LSC Reference Guide - Carter G. Woodson School

Transcription

LSC
C RE
EFER
RENC
CE GUIDE
E
CITY OF CHICAGO
Rahm Emanuel, Mayor
CHICAGO BOARD OF EDUCATION
Members
David Vitale, President
Jesse Ruiz, Vice-President
Henry Bienen
Mahalia Hines
Penny Pritzker
Rod Sierra
Andrea Zopp
Jean-Claude Brizard
Chief Executive Officer
Guillermo (Willy) Montes de Oca
Director, Office of Local School Council Relations
Jose Villaseñor
Deputy, Office of Local School Council Relations
James Bebley
General Counsel, Law Department
James Deanes
Senior Policy Advisor
©2012 by the Chicago Board of Education. All rights reserved.
Printed in the United States of America.
It is the policy of the Chicago Board of Education not to discriminate on the basis of race, color,
creed, religion, national origin, age, disability or sex. Inquiries concerning the application of Title
IX of the Education Amendments of 1972 and the regulations promulgated thereunder
concerning sex discrimination should be referred to the Title IX Officer, Chicago Public Schools,
125 South Clark, Chicago, IL 773.553.2688 (TTY773.553.2699)
IMPORTANT NOTE
The current version of the Local School Council Reference Guide is largely a re-print of the
prior version of the Guide with a minimal amount of revision.
Since the last printing of the Guide, there have been certain changes to the terminology
used in the Chicago Public Schools. Those changes include a change of the title “Area
Instruction Officer” or “AIO” to “Chief Area Officer” or “CAO”. The changes also include a
change of the title “Professional Personnel Advisory Committee” or “PPAC” to “Professional
Personnel Leadership Committee” or “PPLC”.
Certain of the pages of the Guide that have been revised contain references to the position
formerly titled “Area Instruction Officer” or “AIO” or to the committee formerly titled
“Professional Personnel Advisory Committee” or “PPAC”. On those pages, we have used
the current titles for the position of “Chief Area Officer” or “CAO” and for the committee
“Professional Personnel Leadership Committee” or “PPLC”.
EDITORIAL NOTE
This 2012-2013 LSC Reference Guide is a reprint of the 2010-2012 LSC Reference
Guide. Financial and other considerations prevented us from printing and making
available an entirely new LSC Reference Guide at the beginning of the 2012-2014 LSC
term. However, we will print and distribute an all new Reference Guide for the second
year of the 2012-2014 LSC term. In the meantime, we want to alert all LSC members to
some important changes in: (I) Board terminology and organization and (II) Illinois laws
applicable to local school councils and local school council members that have taken
effect since the printing of the 2010-2012 LSC Reference Guide.
I.
II.
The following are the changes in Board terminology and organization:
i)
The School Improvement Plan for Improving Academic Achievement
(SIPAAA) is now referred to as the Continuous Improvement Work Plan
(CIWP);
ii)
The Areas and Clusters into which CPS schools were grouped have been
replaced by Networks and Collaboratives; and
iii)
The Chief Area Officers have been replaced by Chief Network Officers.
The following are the changes in the laws applicable to local school councils and
local school council members:
1.
The Illinois School Code has been amended to add a representative of the
school's non-teaching staff to all elected LSCs. Like the teacher
representatives, the non-teaching staff representative is appointed to
the LSC by the Board of Education following a non-binding advisory
poll of the school staff and the Board exercises absolute discretion in the
appointment process.
2.
The addition of the non-teaching staff representative has had the following
effect on local school councils:
i)
The full membership of elementary school LSCs has increased to
twelve (12) and the full membership of high school LSCs has
increased to thirteen (13);
ii)
The new Voting and Quorum Rules for General Motions and for
Principal Selection, Evaluation and Retention are stated on pages
iii and iv.
i
3.
The Open Meetings Act and the Freedom of Information Act have been
amended to require the following of Local School Councils and Local
School Council Members:
i)
LSCs must appoint Freedom of Information Act (FOIA) and Open
Meetings Act (OMA) Officers.
ii)
FOIA/OMA Officers are required to complete on-line training on the
Freedom of Information Act and the Open Meetings Act provided
on the Illinois Attorney General's website within thirty (30) days
after their appointment and are required thereafter to complete the
on-line training annually.
iii)
All LSC members are also required to complete the on-line training
on the Open Meetings Act provided on the Illinois Attorney
General's website. LSC members who were serving as of January
1, 2012 are required to complete the on-line training by December
31, 2012 and LSC members who began serving after January 1,
2012 are required to complete the on-line training within 90 days of
their election or appointment to the LSC.
iv)
Local School Councils must approve the written minutes of all open
meetings no later than the second regular meeting or 30 days after
the meeting for which the minutes were taken, whichever is later.
v)
Local School Councils must make the approved written minutes of
open meetings available for public inspection within ten (10) days
after their approval.
vi)
Local School Councils must allow members of the public an
opportunity to address the LSC at every meeting and may establish
rules to govern such public participation.
ii
VOTING AND QUORUM RULES FOR GENERAL MOTIONS
When can an LSC vote?
• An LSC may only vote when a quorum is physically present.
Quorum in an Elementary School LSC is ALWAYS 7.
Quorum in a High School LSC is ALWAYS 7.
What if a quorum is not present?
• If a quorum is not present, the agenda may be discussed, but no action
may be taken. The LSC may only take measures to obtain a quorum, fix
the time at which to adjourn, or take a recess. Vacancies do not affect a
quorum.
If a quorum is present, how many votes are needed to pass a motion?
• In most instances*, a majority "Yes" vote of the currently serving members:
MEMBERS CURRENTLY
SERVING
13
12
11
10
9
8
7
6 or FEWER
VOTES NEEDED TO PASS A
MOTION IN A HIGH SCHOOL
LSC
MOTION IN AN ELEMENTARY
SCHOOL LSC
7
-
7
7
6
6
6
6
5
5
5
5
4
4
No QUORUM
No QUORUM
Exceptions
To transfer allocations within funds, eight votes are needed in a high
school LSC, and seven votes are needed in an elementary school LSC,
regardless of the number of vacancies. LSC members may also direct
the CEO to approve written charges against its principal on behalf of the
LSC with the vote of seven (7) members of the LSC. For more exceptions,
see Voting and quorum Rules for Principal Selection, Evaluation, and
Retention.
iii
VOTING AND QUORUM RULES FOR
PRINCIPAL SELECTION, EVALUATION, AND RETENTION
In order for an LSC to conduct official business, a quorum of LSC members must be
physically present.
A quorum for an elementary school is ALWAYS 7
A quorum for a high school is ALWAYS 7
The principal and, in high school LSCs, the student representative may not be
counted for determining a quorum and may not vote on the following issues:
• Selecting a principal
• Evaluating a principal
• Renewal of principal's contract
• Approving additional contract criteria
• Submitting three principal candidate names to the Chief Executive Officer
How many votes are needed to select a new principal?
•
Seven votes are always needed to select a new principal, regardless of the
number of vacancies.
How many votes are needed to approve the principal performance evaluation, retain
the principal, approve additional contract criteria, and submit principal candidate
names to the CEO?
• A majority "Yes" vote of the currently serving membership [not including the
principal and the student representative,] is needed. See the chart below
Members Currently Serving
(Not including the principal and,
in high school, the student)
Votes needed in a
High School LSC
11 (full membership)
10 (1 vacancy)
9 (2 vacancies)
8 (3 vacancies)
7 (4 vacancies)
6 (5 vacancies)
6
6
5
5
4
No quorum
Unable to conduct business
iv
Votes needed in an
Elementary School LSC
6
6
5
5
4
No quorum
Unable to conduct
business
I
CHAPTER 1
THE LOCAL SCHOOL COUNCIL
L
“Educa
ation is the key
y to unlock the golden doorr of freedom.””
G
George
W
Washingto
on Carverr
“Servin
ng on the LSC
C has given me
e a chance to
o
Help all our childre
en have a goo
od education.””
LSC chairp
person, elementar
e
ry schooll
“I have
e found that we
w have all gott
the sam
me hopes for the
t students.””
LSC
C Teacherr representative, elementar
e
ry schooll
“I have lea
arned a lot ab
bout how to work
w
together.””
LSC Student
S
re
epresenta
ative, hig
gh schooll
Contentt
x
x
x
x
x
x
Membership o
of the LSC
Org
ganization a
and roles off the Local School
S
Cou
uncil
The
e LSC and tthe school community
c
and constittuencies
Rolle of an indiividual LSC
C member
Mandated advvisory comm
mittees
Sch
hool improvvement and Local Scho
ool Council priorities
Key Poin
nts
x
x
x
x
x
x
x
LSC
C memberss represent and encourrage involve
ement from
m the entire school
s
com
mmunity.
The
e LSC has a significant set of roles and responsibilities
The
e School Im
mprovementt Plan sets the
t goals fo
or the progress of the school.
s
The
e LSC sets p
priorities for the school improvemen
nt plan (SIPA
AAA) and bu
udget.
The
e principal d
develops the plan and budget with
h the consu
ultation of th
he LSC.
The
e principal iss responsib
ble for imple
ementation of the plan.
The
e principal iss the execu
utive who diirects the sc
chool’s ope
eration.
1
Chapter 1 | The Local School Council
TABLE OF CONTENTS
The LINK Quick Reference Guide is only intended for use by traditional LSCs. Military Academies, Alternative
Schools and Small Schools that utilize an alternative governance model authorized by the Chicago Board of
Education in accordance with 34-2.4b of the Illinois School Code shall operate under separate guidelines
issued by the Office of Local School Council Relations.
LSC Calendar ...................................................................................................................... 3
The Local School Council
The Local School Council Composition ........................................................................ 4
Roles and Responsibilities Common Traits of Cooperative LSC Relationships ........... 5
Legal Requirements for The School Budget ................................................................. 7
School Internal Accounts .............................................................................................. 8
Questions & Answers About the School Budget ......................................................... 11
Legal Requirements of Principal Performance Evaluation ......................................... 12
Annual Principal Performance Evaluation Timeline .................................................... 13
Cumulative and Annual Principal Performance Evaluation Timeline .......................... 14
Legal Requirements of Principal Retention .................................................................. 16
Legal Requirements of Principal Selection ................................................................. 19
Summary of Renewal/Non Renewal of Principal’s Contract ....................................... 21
Types of Principals ..................................................................................................... 22
Questions & Answers about Principal Evaluation, Retention and Selection ............... 23
LSC Approval of the School Improvement Plan ......................................................... 24
LSC Responsibility to Students with Disabilities ......................................................... 25
Whistle-Blower Protection .......................................................................................... 27
Eligibility of Members ................................................................................................. 28
LSC Removal of Members Procedures ...................................................................... 30
Chicago Board of Education Statement of Economic Interests .................................. 31
Chicago Board of Education Ethics Code .................................................................. 32
Criminal Conviction Disclosure Form ......................................................................... 33
Appendix
Sample Bylaws for Local School Councils ................................................................. 35
Sample LSC Meeting Agenda .................................................................................... 45
Sample Minutes .......................................................................................................... 46
Sample Motion Form .................................................................................................. 47
Motion Form ............................................................................................................... 48
Sample Notice of Regular Meeting ............................................................................. 49
Sample Notice of Special Meeting .............................................................................. 50
Principal’s Report to Local School Council: Services to Students with
Disabilities .................................................................................................................. 51
2
LSC CALENDAR
July 1
Newly elected LSC is seated in even-numbered years.
