School Leadership Team

Each school will have a School Leadership Team (SLT) consisting of a minimum of 3 teacher representatives which should represent a cross section of the faculty including grade levels, specials, department chairs and special service providers. These (SLT) members are elected by a majority of the faculty voting by secret ballot. The Association Representative or designee as well as an additional teacher appointed by the Principal and the Principal shall also be part of the (SLT). The SLT shall have responsibilities which include: a. Review data and collaborate with the principal in the development of the School Improvement Plans; b. Review and collaborate with the principal on the design of and schedule for the professional development plan; c. Review and collaborate with the principal on the budget for the expenditure of instructional materials; d. Review and collaborate with the principal on the implementation of the District’s instructional program as it specifically applies to classrooms & grades at the school; e. Collaborate with the principal to identify strategies for increasing enrollment at the school; f. Collaborate with the principal to develop communication strategies for regularly reporting student progress to parents; g. Collaborate with the principal to implement best instructional practices. h. Perform additional duties as outlined in Article 8. Article 8 – Professional Standards

School Leadership Team. Each school will have a School Leadership Team as described in 5-4. The SLT will be responsible for making decisions as noted in Article 8. Decisions in specified areas, except for lunch periods and secondary teaching loads, will be made by reaching mutual agreement. If the Principal and the SLT cannot reach agreement by consensus, including the composition of the Committee, the matter shall be referred to the Instructional Superintendent. The Instructional Superintendent shall consult with the Association prior to making a decision. Decisions may be made by the SLT to alter the length of the lunch period (Article 8-2) or Secondary Teaching Load (Article 8-5-1) only after applying the decision-making standards which will be supplied for this purpose, conducting a confidential vote of the majority of the faculty, and reflecting this process on a form which will be supplied for this purpose. Changes will not be made to the length of the lunch period or secondary teaching load without a positive majority confidential vote of the faculty. Information about such changes will be sent to the Instructional Issues Council for tracking purposes.

First Meeting 1/22/08
I'll be sure to do better note taking at our next meeting, but below is a summary of what we discussed:

--School Improvement Plan
(1) Living document; can be modified at any time
(2) Sets priorities and goals for the school
(3) Professional development flows from the goals set forward in the SIP

--Professional Development
(1) How do we make it more meaningful, organic, and relevant to the needs of teachers?
(2) Could we do professional development in a way so that teachers could "sign-up" for what they needed?
(3) Learning walks demonstrate that there are school wide needs for teachers
(4) Lesson Study and Learning Lab might offer a better alternative to traditional sit down, power point-driven PD's.

--Teacher (and student) expectations
(1) We as teachers are bothered by (and at the same time contribute to) low expectations for students ( -- "how many times have you heard someone say, 'he's so low . . .'" or "my kids didn't even know _______")
(2) With failure to meet AYP compounding yearly, what can we do to change our discourse around student achievement in the short-term and long-term?
(3) Sensitivity to cultural relevance -- let's recognize what our kids do well, even if it's not recognized by CSAP

I think that's about where I left -- best, Daniel

The Assignment	Project Schedule	Brainstorming
Drafts	Research	Team Members

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