Common use of Staffing and Human Resources Clause in Contracts

Staffing and Human Resources. DECA is committed to hiring content-proficient, creative, and high-energy professionals who relate well to a culturally diverse population. The director of talent acquisition and development, the DECA school director, and operations director will recruit teachers at colleges and universities that serve traditionally underrepresented groups; he will also network with human resource officers from area districts that frequently have an excess pool of candidates. DECA will also work closely with the University of Dayton’s Urban Teacher Academy and Bowling Green State University’s SMART program to identify potential candidates who specifically train for the urban setting. The screening and hiring process will include diverse team members and current DECA faculty. Successful interviewees will be asked to conduct a demonstration lesson engaging students. DECA will place great importance on identifying candidates who reflect the diversity of the student population and who demonstrate intellect, pedagogy, and passion for their content. The teacher-compensation system will be patterned after the highly successful plan currently in operation at DECA. Rather than a typical step system with pay based on seniority and education credentials, DECA will employ a base salary merit system augmented by an annual team bonus. Elements of the compensation system are as follows: (1) multiple salary grades will be established around the differentiated teaching positions (for example, master teacher/coach, teacher, paraprofessional); (2) salary-grade midpoints will be market competitive to attract and retain a talented staff; (3) each staff member will be evaluated annually by the principal; and (4) an annual group or team bonus, similar to DECA’s, will be awarded annually (to be paid the following school year). The purpose of this bonus is to establish an element of variable compensation that reflects school performance and progress. A team bonus is supportive of the highly collaborative culture envisioned for the teaching staff. Both salary actions and bonuses will be reviewed and approved by the Board of Trustees. The board is charged with the responsibility to evaluate and modify the compensation plan periodically to assure that it continues to fulfill its objectives. The experience at DECA with this particular compensation structure, enhanced by best practices in the private sector, convinces us that it will reinforce a culture of high expectations, high motivation, teamwork, and dedication. In addition, a well-managed merit system—with a mix of staff ranging from master teachers and technically savvy young teachers to paraprofessionals—is the most flexible and cost-effective structure. Also, DECA has been able to vary teachers’ work days to accommodate the special needs of students; the same flexible approach will be used at DECA. Recruitment of teachers who will work with special-needs children will follow the same procedures for all DECA teachers. All teachers will be highly qualified in their fields and will benefit from professional development to assure competency in working with special student populations, including gifted, LEP, and homeless students. The bulk of these services are provided in the regular classroom setting or through extended-day and extended-year programs. Not only are opportunities provided and promoted for all students, a concerted effort is made to assure all students have transportation, needed materials, and/or appropriate clothes to participate in community-based learning.

Staffing and Human Resources. DECA is committed to hiring content-proficient, creative, and high-energy professionals who relate well to a culturally diverse population. The director of talent acquisition and development, the DECA school director, and operations director PREP principal will recruit teachers at colleges and universities that serve traditionally underrepresented groups; he will also network with human resource officers from area districts that frequently have an excess pool of candidates. DECA PREP will also work closely with the University of Dayton’s Urban Teacher Academy and Bowling Green State University’s SMART program to identify potential candidates who specifically train for the urban setting. The screening and hiring process will include diverse team members and current DECA faculty. Successful interviewees will be asked to conduct a demonstration lesson engaging students. DECA PREP will place great importance on identifying candidates who reflect the diversity of the student population and who demonstrate intellect, pedagogy, and passion for their content. XXXX has committed to identifying the metrics of successful teaching in our nontraditional setting, both at the teacher level and concerning the school as a unit. DECA has four years of experience with faculty compensation based on school performance, and much work is being done to differentiate evaluation used to identify the technical competence (classroom instruction, assessment, discipline, and so on) of entry-level teachers from the more subtle and critically important master-teacher competencies (classroom control as a consequence of teaching rather than as a prerequisite) developed over time. Using multiple measures and providing classroom- embedded support will translate those metrics into fair evaluations for teachers. The teacher-compensation system will be patterned after the highly successful plan currently in operation at DECA. Rather than a typical step system with pay based on seniority and education credentials, DECA PREP will employ a base base-salary merit system augmented by an annual team bonus. Elements of the compensation system are as follows: (1) multiple Multiple salary grades will be established around the differentiated teaching positions (for example, master teacher/coach, teacher, and paraprofessional); (2) salary-salary grade midpoints will be market competitive to attract and retain a