July 1-14
LSC Annual Organizational Meeting is held to elect Chairperson and Secretary for oneyear terms and to set the schedule of the regular meetings.
October
If the school has a bilingual education program, form a Bilingual Advisory Committee (BAC) by
the first week of October and send the names of officers to the Office of Language and
Cultural Education and to the Area Office.
Biannual Progress Report
Principal convenes the election meeting of the Professional Personnel Leadership Committee
(PPLC) by the fifth week of school.
If a school receives NCLB funds, a Parent Advisory Council should be formed.
February 1*
Deadline for the LSC to: Complete cumulative evaluation and, notify current principal in
writing regarding the renewal or non-renewal of his/her four-year performance contract.
Should the LSC fail to provide written notice of its decision by this deadline, the Board may
extend the current principal’s contract for an additional year.
Student non-binding poll conducted during the 22nd week of school during the non-election
year.
April
LSC Election and Teacher/Student Non-Binding Advisory Poll conducted on Report Card PickUp Day in even-numbered years. The Board appoints teacher and student representatives to
the LSC.
April / May
Submit approved budget and SIPAAA to the Area Office.
Biannual Progress Report
May 1
LSC submits Principal Performance Evaluation to the contract principal.
May 15*
If the LSC does not renew the current principal’s contract, the LSC must select a new principal
45 days in advance of the expiration of the contract. If the LSC is unable to select a new
contract principal, the LSC must forward the names of 3 candidates for the position of principal
to the Chief Executive Officer by May 30.
th
If a new principal is not selected and the contract expires (June 30 for most principal
contracts), the general superintendent appoints an interim principal. The interim principal shall
serve until a new contract principal is selected by the LSC with seven affirmative votes.
June
File the Statements of Economic Interests with the Board of Education Secretary by the due
date on the statement.
June 15
Deliver copy of final evaluation to principal and send a copy to the Area Officer.
*These dates apply only to contracts which begin on July 1. All other contract deadlines should observe the same time:
(1) Notify the current principal in writing at least 150 days before the contract expires regarding the renewal or non-renewal
of his/her four-year performance contract; (2) Sign a contract at least 45 days before the current contract expires, and; (3)
If necessary, send the list of three names to the CEO at least 30 days before the contract expiration date.
3
THE LOCAL SCHOOL COUNCIL
COMPOSITION
What is the composition of an LSC?
ELEMENTARY SCHOOL LSCS CONSIST OF 11 VOTING MEMBERS
1 - The Principal
6 - Parent Representatives
2 - Community Representatives
2 - Teacher Representatives
HIGH SCHOOL LSCS CONSIST OF 12 VOTING MEMBERS
1 - The Principal
6 - Parent Representatives
2 - Community Representatives
2 - Teacher Representatives
1 - Student Representative
4
ROLES AND RESPONSIBILITIES
COMMON TRAITS OF COOPERATIVE LSC RELATIONSHIPS
The LSC should:
x Annually evaluate the performance of the contract principal;
x Decide whether to renew the principal’s four-year contract or to hire a different
principal at the end of the contract term;
x Approve or ask for amendments to the expenditure plan prepared by the principal;
x Approve or ask for amendments to the SIPAAA,
x Make recommendations to the principal on textbook selection and curriculum, as long
as those recommendations are consistent with the curriculum objectives of the Board
and the State;
x Report publicly twice a year on the progress and problems with implementing the
SIPAAA;
x Adopt a school uniform or dress code policy in accordance with Board rules and
policies
x Grant the use of assembly halls and classrooms, when not otherwise needed, for
public lectures, concerts and other educational social activities, in compliance with
Board rules; and
x Approve, in accordance with Board policy, receipts and expenditures for all internal
accounts of the school and approve all fundraising activities by non-school
organizations that use the building.
The principal shall:
x
x
x
x
x
x
x
x
Supervise the operation of the school
Direct, supervise, evaluate, and suspend employees assigned to the school;
Direct the work of non-Board employees assigned to the school pursuant to a third
party contract;
Make recommendations to the Board about the employment, discharge or layoff of
any individual;
Approve contracts binding on the Board for no more than $10,000, if the contract is
endorsed by the LSC;
Unless prohibited by law or Board rule, provide LSC members copies of all internal
audits and other pertinent information generated by audits or reviews of programs or
operations of the school;
Direct the hours that the school shall be open and available for use; and
Supervise the educational operation of each school by being an administrator and
instructional leader.
5
Shared Information
Principals should provide the following information to the entire LSC:
x
Beginning each school year, SIPAAA, budget, NCLB Parent Policy and Compact (if
applicable), school Report Card, school staff organizational list, and a list of all LSC
members at the school with contact (names and addresses) information.
x
LSC meetings throughout the year; Monthly Internal Account Reports, budget
updates, attendance and discipline summaries, other regular reports useful to the
LSC, and any reports reasonably requested by the LSC.
x
The draft of SIPAAA and Budget should be given well in advance of the deadline
for submission.
Board policies are available online at www.policy.cps.k12.il.us.
Note
Board rules are available online at
www.cps.k12.il.us/AboutCPS/The_Board_of_
Education/Pages/BoardRules.aspx.
You can access the Internet in your school's library or at the
Chicago Public Library in your neighborhood.
6
LEGAL REQUIREMENTS FOR THE SCHOOL BUDGET
• The entire school budget includes all general funds and categorical funds.
The budget is:
9
Prepared by the principal in accordance with the requirements for each
categorical program
9 Supportive of the SIPAAA, and
9 Approved by the local school council with the affirmative vote of a majority of
serving members.
• Categorical funds are:
9
9
9
Federal Title 1 No Child Left Behind (NCLB)
Supplemental General State Aid (SGSA) formerly State Chapter 1
Other federal and state categorical funds allocated to schools (such as
certain staff development funds)
• Board or Chief Purchasing Officer approval is required when the purchase exceeds:
9
9
$10,000.00 for any purchase for items or services, requiring a formal bid
$25,000 for any personal service contract and consultants or items
not requiring a formal bid
Splitting purchase orders or requisitions or issuing multiple purchase orders to avoid this
limit is illegal and prohibited.
x
The LSC should approve, in accordance with Board Rules and Policies, receipts and
expenditures for Internal Accounts activity. The principal or designees shall receive
this approval by making “expenditure and receipt approvals” a monthly agenda item
at the LSC meetings. The school must obtain the LSC’s approval prior to making
purchases from the internal accounts over $1,000.00 in elementary schools or
$2,500 in high schools. LSCs can select to raise the ceiling for expenditures,
but may not lower this amount.
x
The principal is required to provide LSC members with all audits and reviews of the
program or operations of the school.
x
The principal can enter into a contract for no more than $10,000, if the contract is
approved by the LSC. The Department of Procurement and Contracts or the Law
Department should be contacted if there are any questions.
7
SCHOOL INTERNAL ACCOUNTS
All Chicago Public Schools have internal accounts
x
Internal accounts contain all money raised and collected by the school (including
LSC fund-raising activities), with the exception of lunch money.
x
Internal account funds are to be used for the direct or indirect benefit of the students
in ways consistent with the educational program.
What are internal accounts?
Internal accounts contain money collected by the school such as:
o
Lab fees
o
Field trips
o
Yearbook
o
Class ring sales
o
Vending machine sales
o
Student fees
o
Graduation fees
o
Other (school fund-raisers)
That money is placed in school accounts for safe keeping and to ensure that it is used for
educational, recreational, or cultural purposes.
Who administers the internal accounts?
The principal is responsible for administering internal accounts. The principal, Area
Instructional Officer, and if necessary, the LSC, approve fund-raising proposals, accounting
reports, and expenditure requisitions. The principal also co-signs school checks and
internal accounts reports. The LSC has the authority to approve receipts and expenditures
for all internal accounts.
How can the LSC monitor and approve internal accounts activity?
To monitor and approve the school’s internal accounts, the LSC shall have the authority to:
x Review all internal account and audit reports including:
9 Local School Fund-Raising Proposal
9 Concession Sales Accounting Report
9 Perpetual Inventory Cards
9 Ticket Accounting Report
9 School Internal Accounts Report
9 School Internal Accounts Report-Recapitulation
9 Listing of month’s checks
9 School Equipment and Furniture Register
9 Requisition and Purchase Order
x Review internal control procedures, such as how money is collected and
deposited with the school clerk or treasurer.
8
These measures will ensure that the funds are spent to support the SIPAAA and that fund
balances do not increase beyond what is allowed in the Internal Accounts Manual.
Contact Information
Local School Councils have the right to request and review audits of their individual
School’s Internal Accounts from Audit Services. For more information, refer to the Manual
of School Internal Accounts.
Tip
The LSC may find it helpful to have designated
members sit down with the bookkeeper each month
to get information on the school internal accounts.
These individuals can then report to the LSC at
regular meetings. An LSC can approve receipts and
expenditures from the school internal accounts by
approving an annual budget of projected receipts
and expenditures as part of the overall school
budget.
9
How can internal account funds be used?
Internal account dollars must be used in ways that directly or indirectly benefit the
students, and their use must be consistent with the school’s educational program.
Some of the uses of these funds are listed below:
x
x
x
x
x
x
x
x
x
Items, materials and services that benefit students;
Furniture and equipment, including insurance, repair, moving, and maintenance
expenses;
General office and school supplies;
Investments (Insured by FDIC & FSLIC) in bonds, savings accounts and
CDs (restricted to amounts that are in excess of school’s normal working
requirements and funds not required for expenditure for 30 days)
Personal items purchased for rental or resale such as locks, class rings, etc.;
Plays, productions, and student activity services, materials, and benefits;
Supplies and materials for school beautification and graffiti removal;
Travel and other expenses directly related to a school activity or participation in a
community event; and
Workbooks, publications and weekly newspapers to improve the education
program.
The money raised goes into an internal account reserved for the purpose stated on the
proposal and must be spent for that purpose.
Fundraising Activities
x All fundraising activities must be approved by the principal and CAO
x Once approved, the money goes into an internal account
What is the LSC’s role in fundraising activities at the school?
x The LSC also votes to approve all school fundraising activities by non-school
organizations, including 501(c)(3) not-for-profit corporations that involve the
school community, pursuant to Board Rules and Policies.
x LSC approval is not required for in-school fundraising activities.
Further Information
A more complete list of sources and uses of internal account dollars may be found in
the School Internal Accounts Manual available at the school.
