Article 5 - Student Achievement, Instruction and

Educational Reform  

5-1   Guiding Principles.

5-1-1 Implementation of the District’s instructional program is complex and best accomplished when there is mutual respect among a school’s administrators and teachers and a joint commitment to problem solving.  Such an atmosphere in no way diminishes the authority of the principal or the professionalism of teachers.  

5-1-2 The Board of Education is vested with the authority to establish the District’s curriculum and instructional program.  

5-1-3 For teachers, a variety of professional growth activities is most likely to improve instruction, including individual time for reflection, participation in grade level/subject area/vertical teams, whole school professional development, working with the literacy coach, and participation in professional learning communities.  A staff development plan shall take into account the differentiated needs of teachers based on experience, education, and skills.  A variety of activities developed in collaboration with teachers shall be included in the plan.  

5-1-4 Teamwork among teachers and with the principals is an important component for improving achievement.  Teachers shall have a significant role in identifying and developing the instructional program.  

5-1-5 A positive school climate is also an important component of improving student achievement.  

5-2   Instructional Issues Council.  

5-2-1 The District and the Association shall establish a District-wide Instructional Issues Council (the Council) to collaborate, review, and problem solve through an open and honest dialogue, in order to make recommendations by consensus, where appropriate, regarding the planning, implementation and ongoing improvement of the District’s existing and proposed curriculum and instructional programs, including professional development.  The Council shall be co-chaired by a teacher, appointed by the Association President, and an administrator, appointed by the Superintendent.   

5-2-2 The Council shall operate based on the guidelines below:  

1. The Council shall have a facilitator, if a source of funding other than the District or Association can be identified.  The facilitator and co-chairs shall focus on District-level issues and shall jointly develop the agenda.
2. The co-chairs shall meet monthly with the Superintendent and Association President to report on the Council’s activities and progress.
3. The Council shall be comprised of at least twenty-four (24) teachers or administrators. The Association and District may each make six (6) appointments to the Council.  All other appointments shall be agreed upon by both parties.
4. The Council shall provide a joint report to the Board of Education and the DCTA Board of Directors at least annually.
5. The Council shall meet a minimum of once a month, but may meet more often if mutually agreed upon.
6. Participation on the Council shall be accommodated by a combination of release time, provided by the District, and voluntary time outside of the teacher work day.

5-3   Area Superintendent Advisory Committee.  

5-3-1 Each Area Superintendent shall establish an Instructional Program Implementation Advisory Committee (the Advisory Committee), whose purpose shall be to provide a forum for administrators and teachers to address issues related to implementation of the District’s instructional program at one or more schools.  In addition, the Advisory Committee shall address implementation of best instructional practices at area schools, school climate, strategies for increasing enrollment, articulation among schools and professional development in the area.  The Advisory Committee shall not address personnel issues.

5-3-2 The Advisory Committee shall be comprised of at least six (6) administrators and six (6) teachers.  The Area Superintendent and Association President shall each appoint three (3) teachers and three (3) administrators.  Any additional members will be chosen by mutual agreement.  Other staff will be invited to attend meetings when appropriate.

5-3-3 The Advisory Committee shall meet at least quarterly.  Minutes of the meeting shall be maintained, and information shall be disseminated to the Association, area staff and other interested parties.

5-3-4 Each Area Superintendent shall communicate with principals and teachers under his/her supervision about the Advisory Committee’s purpose and a means by which issues can be communicated for the Advisory Committee’s consideration.

5-3-5 Each Area Superintendent shall inform teachers in schools under his/her supervision that they may address personnel problems directly with the Area or Assistant Area Superintendent.

5-3-6 Participation on the Council shall be a combination of release time, provided by the District, and voluntary time outside of the school day.  

5-4   Professional Development Committee.  

5-4-1 Each school shall establish a Professional Development Committee (PDC) whose responsibilities include the following:  

1. Reviewing data and collaborating with the principal in development of the School Improvement Plan;
2. Reviewing the design of and schedule for the professional development plan;
3. Reviewing the budget for the expenditure of instructional materials;
4. Reviewing and problem solving implementation of the District’s instructional program as it specifically applies to classrooms and grades at the school;
5. Identifying strategies for increasing enrollment at the school;
6. Developing communication strategies for regularly reporting student progress to parents;
7. Implementing best instructional practices.

5-4-2 The principal and the Association Representative or his/her designee, in consultation with the faculty, shall determine the composition and meeting schedule of the PDC. Options for composition include the following:

1. The entire faculty
2. Grade level chairs
3. Instructional Council (i.e., department chairs)
4. Professional Standards Committee (in addition to its other duties)
5. Any other agreed upon composition

5-4-3 If the principal and the PDC cannot reach agreement by consensus, including the composition of the Committee, the matter shall be referred to the Area Superintendent.  The Area Superintendent shall consult with the Association prior to making a decision.  

5-4-4 Relevant information shall be provided to the PDC, and the PDC shall identify methods for communicating with the rest of the faculty.

5-5   Increasing Enrollment.  

5-5-1 The Association and the District shall establish a task force comprised of principals, central staff, and teachers to develop recommendations for increasing student enrollment.  The task force will examine issues such as student achievement, climate, culture, discipline and educational programs which affect student enrollment.  

5-5-2 If an increase in enrollment above projections generates significant additional revenue, the parties shall agree to open interim negotiations for the purpose of increasing teacher allocations.  

5-5-3 A high priority for the use of increased entitlement revenue shall be additional teacher allocations.  

5-6   School Redesign and Restructuring.  The Superintendent and the Association President shall meet annually by the end of October to identify schools that may be subject to Restructuring, Redesign, or Program Change and the timeline for decision making.  Options to Restructuring or Redesign shall be discussed.  

5-6-1 A school shall be identified for Redesign based on substandard student achievement or substandard growth in student achievement as identified in federal or state accountability systems.  

5-6-2 The Restructuring of a school is the alteration of the governance structure of the school, as provided in the reauthorization of the Elementary and Secondary Education Act.  

5-6-3 A Program Change is a substantial change to the educational program at the school that has been approved by the Board of Education, the CSC, or both.  Some or all of the teaching positions at a school approved for a Program Change may be reposted with a new job description that reflects the new program requirements.  

5-6-4 The treatment of personnel in schools subject to Redesign, Restructuring and Program Change is described in Article 13.  

5-6-5 The Association and the District affirm that early intervention to improve achievement in a school that may be designated for Redesign or Restructuring is in the best interests of the school’s students, teachers, parents, Community and the District.  Early intervention is consistent with federal and state accountability system timelines.  

1. If a school receives an “unsatisfactory” State Accountability Rating (SAR), the Association and the District shall meet to consider whether or not a team should be constituted to review the school.  If a review is warranted, the nature, extent of the review and composition of the team shall be identified.
2. If a review by a team is warranted, at least one member of the team shall be a teacher appointed jointly by the Association President and the Superintendent. 
3. The extent to which the recommendations of the review team are implemented and their effectiveness shall be periodically reviewed.  

During the second semester of the school year in which a Redesign or Restructuring has occurred, the Superintendent and the Association President shall review the culture, climate, student achievement and parent satisfaction of the redesigned school.  The information gathered will be shared with the Board of Education and the Board of Directors and used to inform any future decisions about Redesign or Restructuring.

Return to Agreement Table of Contents