talented staff; (3) each staff member will be evaluated annually by the principal; and (4) an annual group or team bonus, similar to DECA’s, will be awarded annually (to be paid the following school year). The purpose of this bonus is to establish an element of variable compensation that reflects school performance and progress. A team bonus is supportive of the highly collaborative culture envisioned for the teaching staff. Both salary actions and bonuses will be reviewed and approved by the Board of Trustees. The board is charged with the responsibility to evaluate and modify the compensation plan periodically to assure that it continues to fulfill its objectives. The experience at DECA with this particular compensation structure, enhanced by best practices in the private sector, convinces us that it will reinforce a culture of high expectations, high motivation, teamwork, and dedication. In addition, a well-managed merit system—with a mix of staff ranging from master teachers and technically savvy young teachers to paraprofessionals—is the most flexible and cost-effective structure. Also, DECA has been able to vary teachers’ work days to accommodate the special needs of students; the same flexible approach will be used at DECA. Recruitment of teachers who will work with special-needs children will follow the same procedures for all DECA teachers. All teachers will be highly qualified in their fields and will benefit from professional development to assure competency in working with special student populations, including gifted, LEP, and homeless students. The bulk of these services are provided in the regular classroom setting or through extended-day and extended-year programs. Not only are opportunities provided and promoted for all students, a concerted effort is made to assure all students have transportation, needed materials, and/or appropriate clothes to participate in community-based learning.and

Staffing and Human Resources. DECA In all recruitment processes, including those led by CWC Schools and those led by CWC Cincinnati following the launch of the region, ensuring a racially, culturally, and socioeconomically diverse staff cohort is critical to CWC Cincinnati’s mission and therefore the successful replication of CWC’s Learning Model. Specific steps to achieve this goal include ensuring the Cincinnati-based “nominators” represent diverse backgrounds and viewpoints, going beyond traditional recruitment vehicles to access historically underrepresented networks and tailoring a vetting process that prioritizes alignment with CWC’s Learning Model and mission. From year one onward, the principal, with input and support from the executive director, will be responsible for hiring all school staff who do not reside at the regional office level. The executive director will work with the principal and assistant principal to determine the annual oversight structure of school-based staff. These decisions will be based on the skill set and experiences of the principal and assistant principal, as well as the skill set of the instructional staff. CWC Cincinnati’s regional leadership will have access to the CWC network to understand best practices regarding staff recruitment. Each Kindergarten classroom will have a full-time teacher and teaching associate. CWC Cincinnati’s Kindergarten students will receive enrichment support beginning in the first year of each campus’s operation. CWC Cincinnati’s regional leadership (executive director and principal) may decide to hire either one full-time enrichment teacher to support both music and visual arts enrichment or hire two separate part-time staff members to support in each respective area. There will also be one reading specialist to support classroom instruction. The reading specialist will provide in-classroom support, coteaching, and one-on-one differentiation, working with classroom teachers. Reading specialists also participate in grade-level team planning and professional development. CWC Cincinnati will hire dedicated special education staffing from the onset of operations. These team members will be dedicated to ensuring that all CWC Cincinnati students with disabilities are fully meeting CWC Cincinnati’s selected standards within the CWC Learning Model and being provided a full continuum of services in the least restrictive environment. CWC Schools believes that all staff benefit from regular and constructive developmental coaching and feedback. In order to ensure the professional growth of all staff at CWC Cincinnati, regular performance reviews are part of the staff-development model. The executive director and principal work with all staff to ensure that the development of their goals is appropriate to the description of their position and their role within the school community. The CWC Cincinnati Board will provide annual feedback to CWC Schools regarding the performance of the executive director and annual feedback to the executive director regarding the performance of the principal. The executive director will report to the board at regularly scheduled board meetings regarding CWC Cincinnati’s organizational health and performance. Teacher quality We develop students who can work across lines of difference, tackle big problems, and hold a lens of justice. With our diverse student body, historical foundations of social-emotional learning, and families committed to hiring content-proficientour mission, creativesomething special is happening at CWC, and our educators will not hesitate to say that. They are passionate, values aligned, and are personally connected to our mission, telling their “why” and the reasons they choose to get up every day to work at CWC. CWC Schools believes that recruiting, developing, supporting, and retaining high-energy professionals quality teachers is essential to the success of our schools. All classroom teachers at CWC Cincinnati will have a bachelor’s degree, the appropriate certification, and demonstrated competence in their core academic subject matter. Teaching associates will