10
QUESTIONS & ANSWERS ABOUT THE SCHOOL BUDGET
How does an LSC transfer funds?
x An LSC may transfer allocations within funds with seven (7) affirmative votes in an
elementary school or eight (8) affirmative votes in a high school LSC (a super
majority vote), regardless of the number of vacancies.
What vote is necessary for new, rollover, or previously unallocated funds?
x The allocation of new, rollover or previously unallocated funds into specific budget
lines require only a majority “Yes” vote of the currently serving members on the
LSC.
How are amendments (changes) to Federal Title 1 (NCLB), SGSA, bilingual programs,
and other discretionary funding plans made?
x These amendments must be consistent with Board requirements and be approved by
the LSC by a super majority vote of 7 in the elementary schools and 8 in the high
schools.
When can the chair sign on behalf of the LSC?
x The chairperson can sign only when there has been a vote of approval at an open
meeting.
Are there any other requirements concerning the budget?
x Yes. All LSC members must be provided with copies of the proposed budget for
their careful review prior to voting.
11
LEGAL REQUIREMENTS
OF PRINCIPAL PERFORMANCE EVALUATION
Who evaluates the principal?
x The LSC is required to evaluate the contract principal yearly, (Uniform Principal
Performance Contract).
What information does the LSC need to know about principal evaluation?
The LSC must comply with the following legal requirements:
x The LSC must meet at least once as it determines criteria and gathers information
to prepare the evaluation.
x The evaluation by the LSC must be approved by the affirmative vote of a majority of
serving members of the LSC.
x The LSC must give the principal the signed, approved written evaluation by
May 1st.
x In addition, the LSC must complete a cumulative evaluation before making the
decision to renew or not renew a principal’s contract in the fourth year of the contract.
x High School student LSC representatives may not participate in the evaluation
process and may not vote on the approval of the evaluation.
x The LSC and its committees must comply with the requirements of the Open
Meetings Act during the evaluation process.
x Within 30 days after the principal’s receives the LSC evaluation, the LSC and the
principal may meet to discuss the evaluation.
x The LSC may, but is not required to, adjust the evaluation after this meeting. If a
change is made, a new vote must be taken.
x The LSC must send a copy of its final evaluation to the principal and the AlO
by June 15.
12
ANNUAL PRINCIPAL PERFORMANCE EVALUATION TIMELINE
SEPTEMBER
OCTOBER
MONTHLY
FEBRUARY/
EARLY MARCH
APRIL
MAY
JUNE
Step 1 - Agree on Performance Expectations
x LSC and principal review and discuss the evaluation form
and define clear principal performance expectations for
the year.
x The LSC defines additional evaluation criteria, if
desired, by November 4.
Step 2 - Plan Process and Monitor Progress
x LSC meets to decide on evaluation method (e.g.
gathering information and completing the evaluation form
as a council, or as a subcommittee, or as individuals) and
set ground rules for conducting the evaluation.
x Principal provides reports to the LSC regarding the
evaluation criteria, and the principal and LSC discuss the
principal’s progress.
x LSC evaluation committee members bring information
they have gathered since October and decide what
additional information that they still needed to complete
the evaluation.
Step 3 - Complete the Form
x LSC members finish gathering information and complete
rating evaluation standards.
x LSC and principal set date for feedback session.
x LSC votes to approve evaluation in an open session.
Step 4 - Exchange Forms
x May 1: Deadline for the LSC to give the evaluation to the
principal. Principal submits copy of self-evaluation to
LSC.
Step 5 - Prepare for Feedback Session
x LSC meets to plan feedback session.
x Principal prepares for the feedback session.
Step 6 - Conduct Feedback Session
x LSC and principal meet for feedback session (a closed
session).
Step 7 - Approve Evaluation
x If changes were made in the evaluation, the LSC votes to
approve the amended evaluation in an open session.
x June 15: Deadline for the LSC to complete the final
evaluation form. The LSC, principal, and AIO should
receive copies.
Step 8 - Agree on Expectations for the Next School Year
13
CUMULATIVE AND ANNUAL PRINCIPAL
PERFORMANCE EVALUATION
TIMELINE FOR FOURTH YEAR OF PRINCIPAL’S CONTRACT
NOTE: 4th Year Evaluation timeline based on contracts that begin July 1 and end June 30. In the 4th
year of a principal’s contract, two evaluations must be completed; (1) cumulative and (2) annual.
x
SEPTEMBER
OCTOBER
MONTHLY
NOVEMBER
DECEMBER
JANUARY
LSC and principal review and discuss the evaluation criteria
for the contract renewal evaluation (cumulative evaluation) and
define clear principal performance expectations for the current
school year (annual evaluation).
x
LSC meets to decide on evaluation method (e.g., gathering
information and completing the evaluation form as a council or
as a subcommittee or as individuals) and set ground rules for
conducting the evaluations.
x
LSC develops a calendar of activities, including a date for the
feedback session with the principal, and begins meeting as a
whole, or gives the tasks listed below to a subcommittee of
LSC members.
Monitor Progress for the Annual Evaluation
x Principal provides reports to the LSC regarding principal
performance expectations for this school year for Annual
Evaluation.
x
LSC or subcommittee develops and carries out a process that
gathers input from non-LSC members who can provide
information about the principal’s performance.
x
LSC members finish gathering information and complete
cumulative evaluation to assess the educational and
administrative progress made at the school during the
principal’s current performance based contract.
x
Vote on the cumulative evaluation in open session.
x
LSC submits a copy of the evaluation to principal.
x
LSC and principal prepare, separately, for the feedback
session.
x
LSC and principal meet for feedback session (a closed
session).
x
Within 30 days, the LSC decides whether or not to change the
ratings based on principal feedback.
x
If amended, the LSC votes to approve the cumulative
evaluation in an open session.
LSC votes in an open session to
x Retain the current principal, or,
x Begin the search for a new principal (if the LSC votes to
search for a new principal, the current principal is eligible to
apply).
14
NOTE: 4th Year Evaluation timeline based on contracts that begin July 1 and end June 30. In the 4th
year of a principal’s contract, two evaluations must be completed; (1) cumulative and (2) annual.
x
FEBRUARY
February 1 (or 150 days before contract expires) is the
deadline for the LSC to notify the principal in writing
regarding the renewal or non-renewal of his/her four-year
performance contract.
APRIL
Complete the Form for Annual Evaluation
x LSC members use information gathered for the contract
renewal evaluation and any additional information about
principal performance during the current school year to
complete rating evaluation standards.
x Principal completes self-evaluation for current school
year.
x LSC and principal set a date in May for feedback session
x LSC must vote on annual evaluation.
MAY
Exchange Forms for Annual Evaluation
x May 1:
LSC evaluation form due to the principal.
Principal submits copy of self-evaluation to LSC.
Prepare for Feedback Session for Annual Evaluation
Conduct Feedback Session for Annual Evaluation
x LSC and principal meet for feedback session (a closed
session).
JUNE
Approve Evaluation for Annual Evaluation
x LSC votes to approve the evaluation in an open session.
x June 15: LSC completes final annual evaluation form and
gives copies to principal and AIO.
Fourth year timeline developed by Designs for Change, modified by Leadership for Quality
Education, and Chicago Public Schools.
15
LEGAL REQUIREMENTS OF PRINCIPAL RETENTION
When deciding whether or not to renew a principal’s contract, the following rules and
guidelines apply:
x
In a public meeting with a quorum present, the LSC must vote to determine if the
principal’s contract is to be renewed. The LSC must evaluate the principal prior to a
retention decision. The LSC should give serious consideration to previous years’
evaluations.
x
The LSC must evaluate (cumulative) the principal prior to a retention or non-retention
decision. LSCs should consider their previous annual evaluations of the principal.
x
If a teacher representative decides to become a candidate for the principalship,
he/she must not vote on whether the current principal’s contract should be renewed
and must resign from the LSC prior to the start of the principal selection process.
Otherwise, the teacher representative may not apply for the position of principal at
that school.
x
The LSC must be careful not to base its decision for non-renewal on reasons that
could be considered discriminatory. An LSC may not consider any of the following
characteristics when reviewing its principal or hiring a new one: Gender, race, color,
ethnicity, national origin, religion, creed, age, marital status, parental status, physical
or mental disability (if the person can still execute the responsibilities of the position),
or sexual orientation.
x
The principal should be notified in writing of its renewal/non-renewal decision no later
than February 1, of the calendar year in which the contract expires or, if the
principal’s term expires on a date other than June 30, 150 days before the contract
expires.
9
Notice of the LSC decision shall be made by personal delivery to the principal
or by registered or certified mail and shall be deemed to have occurred on
the date the principal receives the notice.
9
The principal shall have no right to demand that the LSC makes this decision
earlier.
9 In the event that the LSC fails to provide written notice of its decision in the
manner described above by February 1, or, if the principal’s term expires on
a date other than June 30, 150 days before the contract expires, the Board
may extend the contract for an additional year.
16
x
x
If the LSC decides to renew the contract, the Board, the LSC and the principal shall
enter into a new four-year performance contract, upon approval by the Board of
Education and subject to the following conditions:
9
The LSC shall have no right to renew the contract if the principal fails to meet
any requirement which is established or imposed by the Board of Education
in accordance with 105 ILCS 5/34-8.1 as a condition of the continued
employment of the principal or the renewal of the contract. For more
information, contact the Office of the Chief Education Officer.
9
If the principal failed to obtain a rating of “meets expectations” or “exceeds
expectations” in the CEO’s evaluation for the previous year, the CEO, within
15 days after the LSC’s retention decision, may request a review of that
decision, by a hearing officer, to be conducted in accordance with 105 ILCS
5/34-2.3.

Such a review may be requested only once for that principal at that
school.

If the hearing officer determines that the LSC’s retention decision is
arbitrary and capricious, the LSC’s decision will be set aside.

If the hearing officer decides that the principal shall be retained, the
hearing officer shall extend the principal’s contract for a period of four
(4) years.

The decision of the hearing officer is final and may not be appealed.
If the LSC votes to retain the principal, it must enter into a new Uniform Principal
Performance Contract and may add additional terms (addenda) to the new contract
prior to its vote on the contract and its execution. When a Principal’s contract is
renewed, the LSC must sign and submit 5 original copies to the CPS Department of
Human Resources, the AIO, the Principal, LSC Secretary, and the Office of Local
School Council Relations. Additionally, a copy of the principal’s contract should be
sent or given at the next LSC meeting to each LSC member.
17
•
If the LSC decides not to renew the contract, the LSC shall be free to select
another principal to serve under a four-year performance contract as principal
of the school, subject to the following conditions:
9
If the principal requests, the LSC must provide written reasons for its non
retention decision.
9
The written reasons shall be provided to the principal, with a copy to the
CEO/General Superintendent, no later than February 22 of the calendar year
in which the contract expires or, if the principal’s term expires on a date other
than June 30, 128 days before expiration of the contract.
