Clear and Shared Responsibility for Academic Outcomes of All Students

ABC Unified – The district has a Charter Agreement that promotes the partnership between labor and management. The goals of the partnership are to work collaboratively in improving student achievement and to enhance the teaching and working environment for teachers, staff, and administrators.

Baltimore – The district and the teachers' union will work together to develop the Baltimore Professional Practices and Student Learning Program (BPPSLP) with the goal of increasing student learning. Two labor-management committees (the Joint Oversight Committee and the Joint Governing Panel) will develop and facilitate the various components of the contract.

Denver – Denver's School Performance Framework, which was created with input from the union and other stakeholders, is used to assess school performance and includes metrics that are aligned with teacher performance measures. Incentive pay for teachers is fully aligned with incentive pay for principals and each is aligned with the School Performance Framework.

Douglas County – The contract commits both parties to the "common value" of upholding "the best interests of students" when making decisions. Building relationships is integral to an overall strategic plan that recognizes the importance of a coherent partnership among all educators to accomplish the common good for children.

Green Dot – The contract grounds all Green Dot schools on six tenets of highperforming schools, and establishes shared ownership of the overarching goal that all graduates will attend a four-year college.

Helena – The Helena Education Association works collaboratively with the board of trustees, community members, and administrators to establish strategies to increase student achievement and improve graduation rates.

Montgomery County – Each of the three association contracts articulates a shared commitment to the five goals in the district's strategic plan, including ensuring success for every student and providing an effective instructional program. The district publishes an annual report on progress toward collaboratively established benchmarks and a "Results Book" that summarizes student performance outcomes. These provide transparency for students, staff, and the community.

New Haven – Early in the reform process, New Haven established a clear statement of shared beliefs between the district and the New Haven Federation of Teachers, including the urgency and the potential for significantly improved academic outcomes, and the individual and collective responsibility for achieving those outcomes. Those beliefs translate into aligned evaluation and development at all levels of the district.

Plattsburgh – The contract creates an Education Policy Council that serves as an avenue for dialogue among the union, administration, and school board.

St. Francis – The district's Assessment, Curriculum and Teaching Committee meets quarterly to provide shared engagement in the review of the district's instruction and curriculum plan, and makes recommendations to the school board on how the district can make progress toward its goals.

Winston-Salem – Uses information from an expanded version of the Governor's Working Conditions Survey to initiate and support district projects, such as a common code of conduct and staff development initiatives. Union leadership works closely with the superintendent and the board, and serves on the staff policy committee as well as on other standing and ad hoc committees.

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Ideas From Other Districts – Create explicit shared commitment for measurable academic performance goals in areas such as college-going success rates or high school graduation rates, student attendance, academic achievement gains, and achievement gap closing. Commit to other high priorities, shared goals, and metrics, and to processes for metric development. Develop common datasets to inform policy concerns in the collective bargaining agreement. Jointly develop school progress reports and school improvement planning processes. Establish shared policy commitments to transparency for both the district and the union. Jointly develop parent, student, and teacher feedback mechanisms, such as rigorous engagement surveys, for quality assurance and policy development purposes. Create joint opportunities to recognize highly successful schools, principals, and teachers. Join forces with local nonprofits, universities, and government agencies to build civic investment in shared academic goals and in joint labor-management ventures.

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