Common use of Shared Decision Clause in Contracts

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: School-based, shared decision-making and building- building level autonomy are key to meeting student need. Key decisions will should be made by school leaders working with the school’s Educator Leader Team, consistent with the key principles of Labor Management Partnerships,1 Partnerships1, along with a site-based Community Council supporting each school. The WLC should explore training and expertise to make sure this shared decision-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, operations 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 key decisions.

Shared Decision. Making: School-based, shared decision-making and building- 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 Partnerships1, 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, operations 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 key decisions.

Shared Decision. Making: School-based, shared decision-making and building- 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: School-based, shared decision-making and building- 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, operations 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 key decisions.