9
If the principal was rated by the CEO in the previous years’ evaluations as
meeting or exceeding expectations, the principal, may request a review of
that decision, which shall be conducted in accordance with 105 ILCS 5/342.3. The principal has 15 days to make this request after the non-retentive
decision has been made.
9
If the hearing officer, in light of the record developed at the hearing,
determines that the LSC’s non-retention decision is arbitrary and capricious,
the LSC’s decision will be set aside, and the principal’s contract shall be
extended for a period of no more than two years. The decision of the
hearing officer is final and may not be appealed.
18
LEGAL REQUIREMENTS OF PRINCIPAL SELECTION
Chicago Public Schools Principal candidates must meet the requirements for the Selection
of CPS Principals. Those candidates who meet the requirements will be placed in the
Principal Candidate Pool. For more information, contact the Office of Principal Preparation
and Development, 773/553-1515. The requirements are subject to change for future
principal candidates.
Qualifications and additional criteria shall not discriminate on the
basis of age, race, color, ethnicity, national origin, religion, creed,
marital status, parental status, gender, physical or mental
disability (if the person can still execute the responsibilities of the
position), or sexual orientation and shall be consistent with the
provisions for the Uniform Principal’s Performance Contract.
Vote to Select a Principal
Selection of a new principal to serve under a four-year performance contract should be
completed by May 15 of the year that the current principal’s contract expires. Dates will
vary for “off-cycle” contracts.
Prior to selecting a new principal, the LSC must have reviewed the finalists’ Candidate
Profiles that it received from OPPD.
The vote to offer a four-year performance contract must be taken in an open meeting.
Seven (7) votes are needed to select a new principal, regardless of the number of
vacancies.
If the LSC is unable to select a new principal, it must submit a list
of three candidates, in order of preference, to the Chief Executive
Officer between May 16 and May 30 of the year the current
principal’s contract expires. The Chief Executive Officer can then
select one of the three candidates to be a contract principal for the
school within 30 calendar days.
If and LSC adds criteria in the Uniform Principal’s Performance Contract, such criteria
must be consistent with the Illinois School Code, must not discriminate and must be
approved by the Board’s General Counsel prior to the vote and execution of the contract.
19
PROCESS FOR SUBMITTING CONTRACTS TO CPS
After the LSC votes to award a new contract, the LSC and the new Principal must sign five
(5) original contracts and five (5) original certification forms in ink, and distribute
them to:
The Principal
The LSC (to Secretary to maintain as an LSC record)
Chief Area Officer
Office of Local School Council Relations
125 South Clark Street, 5th Floor
CPS Department of Human Capital
125 South Clark Street, 19th Floor (Hand Deliver)
Only LSC members who voted “yes” sign the Certification Form!
The Chairperson must sign the contract even if he/she
did not vote for the candidate!
20
SUMMARY OF RENEWAL/NON RENEWAL
OF PRINCIPAL’S CONTRACT
Recommended and required dates to remember
(Assuming a June 30 contract expiration date)
September to November
(prior year)
December
(prior year)
Begin work on cumulative (fourth contract year)
evaluation.
Complete cumulative (fourth contract year)
evaluation and vote to approve it.
January
Vote on whether or not to renew contract.
February 1*
Deadline for the LSC to provide written notification to
current principal of their renewal or non-renewal of
his/her performance contract.
February 22*
Deadline for providing reasons for non-renewal in
writing, if asked.
May 15*
Deadline for the LSC to select a new principal and
sign a four-year performance contract in the event of
the non-renewal of the current principal’s contract.
May 30*
If unable to directly select a new principal, the LSC
may send a list of three (3) names to the Chief
Executive Officer. The CEO may select one of the
individuals to be the contract principal or may
request the list to select or to send a new list.
* ASTERISKED dates are ones that are required by law, assuming a contract expiration date
of June 30. All other deadlines should observe the same lead times:
x
150 days before the contract expires, notify the principal if contract will be renewed
x
128 days before the contract expires, respond in writing to request for explanation
21
TYPES OF PRINCIPALS
Contract principals are selected or
retained by the LSC for four-year terms.
They may displace incumbent assistant
principals and hire new ones.
Acting principals may be assigned to the
principal position for up to 100 school
days (5 months). They cannot displace
incumbent assistant principals.
Interim principals are appointed by the
CEO to fill the principal position generally
when there is no contract principal.
22
QUESTIONS & ANSWERS ABOUT
PRINCIPAL EVALUATION, RETENTION AND SELECTION
What is a vacancy?
x A principal vacancy exists in any one of the following circumstances:
x The previous principal’s contract has expired and the LSC has not retained the
principal nor selected a new principal.
x The principal’s contract was terminated by written agreement of the Board, the
principal and the Local School Council.
x The principal’s contract was terminated due to the principal’s misconduct.
x The principal’s contract was terminated due to the death or resignation of the
principal.
x The principal’s State certification was revoked or suspended.
x The principal was removed by the Board under the Board’s powers in schools under
probation, educational crisis or intervention.
What if the principal is absent but still has a current contract?
x The LSC may fill a principal vacancy only if there is no person holding a contract for
that position.
What happens if a principal vacancy is created during the four-year contract due to
the death, resignation, or retirement of the principal?
x Whenever there is a principal vacancy, the Chief Executive Officer, shall, without
further action by the Board, appoint an interim principal for the school to serve for up
to one year or until the LSC selects a principal with seven votes.
x
Only the Chief Executive Officer may appoint an acting or interim principal.
x
If a LSC fails or refuses to select and contract with a new principal with seven (7)
affirmative votes, the Chief Executive Officer may select and appoint a new principal
on an interim basis for an additional year or until a new contract principal is selected
by the LSC.
23
LSC APPROVAL OF THE SCHOOL IMPROVEMENT PLAN
The LSC has the authority to approve the School Improvement Planning for Advancing
Academic Achievement. The principal is responsible for developing the SIPAAA. The
process and schedule for the development of the SIPAAA must be publicized to the entire
school community in order to guarantee widespread input. The LSC must present the
proposed SIPAAA to the parents and community before it is approved. The Principal is
responsible for implementation of the SIPAAA. The LSC is responsible for monitoring the
plan.
The SIPAAA document is:
x The blue print for the improvement of the school and the education of the students
x A working plan that guides the work of all stakeholders in the school community
x An accountability tool for the Local School Council, the school community, the school
district, and the Illinois State Board of Education
The SIPAAA process should:
x Provide opportunities for all members of the school community to have a say in the
educational programs of the school
x Focus the school community on the unique strengths and needs of the school
x Make use of the varied expertise and experiences of all members of the school
community
x Incorporate parent/community ideas about how to address the needs of the school
x Create a climate where the school community agrees on what needs to be done, and
works together to do it
x Provide for an internal review of progress toward the school’s priority goals
24
LSC RESPONSIBILITY TO STUDENTS WITH DISABILITIES
What should the LSC know to help students with disabilities?
Every principal must provide the LSC with a brief report that includes the following
information:
x
x
x
The school’s use of the school-based problem solving process, including the types of
instructional strategies that have been utilized and their success
Current Least Restrictive Environment configurations and service delivery models
Suggestions for improving how to educate students with disabilities
This report must be considered during the development of the SIPAAA.
x The Board has developed guidelines regarding learning outcomes, testing, and
promotion to assist in determining the extent to which students with disabilities will be
expected to participate in regular education activities. Scores from the ISAT and
PSAE will be publicly reported for students with disabilities who took the test with
minor or no accommodations. Individual student’s scores will not be reported.
x
An Individual Education Program (IEP) Report Card supplements a student’s regular
report card and reports the student’s progress on his/her IEP.
x
The School Report Card includes demographic data regarding students with
disabilities that are relevant to each school and indicates whether students with
disabilities are making Adequate Yearly Progress.
All
magnet, vocational charter and gifted
programs must provide students with
disabilities an equal opportunity to
enroll and fully participate in these
programs
25
x
By March 15th, review the Principal’s Report to the LSC: Services to Students With
Disabilities In the Least Restrictive Environment (LRE)
x
Ensure that the school improvement plan incorporates students with disabilities and
enables them to be educated in the LRE
x
Schools participating in Education Connection Program - The LSC must approve the
school’s participation in the program and approve LRE plans prior to submission
x
Schools participating in ISBE LRE monitoring program - The LSC does not approve
the school’s participation or LRE plans prior to submission
x
LSC members should be included in a school’s LRE training
26
WHISTLE-BLOWER PROTECTION
Is there any protection for whistle blowing?
x Yes. The identity of any Board employee or LSC member who has disclosed
information he/she reasonably believes is evidence of (1) a violation of any law, rule,
regulation, or policy; (2) waste, fraud or mismanagement; (3) an abuse of authority;
or (4) a danger to the health or safety of students or the public, may not be disclosed
during any investigation of the information or related matters without the written
consent of the employee or LSC member.
x
Furthermore, no disciplinary action may be taken against such an employee or LSC
member for the disclosure of such information. For the purposes of this section,
disciplinary action means any retaliatory action taken against an employee or LSC
member by the Board, Board employees, LSCs, or exclusive bargaining
representatives of employees. Such action includes, but is not limited to, reprimand,
suspension, discharge, demotion, involuntary transfer, harassment, or denial of
promotion or voluntary transfer.
27
ELIGIBILITY OF MEMBERS
LSC Parent Members
A parent member is eligible to serve on the Local School Council, if he/she is:
x
x
The biological, adoptive, step-or foster parent (or legal guardian*) of a child enrolled
in the school; and
Is not an employee of the Board (he/she may resign from the Board before taking
office and be eligible to serve on the LSC).
*Legal guardianship conferred by a court of competent jurisdiction. A letter from a parent conferring
temporary guardianship will not suffice.
Voluntary Student Transfer Status
The parent council member is considered to be automatically removed if his/her child
is voluntarily transferred from the school. This is effective the date of the transfer.
Involuntary Student Transfers
These transfers must follow all Board policies and guidelines: The eligibility of an LSC
parent member whose child is involuntarily transferred from the school may be
challenged. In such cases, a hearing will be conducted under Board Rule 6-28 to
determine the parent member’s eligibility to remain on the LSC based on whether or
not the involuntary transfer complied with Board Rules and Policies.
Student Graduation Status
If a child graduates during the term of an LSC parent representative, and the parent
has no other child enrolled in the school, the parent is automatically removed on the
last day of school, (as determined by the Chicago Board of Education) not the date of
the graduation ceremony.
If, in an election year, if a parent will no longer have a child enrolled in the school due
to graduation, that parent may choose to run as a Community Representative for the
council. If the child fails to graduate, prior to June 30, the parent elected as an LSC
community member will not be seated, and that community position will be declared
vacant.