have at minimum a bachelor’s degree. We will especially seek out teachers who relate well speak additional languages and those who have the experience and the desire to a work with racially, socioeconomically, and culturally diverse populationpopulations. The Recruitment of teachers will involve multiple methods. CWC Cincinnati intends to recruit qualified teachers with a range of experience levels and will provide them with support systems such as commercial curriculum materials and unit- and lesson-planning frameworks shared across the CWC network. CWC Cincinnati’s executive director of will prioritize building relationships with universities in the Cincinnati area to develop talent acquisition pipelines and developmentpublicize open positions. CWC Cincinnati will utilize professional networks such as Teach For America, the DECA school directoralong with teaching job fairs and postings at local universities, to publicize open positions. We will also engage with networks such as myEDmatch, which works to match teachers with mission-aligned schools. Postings will appear on multiple sites (EdJoin, Craigslist, and operations director CWC Cincinnati’s website) and be forwarded through university alumni groups. When a position is available, CWC Cincinnati will recruit teachers at colleges review the criteria and universities that serve traditionally underrepresented groups; he will also network with human resource officers from area districts that frequently have an excess pool of candidates. DECA will also work closely with the University of Dayton’s Urban Teacher Academy and Bowling Green State University’s SMART program to identify potential candidates who specifically train qualifications for the urban settingposition and advertise it, along with a job description. The screening and hiring process will include diverse team members Based on a review of résumés, school leaders (and current DECA facultyteachers) will interview likely candidates and observe them teaching a sample lesson (or, in the planning year, reflect on a candidate-developed lesson plan). Successful interviewees As needed, additional processes, such as analysis of student performance data or videotaped instruction, will be asked used to conduct a demonstration lesson engaging studentsselect the final candidate. DECA Attracting and retaining CWC Cincinnati teachers CWC Cincinnati will place great importance on identifying candidates who reflect the diversity of the student population and who demonstrate intellect, pedagogy, and passion for their content. The teacher-compensation system will be patterned after the highly successful plan currently in operation at DECA. Rather than a typical step system with pay based on seniority and education credentials, DECA will employ a base salary merit system augmented by an annual team bonus. Elements of the compensation system are as follows: (1) multiple salary grades will be established around the differentiated teaching positions (for example, master teacher/coach, teacher, paraprofessional); (2) salary-grade midpoints will be market competitive seek to attract and retain a talented staff; (3) each staff member will be evaluated annually teachers by providing and promoting the principal; following: • Learning model: The CWC Learning Model requires, attracts, and (4) an annual group or team bonus, similar to DECA’s, will be awarded annually (respects stellar people. Outstanding educators want to be paid part of a high-quality organization that provides relevant support, acknowledges and encourages their capacity to address local issues, gives them the following school year). The purpose of this bonus is autonomy to establish an element of variable compensation that reflects school performance and progress. A team bonus is supportive of determine the highly best way to teach within a collaborative culture envisioned for the teaching staff. Both salary actions and bonuses will be reviewed and approved by the Board of Trustees. The board is charged with the responsibility to evaluate and modify the compensation plan periodically to assure that it continues to fulfill its objectives. The experience at DECA with this particular compensation structure, enhanced by best practices in the private sector, convinces us that it will reinforce a culture of high expectations, high motivation, teamworkenvironment, and dedicationinvests in their development. • Effective leadership: We recognize the importance of providing strong and effective leadership. In additionhiring the executive director and school principals, a wellwe will prioritize vast experience with hiring, developing, and supporting teachers in diverse learning environments. • High-managed merit system—quality and authentic professional development: CWC Cincinnati will provide teachers with a mix ample opportunities for high-quality professional development. Teachers will receive training prior to the start of staff ranging from master teachers and technically savvy young teachers each school year through the CWC Cincinnati Summer Institute. Teachers will also have weekly common planning time to paraprofessionals—is the most flexible and cost-effective structure. Also, DECA has been able to vary teachers’ work days to accommodate the special needs of students; the same flexible approach will be used at DECA. Recruitment of teachers who will work with specialtheir grade-needs children will follow the same procedures for all DECA teachers. All teachers will be highly qualified in their fields and will benefit from professional development to assure competency in working with special student populations, including gifted, LEP, and homeless students. The bulk of these services are provided in the regular classroom setting or through extended-day and extended-year programs. Not only are opportunities provided and promoted for all students, a concerted effort is made to assure all students have transportation, needed materials, and/or appropriate clothes to participate in community-based learninglevel colleagues.

