SCHOOL QUALITY & IMPROVEMENT schools. Collaborative school-based shared decision making brings people together who then share re- sponsibility for needed changes and accountability for results.
SCHOOL QUALITY & IMPROVEMENT decision-making processes in the school, a conference will be held to consider options for supporting the school.
SCHOOL QUALITY & IMPROVEMENT principle of accountability, requiring school districts and individual schools to meet specific standards for school achievement. Those schools that are not able to meet these standards may be subject to intervention imposed by either Montgomery County Public Schools or by the Maryland State Department of Education. When MCPS intervenes in a school to provide intensive assistance to improve performance, school staff will par- ticipate in the intervention and improvement process.
1. The deputy superintendent will notify MCEA when an intensive intervention is needed.
2. XXXX will collaborate with MCPS in developing intervention plans for individual schools to ensure staff ownership of the improvement process
3. MCPS will provide a reasonable opportunity for all unit members to participate in developing an improvement plan that addresses the problems identified by the profile data.
4. The principal, school leadership team, staff devel- opment teacher, and the Office of School Support and Improvement (OSSI) will work to ensure that the school’s plan for professional development is integrated with and driven by the improvement plan and is communicated to all staff.
5. The OSSI will facilitate ongoing communication with MCEA and with the entire staff throughout the process of developing a new direction/improvement plan for the school.
1. The Board and MCEA agree to establish, maintain and support productive and harmonious working and learning environments for staff and students. The parties agree that acts of disrespect, insensitivity, bias, harassment, verbal abuse, physical violence or illegal discrimination toward any person will not be condoned.
2. There shall be no discrimination by the Board or MCEA against individuals because of race, color,
3. Human relations are the personal and group dy- namics that promote respect for the rights and integrity of each individual and recognition of the value of each group as an important part of the community. Positive human relations are a vehicle to promote access, equity, and equality of opportunity for all.
4. Each unit member shall be responsible for estab- lishing and maintaining an educational atmosphere which is inclusive, bias-free and welcoming, and one in which students can develop attitudes and skills for effective, cooperative living, including— ARTICLE ARTICLE
ARTICLE 9 STUDENT DISCIPLINE & BEHAVIOR MANAGEMENT
1. MCEA and the Board agree that all children should receive the respect, encouragement and oppor...
SCHOOL QUALITY & IMPROVEMENT. ▪ School leadership teams will be engaged in decision-making about scheduling that affects the whole school. ▪ Roles such as facilitator, agenda setter, note-taker, etc. should be rotated in order to build and share leadership on leadership teams. ▪ Interested staff can observe ILT meetings. ▪ Expectations and parameters outlined for teams, departments, and committees should be collaboratively established between teams and school leadership. ▪ Teams, departments, and committees can determine how (e.g., agendas, templates, etc.), when, and where the work will be accomplished. ▪ Each school shall have a school Triad Team that regularly works together to enhance the collaborative processes and collaborative decision-making at the school.
SCHOOL QUALITY & IMPROVEMENT. Carrying out of a survey of the infrastructure and educational assets of the Borrower’s Fundamental Education schools located in the Eligible Municipalities and upgrading of such schools, as necessary, to attain Minimum Operational Standards, including the provision of materials and equipment, and the carrying out of minor maintenance works (financed by School Grants) in order to bring such schools up to the Minimum Operational Standards.
SCHOOL QUALITY & 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 to continuously renew itself and build the capacity of its staff to improve the achievement of our students . 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 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 . ■ 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 col- laboration 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 . A STAFF INvOLvEMENT IN DECISION-MAkINg