LSC Community Members
A community resident is eligible to serve on the Local School Council if:
x He/she resides in the school attendance area, and/or voting district
x Is not the parent or guardian of a child enrolled in the school
x Is not an employee of the Board
x Is at least 18 years old
28
LSC Teacher Member
A teacher is eligible to serve on the Local School Council if:
• The teacher is employed and assigned to perform a majority of his/her employment
duties at that attendance center.
Assistant principals are not
eligible to be LSC teacher members.
Involuntary Teacher Transfers
The teacher LSC member involuntary transferred can only be removed from the LSC
following a hearing under Board Rule 6-28.
LSC Student Members
A student representative is eligible to serve on the Local School Council if he/she is a fulltime student at the school.
Voluntary Student Transfer Status
If a student voluntarily transfers from the school the student representative
automatically loses his/her seat on the LSC on the date of the voluntary transfer.
29
REMOVAL OF LOCAL SCHOOL COUNCIL MEMBERS
Removal by the LSC
An LSC member may be removed from the LSC by a majority vote of the LSC if the LSC
member:
x
x
Has missed three (3) consecutive regular meetings, or
Has missed five (5) regular meetings within a 12-month period (emergency, special
or committee meetings do not count).
Due Process
An LSC’s vote to remove a member is valid only if the LSC member:
x Is notified of the LSC’s intent to remove him/her at least seven (7) days prior to the
vote
x Is notified personally or by certified mail to his/her last known address and
x Is given an opportunity to explain his/her actions and to vote on the question of
his/her removal from the LSC.
Removal by the Chicago Board of Education Due To Noncompliance with Board
Rules and Policies
An LSC member may be removed if the LSC member:
x
x
x
x
x
x
Becomes ineligible to serve and a challenge to his/her eligibility is filed and
found to be valid:
9 If an LSC member becomes ineligible to serve and does not voluntarily resign or
is not automatically removed, the member may be challenged;
9 Any person may challenge a member’s eligibility to serve at any time. The
challenge must be based on the eligibility criteria; and
9 All challenges shall be filed according to the procedures prescribed in the
applicable Board Rule or Policy
Fails to complete the required 3-day (18-hour) LSC training program within six (6)
months of taking office
Fails to file the required Statement of Economic Interests form
Is found to have violated the Board’s Code of Ethics Policy, such as by voting on the
SIPAAA or School Budget although relatives work at the school where the member
serves
Fails to disclose a criminal conviction on the Criminal Conviction Disclosure Form or
Refuses to submit fingerprints for the purpose of completing the criminal background
investigation
30
CHICAGO BOARD OF EDUCATION
STATEMENT OF ECONOMIC INTERESTS
The Board of Education requires each LSC member (including teachers, the principal and
students) to file a Statement of Economic Interests. Council members will have 45 days
from the date that the statement is sent to the principal to complete and submit the
statement. If newly elected the statement should be submitted within 7 days of their
appointment. The principal shall send statements from LSC members to the Secretary of the
Board. (Board Rule 6-29)
Responding “yes” to any question does not necessarily make a person ineligible.
Responses will inform the Board of the following:
x Any business entity in which such person has an ownership interest,
x Any contract with the Board, any Local School Council,
x Any contract with any public school in the school district.
All questions require answers as of the date of filing and are applicable to the previous
twelve (12) months.
Consequences If Statement Is Not Filed
Failure of an LSC member to complete the form shall automatically disqualify him or her
from serving on the LSC for the remainder of the LSC term of office.
Due Process
LSC members who do not file a Statement by the applicable deadline will receive a letter
from the Board Secretary informing them of the intent to disqualify them for failure to file.
LSC members who wish to continue serving must file a Statement of Economic Interests
within thirty (30) days of the date of the letter. If the LSC member fails to meet the filing
requirements within 30 days from the date of the letter, the LSC member will be
automatically disqualified from serving on the Local School Council and removed. The LSC
or the Board, as appropriate, will appoint an eligible person to serve the remainder of the
term. LSC members who fail to comply with the filing requirements do not have the right to
appeal. However, if an error has been made, LSC members are instructed to notify the
Board Secretary immediately.
31
CHICAGO BOARD OF EDUCATION ETHICS CODE
The Board’s Ethic’s Policy is found at http://policy.cps.k12.il.us/documents/503.1.pdf, and
should be reviewed by all LSC members. A summary of important provisions are as
follows:
LSC Members
1. Duty to the Board of Education and taxpayers
LSC members owe a fiduciary duty to the Board and the taxpayers of the
City of Chicago and the state of Illinois.
2. Use of Board property and funds
No LSC shall misuse or allow the misuse of Board property or funds.
3. Nepotism
Relatives and domestic partners of LSC members cannot be hired as
consultants, employees, or in any other capacity at the school during that LSC
member’s term or for six months after that term expires.
A relative or domestic partner of an LSC member may be employed at the school
if hired prior to the LSC member’s election to the council; however, the LSC
member must then abstain from voting on approval of the expenditure plan and
approval of the school improvement plan (SIPAAA) and any budget matters that
directly or indirectly benefit the member.
4. No LSC member shall have a direct or indirect economic interest, including any
proprietorship, partnership, trust, or corporate interests in any contract, work, or
business of the school.
Parent or Community LSC members cannot receive any form of remuneration or
parent stipend, except for reimbursement for reasonable and necessary
expenses (reimbursed expenses cannot include lodging or meal expenses)
incurred in the performance of their LSC duties
5. No LSC member shall receive or solicit gifts, favors or a promise of future
employment from a person who wants to influence his/her official actions.
6. Past employment and post membership restriction
No LSC member shall be eligible for employment at the school in which he/she
served for one year, after the end of the term of office. This does not apply, to
teacher or principal LSC members.
No LSC member shall have any direct or indirect economic interest in any
contract involving his/her former school or LSC in which he/she served for one
year after the end of the term of office.
7. Penalty for violation of the Ethics Code
LSC members are subject to disqualification and removal.
8. A teacher representative who intends to apply for principalship shall abstain from
voting on the question of whether the current principal’s contract shall be renewed
and must resign from the LSC prior to the start of the selection process for
principalship. Otherwise, the teacher representative shall be ineligible to apply for
the position of principal at that school
32
CRIMINAL CONVICTION DISCLOSURE FORM
Persons who have been elected to serve on an LSC may serve provided they;
x
File a complete Criminal Conviction Disclosure Form pursuant to Section 34-2.1 (f-5)
of the Illinois School Code (105 ILCS 5/34-2.1[f-5]), and
x
Have cleared a criminal background investigation which indicates they have not been
convicted of crimes enumerated in Section 34-2.1(f-5) of the Illinois School Code
which would render then ineligible to serve.
Board Rule (6-30) requires that each LSC member (whether newly elected or appointed) file
a complete Criminal Conviction Disclosure form with the principal, who is responsible for:
x
Collecting the form
x
Maintaining a copy on file in the school
x
Notifying the Office of Local School Council Relations of refusals by Council members
to file a Criminal Conviction Disclosure Form
x
Submitting the completed original form to the Law Department
33
APPENDIX
34
SAMPLE BYLAWS
Bylaws of
Local School Council
Article I - Name and Authority
Section 1.
Name.
The name of this Local School Council shall be the
Local School Council (hereinafter “LSC”).
Section 2.
Offices.
The LSC shall maintain its offices and records at
Chicago, Illinois, 606
.
Section 3.
Authority.
The LSC is a Local School Council organized under the
authority of the Illinois School Code.
Article II – Governance
These Bylaws, the applicable rules and regulations of the Chicago Board of Education
and the Illinois School Code shall govern the operation of this LSC.
Article III – Purpose
The purpose of the LSC shall be to carry out its responsibilities pursuant to the Illinois
School Code and Board Rules and to improve the quality of education at the attendance
center.
Article IV - Basic Policies
The following are basic policies of the LSC:
a. The LSC shall be noncommercial, nonsectarian, nonpartisan, and nonpolitical.
b. The name of the LSC shall not be used in any manner to suggest LSC approval
or endorsement except in those instances where the LSC has considered a
matter over which they have been granted authority to act and affirmatively
approved by a majority vote of its membership. Nothing in this Article shall
prohibit an LSC member from giving his or her independent endorsement. Any
LSC member using his name for an independent endorsement shall so indicate in
the endorsement. Nothing contained in this Article shall be construed to restrict
the constitutional rights of an individual who is a member of the LSC.
35
c. The LSC will not devote or allow the use of its resources for the publication and
distribution of statements or campaign material, in any political campaign on
behalf of or in opposition to any candidate for public office.
d. Neither the LSC nor any of its members acting in their official capacity as
members of the LSC shall directly or indirectly use or allow the use of any of its
resources in any campaign for Local School Councils on behalf of or in opposition
to any candidate for a Local School Council.
e. No member of the LSC or of an LSC committee shall take or receive either
directly or indirectly, any money, or thing of value that is to serve as a means of
influencing his or her action in his or her capacity as a member of the LSC or an
LSC committee. No member shall solicit, accept, or agree to accept for personal
gain any direct or indirect favor, gift, loan, free service, gratuity, entertainment, or
other items of economic value if the donor has or is seeking to obtain contractual
or other business or financial relations with the Board or with the LSC; has
interests that may be substantially affected by the performance or
nonperformance or the member’s duties on the LSC; or is attempting to reward or
influence the member’s impartiality or give that appearance.
These prohibitions do not preclude: (a) acceptance of unsolicited advertising or
promotional material of nominal value; or (b) acceptance of food, entertainment,
and refreshments of nominal value of infrequent occasions in the ordinary course
of a meeting, inspection tour, or training session in which the member is properly
in attendance.
f. The LSC shall, to the maximum extent allowed by the law, participate in the
decision-making process to improve the quality of education for the students of
the school.
36
Article V – Membership
Section 1.
members.
General Powers.
The affairs of the LSC shall be managed by its
Section 2. Number, Tenure and Qualifications. The LSC shall be composed of
eight (8) elected members, two (2) teachers appointed by the Board, plus the
principal of the attendance center and, if the LSC of a high school, a student
member. Each member shall hold office until the end of his or her term of office,
until his or her death or resignation, or until his or her removal in accordance with
the Illinois School Code. The eight (8) elected members of the LSC shall consist of
(i) six (6) parents of students currently enrolled at the attendance center, who are
not employees of the Board of Education; and (ii) two (2) community residents
residing within the attendance area or voting district of the attendance center, who
are not employees of the Board of Education and who have no children attending
the school; plus there shall be (iii) two (2) teachers employed at the attendance
center who shall be appointed by the Board of Education following an advisory nonbinding referendum of staff. In high schools, the students shall participate in a nonbinding election in order to recommend to the Board of Education a student to serve
for one year on the LSC.
The student member shall be allowed to vote on all non-personnel matters. The
principal of each attendance center shall serve on the LSC and exercise those
powers allowed by statute.
Section 3. Nomination and Election. The LSC shall conduct elections for LSC
membership in accordance with the provision of the Illinois School Code and the
guidelines and procedures adopted by the Board of Education to ensure fair and
equitable elections. The LSC shall not adopt or use any other election guidelines or
procedures.