Staffing and Human Resources. DECA is committed to hiring content-proficientTo achieve our talent and human resource goals, creativeDLA has developed a yearlong talent plan. To determine the best placement for teachers and administration, the factors we consider are • Fit with our mission and vision qualifications—degrees, certification, and highexperience with similar population; • Evidence of our team core values—unwavering belief in students, passion for excellence, respect for others in the community, and collaboration and teamwork; and • Prior experience and training—grade levels, content areas, type of population, and knowledge and use of instructional practices and assessments. To address hiring needs, each year we • Establish partnerships with local universities; • Attend education interview days; • Partner with Teach For America to hire corps members and alumni; • Create an employee referral bonus program; and • Develop an internal pipeline of classroom teachers via instructional aids and building substitute teachers. To retain staff, especially skilled-energy professionals rated teachers, each year we • Assign a new teacher mentor to support teachers who relate well are new to the profession and new to the school; • Provide frequent, on-the-job coaching to each teacher with a culturally diverse populationcoaching load of twelve to one; • Implement a yearlong staff appreciation and recognition program; • Establish teacher leader roles and meet monthly with teacher leaders to solicit input and feedback; • Fund outside professional development and have teachers lead professional development for other teachers; and • Implement a robust compensation policy with salary increases for skilled-rated teachers and increased student achievement. The director DLA Teacher Evaluation Process As part of talent acquisition teacher growth and development, all instructional staff members are evaluated two times a year using the DECA school directorDLA Teacher Performance rubric. Evidence collected from walk-throughs, observations, one on one meetings, professional development, and operations director will recruit teachers at colleges and universities that serve traditionally underrepresented groups; he will also network with human resource officers from area districts that frequently have an excess pool of candidates. DECA will also work closely with the University of Dayton’s Urban Teacher Academy and Bowling Green State University’s SMART program student achievement data is used to identify potential candidates who specifically train for the urban settingdetermine performance. The screening and hiring evaluation process will include diverse team members and current DECA facultyis described below. Successful interviewees will be asked to conduct a demonstration lesson engaging students. DECA will place great importance on identifying candidates who reflect the diversity Teacher’s Role Coach/Evaluator’s Role, Beginning of the student population and who demonstrate intellectTear: August (New Teachers Only) • At New Teacher Orientation, pedagogycomplete self-assessment, set goals, and passion share with coach • Provide feedback on goals based on walk-throughs and observations; midyear evaluations: December • Complete self-assessment and identify midyear goals • Participate in evaluation conference and share reflections on overall performance • Review completed rubric and signs • Implement feedback and suggestions provided • Schedule evaluation conference • Analyze evidence and academic data to rate teacher on rubric • Consult teacher’s self-assessment and then complete rubric; provide this to teacher within one week of evaluation conference • Monitor teacher’s implementation of feedback and its effectiveness End-of-Year Evaluations: May • Complete self-assessment with focus on progress made on midyear goals • Participate in evaluation conference and share reflections on overall performance • Identify goals for their contentnext year • Review completed rubric and signs • Schedule evaluation conference • Analyze evidence and academic data to rate teacher on rubric • Consult teacher’s self-assessment and then completes rubric; provide this to teacher within one week of evaluation conference The staffing plan supports the school’s goals, objectives, and initiatives. The teacher-compensation system will staffing plan reflects administrative and supervisory positions in the organization. Changes to the staffing plan are to be patterned after made at the highly successful plan currently in operation at DECA. Rather than a typical step system with pay based on seniority and education credentials, DECA will employ a base salary merit system augmented by an annual team bonus. Elements discretion of the compensation system are as follows: (1) multiple salary grades will be established around the differentiated teaching positions (for example, master teacher/coach, teacher, paraprofessional); (2) salary-grade midpoints will be market competitive to attract and retain a talented staff; (3) each staff member will be evaluated annually by the principal; and (4) an annual group or team bonus, similar to DECA’s, will be awarded annually (to be paid the following school year). The purpose of this bonus is to establish an element of variable compensation that reflects school performance and progress. A team bonus is supportive of the highly collaborative culture envisioned for the teaching staff. Both salary actions and bonuses will be reviewed and approved by the Board of Trustees. The board is charged with the responsibility to evaluate and modify the compensation plan periodically to assure that it continues to fulfill its objectives. The experience at DECA with this particular compensation structure, enhanced by best practices in the private sector, convinces us that it will reinforce a culture of high expectations, high