Shared Decision. Making: School-based, shared decision-making and building- level autonomy are key to meeting student need. Key decisions will be made by school leaders working with the school’s Educator Leader Team, consistent with the key principles of Labor Management Partnerships,1 along with a site-based Community Council supporting each school. The WLC should explore training and expertise to make sure this shared decision-making is effectively structured. The specific types of school-based decisions and flexibilities that schools will now be enabled to determine at the building level, to ensure that work is done with educators, includes but is not limited to: • School culture and identity; 1 The National Labor-Management Partnership includes the American Association of School Administrators (AASA), the American Federation of Teachers (AFT), the Council of Chief State School Officers (CCSSO), the National Association of Secondary School Principals (NASSP), the National Association of Elementary School Principals (NAESP), the National Education Association (NEA), and the National School Boards Association (NSBA). • School schedules and calendars, being cognizant of and in coordination with district operations, policies, and support departments, and adhering to state law and regulations around school calendars; • Resource and staff deployment, being cognizant of and in coordination with district operations and policies; • Certain working conditions (including professional learning topics, professional learning schedules, and interventions), subject to MOUs reflecting such changes to working conditions if applicable; • Well-rounded, equitable, engaging enrichment opportunities for students, which may also include release time for educators for professional learning and collaboration, consistent with the requirements of 14 Delaware Code section 1335; and • New hires, staffing priorities, and customized mentoring practices. As the instructional and operational leader of their school, principals will conduct regular and frequent meetings with their ELT and site-based Community Council to ensure voices and perspectives are heard and represented in their decisions.
Shared Decision making Plan. Each school building shall provide a plan in writing by October 1 to SKEA and the District for making shared or site-based decisions each school year. This plan shall be used for the decisions identified in the collective bargaining agreement as being “shared” or “site-based” and other types of decisions identified in the plan. The plan for shared decision-making shall be developed and agreed upon by a consensus of the certificated staff assigned to the building, except that if true consensus cannot be reached, it shall be approved by a vote of at least 85% of the certificated staff assigned to the building. Buildings which already have a shared decision-making plan are not required to develop a new one each year, but must confirm the consensus on that plan each year prior to October 1.
Shared Decision. Making The teaching staff, administration, and Board of Education of Shawnee Heights U.S.D. believe that teachers share in decision-making through participatory management with membership on district committees and other committees required by state mandate or formed out of necessity to address management objectives.
Shared Decision. Making: School-based, shared decision-making and building level autonomy are key to meeting student need. Key decisions should be made by school leaders working with the school’s Educator Leader Team, consistent with the key principles of Labor Management Partnerships, along with a site-based Community Council supporting each school. The WLC should explore training and expertise to make sure this shared decision- making is effectively structured. The specific types of school-based decisions and flexibilities that schools will now be enabled to determine at the building level, to ensure that work is done with educators, includes but is not limited to: • School culture and identity; • School schedules and calendars; • Resource and staff deployment; • Certain working conditions (including professional learning topics, professional learning schedules, and interventions); • Well-rounded, equitable, engaging enrichment opportunities for students; and • New hires, staffing priorities, and customized mentoring practices.