Section 4. Term. Members of the LSC shall serve for a term of two (2) years
(except the student member of the high school Local School Council shall serve for
one year). Any LSC member who wants to resign from the LSC during his or her
term shall submit a written resignation to the LSC. Any LSC member who loses his or
her eligibility to serve shall resign or be removed in accordance with Board of
Education Rule 6-28, Board Rule 6-29, or Board Rule 6-30.
Section 5. Dues. There shall be no obligation for any member of the LSC to pay
dues or any type of membership fee.
37
Section 6. Compensation.
Members of the LSC shall serve without
compensation and without reimbursement of any expenses incurred in the
performance of their duties, except as may otherwise be provided by the Board of
Education.
Section 7. Vacancies. In the event a vacancy occurs during a parent or
community member’s term for whatever reason, the LSC shall appoint a person
otherwise eligible for election to the vacant position to serve on the LSC for the
remainder of that member’s term. In the event that less than the minimum number
of parent or community persons eligible are elected to the LSC at a regular LSC
election, the LSC shall appoint eligible persons to serve as members of the LSC for
terms consistent with the terms held by the elected members of the LSC.
Section 8. Organizational Meeting. The Organizational Meeting of the LSC shall
be held no sooner than July 1 and no later than July 14 of each year. At the
organizational meeting, the LSC shall elect a parent member as its chairperson and
a secretary from among its members, each to serve terms of a one-year term. The
time and place of the LSC’s regular meetings shall be convenient to the public.
Section 9. Regular Meetings. Regular meetings of the LSC shall be held on an
annual schedule determined by the LSC at its organizational meeting. The time and
place of such meetings shall be convenient to the public. The LSC may only take
action during regular meetings on items listed on the agenda.
Section 10. Special Meetings. Special meetings of the Local School Council may
be called by the chairperson or by any four (4) members by giving notice in writing,
specifying the time, place and purpose of the meeting. The LSC may only take
action during special meetings on items listed on the agenda. Notice of special
meetings shall be given in accordance with the provisions of Article V, section 12 of
these Bylaws and the Open meetings Act. The time and place of such special
meetings shall be convenient to the public.
Section 11. Participation. All LSC meetings shall be open to the public, except
during closed sessions as otherwise provided in the Open Meetings Act (OMA).
Section 12. Notice. The School Code requires that public notice of LSC meetings
be given in accordance with the OMA.
38
The LSC must set a schedule of the time and place of its regular meetings at the
LSCs first organizational meetings and publicize that schedule. An agenda must be
posted at least 48 hours in advance of holding every regular or special meeting.
Items not specifically stated in the agenda may still be considered at the regular
meeting. (No action [vote] may be taken at this meeting).
If a change is made in the schedule of regular meetings dates, the LSC must have
at least 10 days notice of the change by publication in a newspaper of general
circulation in the school community that the LSC serves. Notice of such change
must be posted at the school. If there is a change to only a single meeting date,
then the 10 day notice and publication requirement do not apply.
The LSC must give public notice of any special, rescheduled, regular or reconvened
meeting at least 48 hours before that meeting is held. The agenda of the meeting
must be included in a public notice. These notice requirements do not apply to
reconvened meetings if the meeting was open to the public and either the
reconvened meeting is held within 24 hours after the original meeting or an
announcement of the reconvened meeting was made at the original meeting and
there was no change in the agenda.
In addition to the public notice requirements above, notice of special meetings must
also be given to LSC members pursuant to Section 34-2.2(a) of the Illinois School
Code.
Section 13. Quorum and Manner of Acting (a) The LSC may only act when a
quorum is present. Six (6) members, elementary schools, seven (7) members high
schools constitutes a quorum. (b) The principal and the high school student
representative shall not be counted for purposes of determining whether there is a
quorum present, and shall have to vote, on any of the following matters:
x Evaluation of the principal;
x Renewal of the principal’s contract or the inclusion of any provision in, or
modification of, the contract;
x The direct selection of a new principal;
x The determination of names of candidates to be submitted to the Chief
Executive Officer for the position of principal; or
x The selection of a principal in cases where the Chief Executive Officer fails or
refuses to make a selection after the LSC submits a list of candidates to the
Chief Executive Officer.
39
Generally, except as noted in subsection (d) below, whenever a vote is taken on
any measure before the LSC, a quorum being present, the affirmative vote of a
majority of the full membership then serving shall determine the outcome of that
measure, (d) Seven (7) affirmative votes are always required, regardless of the
number of vacancies on the LSC, for the following actions:
x
x
Selection of a new principal.
Request to the Chief Executive Officer to approve written dismissal charges
against the principal.
(e) Seven (7) in elementary school, eight (8) in high school affirmative votes are
required, regardless of the number of vacancies on the LSC for the transfers of
money within funds.
Section 14. Non-functioning LSC Members. A Local School Council member
may be removed from the council by a majority vote, if the council member has
missed three (3) consecutive regular meetings or five (5) regular meetings in a
twelve (12) month period. A vote to remove a council member shall only be valid if
the council member has been notified personally or by certified mail, mailed to the
person’s last known address, of the council’s intent to vote on the council member’s
removal at least 7 days prior to the vote. The council member in question shall
have the right to explain the reasons for his or her absence and shall be eligible to
vote on the question of his or her removal from the council. An LSC member may
be removed pursuant to Board Rules for failure to disclose required criminal
convictions and/or for failure to comply with the Ethics Code and/or failure to comply
with the training mandate.
Article VI – Officers
Section 1. Enumeration and Qualifications. The officers of the LSC shall be a
chairperson and a secretary and such other officers as the LSC may decide to elect
from among its members. The chairperson shall be a parent member of the LSC.
Each officer shall each serve a term of one year.
Section 2. Election of Office. The LSC shall elect its officers at the organizational
meeting of the LSC.
Section 3. Term of Office. The term of office for officers of the LSC shall be one
year provided that the term of office for a member who is filling the unexpired term
of a vacant, resigned, or removed member shall be the remainder of the
unexpired term.
40
Section 4. Vacancies. In the event a vacancy occurs during an officer’s term for
any reason, such vacancy shall be filled by appointment in the same manner as
provided for the original election of the officer.
Section 5. Chairperson. The chairperson shall preside at all meetings of the LSC.
He or she shall have the authority to call special meetings of the LSC by giving
notice to the other members of the LSC in writing, specifying the time, place, and
purpose of the meetings, and by giving general notice in the manner provided in
Article V, section 12. Subject to the direction and control of the entire LSC, the
chairperson shall have general supervision, direction, and control of the business
and affairs of the LSC and shall perform all duties incident to the office of
chairperson and such other duties as may be assigned to him or her by the LSC.
The Vice Chair may not sign documents for the chair unless the bylaws give the
Vice Chair the authority to sign in absence of the chairperson.
Section 6. Secretary. The secretary shall conduct the official correspondence,
preserve all documents and communications, maintain an accurate record of the
proceedings of the LSC in the minute books (maintain one minute book in the
school office and duplicate minute book kept by the secretary), issue notices of
regular and special meetings as required by these Bylaws, or perform all duties
incident to the Office of the Secretary and such other duties as may be assigned to
him or her from time to time by the LSC. Minutes shall contain the time, date and
place of each meeting (open or closed), the names of all LSC members recorded as
present, and a record of matters discussed and votes taken. Upon the expiration of
his or her term, the secretary shall deliver to the LSC the books, records, papers,
minute books, and other property of the LSC.
Section 7. Other Officers. The LSC may elect such other officers as it determines
are necessary for the proper operation of the LSC. In the event that such officers
are elected, their terms shall expire at the same time that the terms of the
chairperson and the secretary expire, and the LSC shall amend these Bylaws to
describe the duties and responsibilities of such other officers.
Section 8. Vice Chairperson. The Vice Chairperson presides at the LSC
meetings in the absence of the Chair.
Article VII – Committees
Section 1. Committees. The LSC may create such standing committees and
special committees from time to time as it determines are necessary for its
operation, provided that if standing committees are created, the LSC shall amend
these Bylaws to describe the membership, duties, and responsibilities of such
committees.
41
Section 2. Committee Powers Limited. The committees shall have the power to
make recommendations to the LSC and such other powers as provided in these
Bylaws. The committees shall not have the power to make final decisions
concerning the exercise of the powers of the LSC or binding the LSC. All
committees created by the LSC are subject to the requirements of the Illinois Open
Meetings Act.
Article VIII - Powers and Duties
The power and duties of the LSC shall include:
a.
Evaluating the performance of the principal, taking into consideration the
annual evaluation of the principal conducted by the Chief Executive Officer, or
designee, determining whether the performance contract of the principal shall
be renewed, and by a vote of seven members, directly selecting a new
principal to serve under a 4-year performance contract or to fill a vacancy in
the position of the principal within 90 days after the date such vacancy occurs;
If unable to directly select a principal, the LSC must submit 3 names to the
CEO;
b.
Executing a uniform principal performance contract and, if necessary,
establishing additional criteria to that contract with the principal which shall not
discriminate on the basis of race, sex, creed, color, or disability unrelated to
ability to perform and which shall be consistent with the Board of Education’s
Uniform Contract for Principals;
c.
Approving the School Expenditure Plan prepared by the principal with respect
to funds allocated and distributed to the attendance center by the Board of
Education and such other powers and duties enumerated in the Illinois School
Code concerning the expenditure of State Chapter I funds and lump sum
budgeting;
d.
Making recommendations to the principal concerning textbook selection;
e.
Advising the principal concerning the attendance and disciplinary policies of
the attendance center;
42
f.
Approving the SIPAAA and reporting at least twice a year to the public on
progress and problems with respect to implementation of the Plan;
g.
Evaluating the allocation of teaching and non-teaching staff resources to
determine if such allocation is consistent with instructional objectives and
school programs as reflected in the SIPAAA;
h.
Making recommendations to the principal concerning respective appointments
of persons to fill any vacant, additional, or newly created positions for teachers
or non-teaching staff at the attendance center;
i.
Acquiring training as required by The Illinois School Code;
Article IX - General Provisions
Section 1.
Conflicts. Any provision of these Bylaws that conflict with the Illinois
School Code, as amended from time to time, shall be null and void.
Section 2.
Amendment to Bylaws. These Bylaws may be amended at any
regular meeting of the LSC by a two-thirds vote of the LSC, provided
that notice and the language of the proposed amendment shall have
been given to all members and to the public at least seven (7) days
before the regular meeting at which such amendment is to be
considered.
Section 3.
Parliamentary Authority. The rules contained in the current edition
of Robert’s Rules of Order shall govern the meetings of the LSC in all
cases in which the rules are applicable and not in conflict with these
Bylaws or The Illinois School Code of Illinois.
Section 4.
Contracts. No Board of Education employee, LSC member, or LSC
may bind the Board of Education to a contract without the approval of
the Board of Education. However, the principal may approve
contracts, not to exceed $10,000, for non-biddable items if the
contract is endorsed by the LSC.