motivation, teamwork, and dedication. In addition, a well-managed merit system—with a mix of staff ranging from master teachers and technically savvy young teachers to paraprofessionals—is the most flexible and cost-effective structure. Also, DECA has been able to vary teachers’ work days to accommodate the special needs of students; the same flexible approach will be used at DECA. Recruitment of teachers who will work with special-needs children will follow the same procedures for all DECA teachers. All teachers will be highly qualified in their fields and will benefit from professional development to assure competency in working with special student populations, including gifted, LEP, and homeless students. The bulk of these services are provided in the regular classroom setting or through extended-day and extended-year programs. Not only are opportunities provided and promoted for all students, a concerted effort is made to assure all students have transportation, needed materials, and/or appropriate clothes to participate in community-based learningschool.

Staffing and Human Resources. DECA is committed to hiring content-proficient, creative, creative and high-high energy professionals who relate well to a culturally diverse population. The director of talent acquisition and development, the DECA school director, and operations director PREP principal will recruit teachers at colleges and universities that serve traditionally underrepresented groups; he will also , as well as network with human resource officers from area districts that frequently have an excess pool of candidates. DECA PREP will also work closely with the University of Dayton’s Urban Teacher Academy and Bowling Green State University’s SMART program to identify potential candidates who specifically train for the urban setting. The screening and hiring process will include diverse team members and current DECA faculty. Successful interviewees will be asked to conduct a demonstration lesson engaging students. DECA PREP will place great importance on identifying a pool of candidates who reflect the diversity of the student population and who demonstrate intellect, pedagogy, and passion for their content. DECA has committed to identifying the metrics of successful teaching in our non-traditional setting, both at the teacher level and the school as a unit. DECA has four years of experience with faculty compensation based on school performance and much work is being done to differentiate evaluation used to identify the technical competence (classroom instruction, assessment, discipline, etc.) of entry-level teachers from the more subtle and critically important mastery teacher competencies (classroom control as a consequence of teaching rather than as a prerequisite) developed over time. Using multiple measures and providing classroom-embedded support will translate those metrics into fair evaluations for teachers. The teacherteacher evaluation for DECA PREP will be developed in conjunction with DECA’s Race to the Top work on teacher evaluation. The system will be piloted at DECA PREP during the 2012-13 school year. The teacher compensation system will be patterned after the highly successful plan currently in operation at DECA. Rather than a typical step system with pay based on seniority and education credentials, DECA PREP will employ a base salary merit system augmented by an plus and annual team bonus. Elements of the compensation system are as follows: (1) multiple salary grades will be established around the differentiated teaching positions (for example, i.e. master teacher/coach, teacher, paraprofessional; etc.); (2) salary-salary grade midpoints will be market competitive to attract and retain a talented staff; (3) each staff member will be evaluated annually by the principalPrincipal; and (4) an annual group or team bonus, similar to DECA’s, will be awarded annually (to be paid the following school year). The purpose of this bonus is to establish an element of variable compensation that which reflects school performance and progress. A team bonus is supportive of the a highly collaborative culture envisioned for the teaching staff. Both salary actions and bonuses will be reviewed and approved by the Board of Trustees. The board Board is charged with the responsibility to evaluate and evaluate/modify the compensation plan periodically to assure that it continues to fulfill its objectives. The experience at DECA with this particular compensation structure, enhanced by best practices in the private sector, sector convinces us that it this compensation plan will reinforce a culture of high expectations, high motivation, teamwork, teamwork and dedication. In addition, a well-managed merit system—system with a mix of staff ranging from master teachers and to technically savvy young teachers teachers, to paraprofessionals—paraprofessionals is the most flexible and cost-cost effective structure. Also, DECA has been able to vary teachers’ work days day to accommodate the special needs of students; students and the same flexible approach will be used at DECADECA PREP. Recruitment of teachers who will work with special-special needs children will follow the same procedures for all DECA PREP teachers. All teachers will be highly qualified in their fields field and will benefit from have professional development to assure competency in working with populations of special student populationsneeds, including gifted, Limited English Proficient (LEP), and homeless students. The bulk of these services are provided in the regular classroom setting or through extended-day and extended-year programs. Not only are opportunities provided and promoted for all students, a by concerted effort is made to assure all students have transportation, needed materials, materials and/or appropriate clothes to participate in community-based learning.

