The Shared Decision-Making Committees –

Their Roles and How They Work?

For decades we said that putting decisions in the hands of teachers is the way to improve schools.  So, over time we have negotiated various shared decision-making committees with teacher participation at the building level.  Here is what they are supposed to do.

Collaborative School Committee (C.S.C.):  
Each school site is required to have a C.S.C. with the purpose of advancing student achievement and school climate. As with the predecessor CDM, the composition is to be the principal, 4 teachers, 4 parents, 1 classified, 1 business and students (where appropriate). The primary responsibility of the C.S.C. is to develop and monitor implementation of the School Improvement Plan.  The C.S.C. also provides guidance in relation to the school staffing plan and budget.   Please see Board Policy B.D.F.H. and the S.I.P. Calendar (in the S.I.P. Notebook) for a more thorough description of the structure and responsibilities of the C.S.C.
In addition to the SIP responsibilities, the collaborative school committee will:

• act as the School Improvement and Accountability Council (SIAC) for the building;
• establish relationships with parents, community members, civic, service and neighborhood organizations to increase involvement in the school and provide a forum for community input;
• provide guidance, evaluation, and approval for the use of the staffing allocations provided by the District as it relates to the SIP, school budget, and school program design, including consultation regarding adjustments that may be made due to pupil-count issues;
• participate in the principal-selection process by interviewing candidates and recommending candidates to the superintendent;
• participate in the principal's annual evaluation by giving input on the principal's involvement in and support of the collaborative committee process;
• review, and when appropriate, approve discipline and safety procedures;
• review, and when appropriate, revise the school calendar and/or schedule;
• make recommendations regarding any changes to the school design to the District Board of Education through the building principal.

The collaborative school committee will not:

• participate in the day-to-day operations of the school;
• be involved in issues relating to individuals (staff, students, or parents) within the school;
• be involved in personnel issues (School Personnel Committee will stand alone in the current DPS/DCTA contract).

Professional Standards Committee (P.S.C.): 

Each school will have a P.S.C. responsible for making decisions related to altering the length of the teacher lunch period or the secondary teacher load.  These specific decisions must be made by a confidential vote of the faculty by a process identified in the article.  Decisions related to other topics may be made by mutual agreement.  See article 8 for more information.

The PSC should meet at least once a month and consists of at least 3 teachers, elected by the majority of the faculty by a vote of a secret ballot, the building Association Representative, and the Principal.  The PSC is responsible for making decisions as noted in Article 8 of the DCTA-DPS Contract Agreement.  Article 8 deals with issues and the specifics to the following agreed upon subject areas:

What are the other decisions that the PSC makes?
Evening meetings (Article 8-1-4)
Equitable distribution of instructional budgeted dollars for departments (Article 12-1-1)
Approval of job share arrangements (Article 25-1-5)
Calendar of extra-curricular activities and fund dispersal related to extra-curricular activities (Article 32-5)
Decision regarding music and PE, more specifically increasing daily class size limits (Article 8-5-1-2).

What is the four-step process?
The introduction to Article 8 requires a PSC, when making decisions regarding secondary teacher load or an alteration from a standard 45-minute duty-free lunch period, to:

• Apply decision-making standards which will be supplied for this process;
• Conduct a confidential vote of the majority of the faculty;
• Reflect on the process on a supplied form;
• Send information about the changes to the Instructional Issues Council for tracking purposes.

What are the decision-making standards?

• Is there adequate information available to make the decision?
• What options are available?
• What would be the impact on teacher workload?
• Has the above-information been shared with the faculty?

Personnel Committee (P.C.): 

Each school shall establish a P.C. to select candidates for vacancies and reduction in building staff (R.I.B.S.).  The P.C. will be composed of the principal, three teachers (as selected by vote of the staff) and no more than two parents.  Decisions are to be made by consensus.  See article13 for more information and optional configurations.

What is the relationship of the PC to the CSC?
The PC is not a subcommittee of the CSC.  The CSC approves the annual school budget to insure its alignment with the SIP.  In the event of a RIBS, the CSC decides if fewer teaching assignments are needed in a department, grade level or ELA/specialty area.  The CSC will consult with the PC about the proposed RIBS, its effect on the current staff, and the best way to implement the reductions.  The PC applies the process for conducting a RIBS as stipulated in Article 13.

Professional Development Committee (P.D.C.):

Each school shall establish a Professional Development Committee whose primary responsibilities include reviewing and problem-solving implementation of the district’s instructional program and reviewing the design and schedule of the school’s Professional Development Plan.  With this, conversations may relate to:  The current effectiveness of the Professional Development Plan, possible adaptations of the plan, the new Professional Evaluation process (not personnel issues), Student Growth Objective setting and the earning of Professional Development Units.  The principal and the association representative shall determine the composition and meeting schedule of the P.D.C. (the P.D.C. may be formed as a part of, or sub-committee of another collaborative group).   See article 5-4 for more information.