Section 5.
Physical Presence: Telecommunications. (See note below). A
quorum of the LSC must be physically present at all meetings.
43
A majority of the full membership of the LSC constitutes a quorum.
Provided a quorum is physically present, an LSC member may attend a meeting
by video of audio conference if he or she is prevented from physically attending
because of: (1) personal illness or disability, (2) personal employment purposes,
(3) LSC business, (4) a family or other emergency or (5) such other reasons
authorized under Section 7 of the Open Meetings Act (5/ILCS 120/7). If a
member wishes to attend a meeting by video or audio means, he or she must
notify the Chairperson at least 24 hours before the meeting unless advance
notice is impractical. The Chairperson will inform the Principal in order to make
appropriate arrangements.
Video or audio conference must be clearly audible to LSC members and the
public in attendance. The Chairperson shall indicate in the meeting minutes
whether the members of the LSC were physically present for the meeting or
present by means of video or audio conference. An LSC member, who attends
a meeting by audio or video means, as provided in this bylaw, may participate in
all aspects of the meeting including voting.
Chairperson,
Secretary,
Date adopted by LSC
by a vote of
if favor and
opposed.
Note:
The provisions of this draft bylaw, Article IX-Section 5, are the minimum statutory requirements other than the
length of notification that is given the Chairperson, the audibility requirement and the process for accommodating the
request. Alternatively, an LSC may prohibit members from participating by video or audio means altogether by not
adopting this rule as part of the bylaws. Also, an LSC may modify the sample bylaw (1) to include additional requirements
such as mandating that a member attending by phone participate for the entirety of the meeting until adjournment, (2) to
alter the 24-hour notification period to identify a longer or shorter notice period, or (3) to identify a different LSC member,
other than the Chairperson, to receive notice (e.g. Secretary).
44
LSC MEETING AGENDA
A Sample LSC Meeting Agenda
Jane Doe LSC (Regular or Special) Meeting
Jane Doe School Library, 1976 N. Street
April 25, 200X
1. Call to Order
2. Roll Call
3. Approval of Agenda
4. Approval of Minutes from Previous Meeting
5. Announcements/Introduction of Guests
6. Public Comment
7.
Reports:
a.
b.
c.
d.
e.
f.
g.
h.
Chair
Principal
PPLC
School Improvement Plan Committee
Budget Committee
Bilingual Advisory Committee
NCLB Parent Advisory Council
Other Committees

Old Business
List Items to be Acted Upon

New Business
10. Approval of agenda for next regular meeting
11. Announce Date of Next Meeting and Set Agenda
12. Adjourn
* Note: Items not specifically listed on the agenda cannot be voted on.
45
MINUTES
The March 8, 200X regular meeting of the John Doe Local School Council was called to
order by the chairperson, Mrs. Annie Smith, at 7:00 p.m., in the school’s lunchroom. A
quorum was present.
Members in attendance were: Mrs. Annie Smith, Mr. John Smith, Ms. Pamela Jones,
Mrs. Alice Green, Mrs. Maria Martinez, Mr. Angelo Gonzalez, Ms. Jane Stein, Ms. Nellie
Price and Mr. Steve Johnson, Principal.
Members not in attendance were: Mr. Alex Jones and Ms. Sonia Angels.
The minutes of the February 7, 200X meeting were approved as read. (Or, the minutes of
the February 7, 200X meeting were approved as corrected.) (List Corrections)
The secretary, Ms. Pamela Jones, read the correspondence. Letter, informing the LSC of
training sessions, from Local School Council Relations. Motion made by Mrs. Pamela
Jones and seconded to send three LSC members to the training. Motion passed 6 yes 2 no
and 1 abstention.
Committee Reports were given by the following:
BAC (Bilingual Advisory Committee) - Mrs. Ortiz, Chairman of the BAC reported that
textbooks have been received and that testing for the bilingual students has been
completed.
NCLB - Mrs. Green, Chairman, submitted her monthly written report.
meeting delegates to the Area NCLB committee were selected.
At the monthly
PPLC - The PPLC Chairman, Mrs. Horton, reported that the PPLC has finished putting
together the survey for teachers regarding the principal evaluation.
Principal’s Report - Mr. Johnson reported that attendance for the previous month was up.
There is a balance of $1,000.00 in the internal accounts. A motion was made by
Mr. Johnson and seconded to accept the internal accounts report as given. Motion passed
unanimously.
Old Business - There was no old business
New Business - The Principal Evaluation Committee will meet on March 17, 200X at 6:00
p.m., in the school’s lunchroom.
The meeting was adjourned at 9:05 p.m.
Next meeting will be held on April 4, 200X
Respectfully submitted,
____________________
(Secretary’s signature)
These minutes were approved as read (corrected) on __________________ .
46
MOTION FORM
JOHN DOE LOCAL SCHOOL COUNCIL
MOTION FORM #
DATE
May 24, 200X
MOTION MADE BY
Jody Lyons
SECONDED BY
Nelson Thomas
MOTION
Move to authorize principal to submit the restructured school day
as proposed with one-half day for staff development every two
weeks from 12:20 - 2:30 p.m. Students will be dismissed at 12:00
p.m.
RESULTS
TO
YES
=
NO
MOTION CARRIED? Yes
ABSTAIN
ABSENT
TOTAL
No
RECORD OF VOTES ON MOTION: General
Special
Note* In a Transfer of Funds vote, a Supermajority vote is needed
7-Elem / 8 HS
The student member in a high school may not vote on personnel issues.
The principal and student member may not be considered in a quorum nor vote on
Principal evaluation, retention/selection.
COUNCIL MEMBER
P
P
P
P
P
P
C
C
T
T
A
S
NO
ABSTAIN
ABSENT
NOT
ELIGIBLE
Jody Lyons
Flora Ogden
VACANCY
C Ana Rodriguez
Nelson Thomas
Vicki Thomas
Rita Mitchell
S Stella Young
Delia Key
Barnard Lewis
Danny Chase
Kristen Ariel (High School Only)
SIGNED Ana Rodriguez
YES
DATE 5/24/200X
47
#VACANCIES __1____
MOTION FORM
_________________________________ LOCAL SCHOOL COUNCIL
Motion Form#
Date
Motion Made By:
Seconded By:
_____________________________________
_____________________________________
_____________________________________
_____________________________________
Motion:
RESULTS _____To_____ ______ _____ = _____ MOTION CARRIED? Yes__ No__
YES
NO
ABSTAIN
ABSENT
TOTAL
Record of Votes On Motion: General_________ Special _________
NOTE* In a Transfer of Funds vote, a Supermajority vote is needed
7-Elementary / 8 High School
The student member in a high school may not vote on personnel issues.
The principal and student member may not be considered in a quorum nor vote on
Principal evaluation, retention/selection.
COUNCIL MEMBER
YES
NO
ABSTAIN
ABSENT
NOT
ELIGIBLE
SIGNED________________________ DATE _________ #OF VACANCIES _____
48
Notice of Regular Meeting
Posted 48 Hours Prior to Meeting
(Name of School)
Notice Is Hereby Given that the LSC has scheduled a regular meeting of the LSC to
begin at:
on ___________________at
(time)
(date)
(address)
The Agenda for the meeting is as follows:
1. Call to Order
2. Roll Call
4. Approval of Minutes from Previous Meeting
5. Announcements/Introduction of Guests
6. Public Comment
7. Reports:
a. Chair
b. Principal
c. PPLC
d. School Improvement Plan Committee
e. Budget Committee
f. Bilingual Advisory Committee
g. NCLB Parent Advisory Council
h. Other Committees
Old Business
9. New Business
10. Announce Date of Next Meeting and Set Agenda
11. Adjourn
Chair
Date
49
NOTICE OF SPECIAL MEETING
This Notice must be
posted 48 hours prior to meeting
(Name of School)
Notice Is Hereby Given that the chairperson or found members of the LSC has/have called
a special meeting to begin at
on
at
(address)
(time)
(date)
The purposes of this Special Meeting are set forth in the following agenda:
1. Call to Order
2. Roll Call
4. Specific Items to Be Discussed (The LSC Must List These Items Below)
a.
b.
c.
d.
5. Adjourn
Chairperson
Or
Four Members: (Signatures Not Required)
Date
50
PRINCIPAL’S REPORT TO LOCAL SCHOOL COUNCIL
SERVICES TO STUDENTS WITH DISABILITIES IN LEAST RESTRICTIVE
ENVIRONMENT
(For Local School Council’s Use in Developing 200X - 200X SIPAAA)
Name of School
Cluster/Area
Unit#
Current use of School-Based Problem Solving (SBPS) or Intervention Assistance Team
(IAT) to assist students having difficulty learning or behaving, including types of instructional
strategies utilized and their success:
Recommendations for next year:
Current special education service models:
Suggestions for changing or modifying current models so that students with disabilities may
be educated with their non-disabled peers to a greater extent (to the maximum extent
appropriate to their individual needs):
Principal’s Signature
Date
51
II
CHAPTER 2
MEETINGS
S
“The best leader
l
is neve
er recognized..
People tu
urn to one ano
other and say,,
‘We did iti ourselves.’ ”
Ze
en proverb
b
“School, family, and co
ommunity parrtnerships are
e
abo
out children and
a their success as studen
nts in school.””
Joyce Eps
stein, Direc
ctor, Cente
er on Scho
ool, Family,,
and Community
C
y Partnersh
hips, Johns
s Hopkins University
y
“It’s not abou
ut what I want only for my child.
c
We wo
ork together to
o
make sure ev
very child has
s the best cha
ance to learn.””
LSC chaiir, elementa
ary schooll
“It may take
e more time to
o get everyon
ne to understa
and the goals, but it’s worth
h
the time. We
W need cons
sensus to get things done.””
Com
mmunity re
epresentative, high school LSC
C
CONTENTT
x The
e LSC as a school-com
mmunity tea
am for academic progre
ess
x Effe
ective LSC meetings
x Building conse
ensus
x Org
ganizational meetings
x Selection of offficers
x By--laws, rules of order, co
ode of ethic
cs
KEY POIN
NTS
x The
e first meetiing enables
s the LSC to
o organize for
f progress
s.
x The
e Bylaws arre guides th
hat clarify th
he work of th
he LSC.
x Colllaboration a
and teamwo
ork are vita
al to accomp
plishing pro
ogress.