Staffing and Human Resources. DECA is committed to hiring content-proficient, creative, and high-energy professionals who relate well to a culturally diverse population. The director of talent acquisition and development, the DECA school director, and operations director PREP principal will recruit teachers at colleges and universities that serve traditionally underrepresented groups; he will also network with human resource officers from area districts that frequently have an excess pool of candidates. DECA PREP will also work closely with the University of Dayton’s Urban Teacher Academy and Bowling Green State University’s SMART program to identify potential candidates who specifically train for the urban setting. The screening and hiring process will include diverse team members and current DECA faculty. Successful interviewees will be asked to conduct a demonstration lesson engaging students. DECA PREP will place great importance on identifying candidates who reflect the diversity of the student population and who demonstrate intellect, pedagogy, and passion for their content. DECA has committed to identifying the metrics of successful teaching in our non-traditional setting, both at the teacher level and concering the school as a unit. DECA has four years of experience with faculty compensation based on school performance, and much work is being done to differentiate evaluation used to identify the technical competence (classroom instruction, assessment, discipline, etc.) of entry-level teachers from the more subtle and critically important xxxxxx teacher competencies (classroom control as a consequence of teaching rather than as a prerequisite) developed over time. Using multiple measures and providing classroom-embedded support will translate those metrics into fair evaluations for teachers. The teacher-teacher evaluation for DECA PREP will be developed in conjunction with DECA’s Race to the Top work on teacher evaluation. The system will be piloted at DECA PREP during the 2012–13 school year. The teacher compensation system will be patterned after the highly successful plan currently in operation at DECA. Rather than a typical step system with pay based on seniority and education credentials, DECA PREP will employ a base salary merit system augmented by an annual team bonus. Elements of the compensation system are as follows: (1) multiple Multiple salary grades will be established around the differentiated teaching positions (for examplee.g., master teacher/coach, teacher, paraprofessional); (2) salary-salary grade midpoints will be market market-competitive to attract and retain a talented staff; (3) each staff member will be evaluated annually by the principal; and (4) an annual group or team bonus, similar to DECA’s, will be awarded annually (to be paid the following school year). The purpose of this bonus is to establish an element of variable compensation that reflects school performance and progress. A team bonus is supportive of the highly collaborative culture envisioned for the teaching staff. Both salary actions and bonuses will be reviewed and approved by the Board of Trustees. The board is charged with the responsibility to evaluate and modify the compensation plan periodically to assure that it continues to fulfill its objectives. The experience at DECA with this particular compensation structure, enhanced by best practices in the private sector, convinces us that it will reinforce a culture of high expectations, high motivation, teamwork, and dedication. In addition, a well-managed merit system—with a mix of staff ranging from master teachers and to technically savvy young teachers to paraprofessionals—is the most flexible and cost-effective structure. Also, DECA has been able to vary teachers’ work days to accommodate the special needs of students; the same flexible approach will be used at DECADECA PREP. Recruitment of teachers who will work with special-special needs children will follow the same procedures for all DECA PREP teachers. All teachers will be highly qualified in their fields and will benefit from professional development to assure competency in working with special student populations, including gifted, limited English proficient (LEP), and homeless students. The bulk of these services are provided in the regular classroom setting or through extended-day and extended-year programs. Not only are opportunities provided and promoted for all students, a concerted effort is made to assure all students have transportation, needed materials, and/or appropriate clothes to participate in community-based learning.