving teaching and learning. We expect each school continuously to renew itself, explore innovative approaches and build the capacity of staff to improve the achievement of our students. The parties recognize the needs of students we serve, and are interested in collaboratively exploring new and innovative approaches to the work, which are aligned with the assumptions below: The parties agree on the following assumptions about school quality and improvement: • Decisions about teaching and learning must involve those closest to the teaching and learning process within each school community. • The school is where people make a difference in the daily life of each student. Each school community has the best information and is in the best position to craft appropriate and effective strategies to improve student learning. • A continuous improvement philosophy takes the traditional pyramid of leadership and decision making and turns it upside down. Central office positions and departments work to serve the interests and meet the needs of those in schools. In schools, administrators and support staff strengthen the learning process by providing supports to teachers to meet the needs of students. • Strategic and planful innovation is required to meet student learning needs at both the school and system level. Transforming schools and systems to best meet the 21st century educational needs of students requires creative thinking and a focus on problem-solving. • Within each school, the critical process of learning takes place in the classroom. Continuous improvement should ensure maximum support for our classroom educators by empowering them with the appropriate authority and responsibility to make decisions that will improve teaching and learning. • The emphasis on authority, responsibility, and support for the classroom can best be accomplished by collaboration and shared decision making in schools. Collaborative school-based shared decision making brings people together who then share responsibility for needed changes and accountability for results.
Appears in 2 contracts
SCHOOL QUALITY AND IMPROVEMENT. The parties agree that schools and those who work in them are at the heart of improving teaching and learning. We expect each school continuously to renew itself, explore innovative approaches and build the capacity of staff to improve the achievement of our students. The parties recognize the needs of students we serve, and are interested in collaboratively exploring new and innovative approaches to the work, which are aligned with the assumptions below: The parties agree on the following assumptions about school quality and improvement: Decisions about teaching and learning must involve those closest to the teaching and learning process within each school community. The school is where people make a difference in the daily life of each student. Each school community has the best information and is in the best position to craft appropriate and effective strategies to improve student learning. A continuous improvement philosophy takes the traditional pyramid of leadership and decision making and turns it upside down. Central office positions and departments work to serve the interests and meet the needs of those in schools. In schools, administrators and support staff strengthen the learning process by providing supports to teachers to meet the needs of students. Strategic and planful innovation is required to meet student learning needs at both the school and system level. Transforming schools and systems to best meet the 21st century educational needs of students requires creative thinking and a focus on problem-solving. Within each school, the critical process of learning takes place in the classroom. Continuous improvement should ensure maximum support for our classroom educators by empowering them with the appropriate authority and responsibility to make decisions that will improve teaching and learning. The emphasis on authority, responsibility, and support for the classroom can best be accomplished by collaboration and shared decision making in schools. Collaborative school-based shared decision making brings people together who then share responsibility for needed changes and accountability for results.
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Samples: Contract