1
Chapter 2 | Meetings
TABLE OF CONTENTS
Organizational Meeting ......................................................................................................... 3
LSC Officers ......................................................................................................................... 6
Agenda ................................................................................................................................. 7
Meeting Records (minutes) .................................................................................................... 9
Motions ............................................................................................................................... 11
Making a Motion ................................................................................................................. 12
Amendments ....................................................................................................................... 13
Most Frequently Asked Questions and Answers ................................................................ 14
The Open Meetings Act ...................................................................................................... 15
Closed or “Executive” Sessions .......................................................................................... 18
Closed Meetings ................................................................................................................. 19
Questions and Answers Concerning Meetings ................................................................... 21
Quorum ............................................................................................................................... 24
Voting .................................................................................................................................. 25
Voting and Quorum Rules for General Motions .................................................................. 26
Voting to Approve SIPPAA ................................................................................................. 27
Voting to Approve Budget Issues ........................................................................................ 28
Voting and Quorum Rules: Principal Selection, Evaluation, and Retention ....................... 29
Schools on Probation .......................................................................................................... 30
Alternative and Small Schools ............................................................................................ 31
Appendix
Board Rule 6-28: LSC Member Eligibility ...................................................................... 33
Board Rule 6-29: Loss of LSC Eligibility Due to Ethics Violations ................................. 39
Board Rule 6-30: Removal of LSC Members for Certain Criminal
Convictions or Failure to Disclose Criminal Convictions ................................................. 43
Board Rule 6-31: Exercise of Certain Powers of LSCs Lacking
Majority of Full Membership by the CEO ........................................................................ 46
CPS Policy on the Governance of Alternative and Small Schools .................................. 47
2
ORGANIZATIONAL MEETING
Local School Council Organizational Meeting
The official LSC Organizational Meeting must be held between July 1 and July 14 of each
year at the attendance center.
This first meeting of the school year, which is the Organizational Meeting, should be called
by at least four (4) council members. The principal may facilitate this meeting by calling the
new members of the council to find a date, time and place convenient for all to attend. All
members should be notified in writing as to the date, time and place of the organizational
meeting. The notice and the agenda should be posted at least 48 hours before the meeting.
If the meeting is not taking place at the school, notice should also be posted at the meeting
place, where the public can readily see it.
Like all other LSC meetings, the organizational meeting is open to the public and is subject
to the Open Meetings Act (OMA). The Open Meetings Act stipulates that a notice and the
agenda for any meeting should be posted 48 hours before the meeting takes place. The
agenda and notice of the meeting should be posted at the main entrance of the school and
at the place where the meeting will take place, if other than the school, where the public can
readily see it and on the LSC Bulletin Board.
The purpose of the organizational meeting is to decide on the following:
x Elect officers for a one (1) year term of office
x Elect a Chairperson (must be a parent member)
x Elect a Vice-Chairperson if desired (preferably a parent member)
x Elect a Secretary (may be any LSC member)
x Vote on a motion to set the dates, time and location of the regular
monthly meetings for a period of one year.
Required Committees
Professional Personnel Leadership Committee (PPLC)
All schools must have a Professional Personnel Leadership Committee (PPLC) made up of
certified teachers and other certified personnel, who work at the school full time, to advise
the principal and the LSC on the educational program and curriculum, and on development
and implementation of the school improvement plan.
3
Bilingual Parent Advisory Committee (BAC)
Schools receiving bilingual funds must have a Bilingual Parent Advisory Committee (BAC)
that advises the principal and the LSC on plans for the bilingual program and the use of
bilingual funds.
No Child Left Behind (NCLB) Parent Advisory Council (PAC)
Schools receiving federal Title 1 funds must have an NCLB Parent Advisory Council (PAC)
that advises the principal and the LSC on plans for the NCLB program, the use of NCLB
funds and parental involvement activities.
The NCLB Title I Parent Advisory Council (“PAC”) is not a formal committee of the LSC, but
a separate body open to all NCLB Title I parents at the school that must work closely with
the LSC. The NCLB Title I PAC is advisory only; the PAC’s role is to ensure that NCLB Title
I parents have input in the NCLB programming of the school and that the school provides
parental involvement activities if it receives Title 1 funding. All programming and budgets
proposed by the NCLB Title I PAC must be consistent with and included in the school’s
SIPAAA and be approved by the LSC. For instance, any budgets prepared by the NCLB
Title I PAC must be approved by the LSC, which has the final authority over school funds.
NOTE: The PPLC, BAC and Title I PAC are subject to the Open Meetings Act
Recommended Actions at Organizational Meetings:
Establish mandatory and recommended committees (Non-LSC members may be
encouraged to participate in these committees)
Examples of recommended committees are:
9
Bylaws
9
Curriculum
9
Special Education
9
Bilingual Advisory Committee (BAC) (required if the
school provides bilingual education)
9
Budget
9
SIPAAA
9
Safety & Security/ Discipline
9
Principal Evaluation
9
Neighborhood Safety Committee
Bylaws: Description
Bylaws are rules and procedures that govern how an LSC functions. They allow members
of the LSC and the public to know in advance how meetings will be conducted and how
problems and conflicts will be resolved. When bylaws are adopted, they become public
records that should be made available upon request.
4
Bylaws: Adoption and Amendment
LSCs may appoint a Bylaws Committee to recommend the adoption or amendment of
bylaws and to draft the bylaws or amendments. (For drafting purposes, three is a
manageable number.) Model LSC bylaws that comply with the law are included this manual.
Once the Bylaws Committee finalizes the drafts, they must be forwarded to the Office of
Local School Council Relations for approval.
The Bylaws Committee should:
x
First determine whether the LSC drafted and approved bylaws during a prior term
x
Provide a copy of proposed bylaws or amendments to each LSC member, the Area
Office and the Office of Local School Council Relations.
The LSC must provide public notice of its intent to adopt or amend bylaws by including the
item on meeting notices and agendas.
LSCs may vote to adopt or amend bylaws according to procedures established in existing
bylaws or, in the absence of existing bylaws, as determined by the LSC. To officially adopt
or amend bylaws, a quorum must be present and either a simple majority or two-thirds of
the members then serving must vote to approve the bylaws or amendments. (We
recommend that bylaws include a provision for their amendment by a two-thirds vote.)
Other Purposes of the Annual Organizational Meeting
At the annual organizational meeting, LSC members should also receive other handouts
and/or pertinent information from the principal that will be useful in carrying out their duties.
Suggested items include:
x
x
x
x
x
x
x
x
x
x
School organization with names and duties of staff
Sign-up sheet for names, addresses and telephone numbers (if desired) of all LSC
members
SIPAAA
The Current School Budget and the CPS Budget Codes
Computer printout of Council members
Computer printout of training completed by Council members (without telephone
numbers)
School Calendar
Location of Council mailbox(es), file cabinet(s), key(s) (if applicable)
Procedure for how Council members prefer to be notified
Procedure for entry into the school
5
LSC OFFICERS
Who can be the LSC chairperson?
x Only a parent representative may serve as Chair.
How long does each LSC Chair serve?
x The Chair is selected at the LSCs organizational meeting and serves for a one-year
term. During the year, if a vacancy occurs, a new chairperson, who must be a parent
member, is selected by the members of the LSC to serve for the remainder
of the term.
Responsibilities of the LSC Chair:
9 Make sure meeting agendas are prepared
9 Involve LSC members, including the principal, in the preparation of the
agenda
9 Ensure that meeting notices and agendas are posted accordance with the
Illinois School Code and the Open Meetings Act
9 Preside at meetings
9 Encourage all LSC members to participate
The Vice Chairperson
Some LSCs create a Vice Chair position. The responsibilities of the Vice Chair must be set
forth in the LSCs Bylaws. Some suggestions are included in the Model Bylaws section.
Who can be the LSC Secretary?
x Any member of the LSC can serve as the secretary.
How long does each LSC Secretary serve?
x The secretary is elected at the organizational meeting for a one-year term. If there is
a vacancy, a new secretary is selected by the members of the LSC to serve for the
remainder of the term.
Responsibilities of the LSC Secretary:
9
Take minutes at all LSC meetings
9
Maintain copies of all minutes
9
Prepare each month’s minutes in a timely manner
9
Distribute the minutes to members in sufficient time to review them prior to
voting on their approval
6
AGENDA
The agenda should be an outline of what the LSC intends to discuss and reflect the
concerns and interests of the community. Agenda for future regular meetings should be
decided and approved by the LSC at the end of the previous regular meeting or at special
meeting.
If not, the agenda must be approved at the beginning of each meeting and
modifications may be made at that time, however no item may be added to the agenda that
will come up for a vote at the meeting.
Purpose of an Agenda
x
A carefully planned and organized agenda is the foundation of a successful
meeting
x
A good agenda briefly outlines what you intend to discuss and in what order
Prepare and Approve the Agenda
LSC members and members of the school community may suggest items to be placed on
an agenda. The LSC should approve the agenda by majority vote. After approving it, the
LSC should decide who will prepare the written agenda and be responsible for posting it.
Suggestions for the Preparation of Agenda
x
In preparing and approving agenda, the LSC should:
x
Tailor the agenda to the time available and give each item sufficient time for
discussion
x
Review previous minutes and include items that need revisiting on the agenda
x
Limit meetings to a reasonable time
x
Ensure that the agenda is distributed to members two to seven (2-7) days before the
meeting
x
Post the agenda at least 48 hours prior to meeting (mandatory)
New items may be discussed but
NOT voted on at this meeting.
7
Agenda for Regular Meeting
An agenda for each regular meeting must be posted as part of the public notice for the
meeting at least 48 hours in advance at the school and at the location of the meeting, if the
meeting is being held some place other than the school. The notice and agenda do not
need to be signed, just placed in a prominent place, clearly visible to the public.
To the extent that the LSC knows what items it would like to address at the meeting, it
should list them as specifically as possible. New issues to be considered by the LSC may
be discussed under the agenda item “new business.” (But not voted upon during the same
meeting.) No issues discussed previously may be raised under the agenda item for “new
business.” A new agenda must be compiled for every LSC meeting!
Agenda for Special Meetings
Public notice of any special meeting must also be given 48 hours in advance by posting the
notice at the school and at the location of the meeting, if the special meeting is not being
held at the school. The notice must also include an agenda, which must list each issue to
be addressed at the special meeting. No action can be taken at a regular or special
meeting that was not specifically listed on the special meeting’s agenda. Thus, the LSC
cannot approve any items at a special meeting that are not clearly listed on the special
meetings agenda.
In addition to the public notice requirements above, notice of special meetings must also be
given to LSC members in writing.
Emergency Meetings
Notice may be posted less than 48 hours before a meeting held in the event of a bona fide
emergency but must be posted as soon as practicable prior to the meeting.
8
MEETING RECORDS (MINUTES)
The Illinois Open Meetings Act requires that LSCs must maintain minutes of all meetings,
including closed sessions and all LSC committee meetings. Minutes must include the
following:
x Date, time, place of meetings and name of school
x LSC members that are physically present, present by speakerphone and absent
x Summary of all matters proposed, deliberated or decided upon
x Record of any votes taken
x Type of Meeting (Regular, Special, Committee)
Minutes of open meetings must be available to the public within seven (7) days after their
approval by the LSC, and sent to the Area Office within 10 days of approval.
Minutes of closed sessions may be kept confidential; this confidentiality must be reviewed
every 6 months to determine whether these minutes should be disclosed to the public.
Minutes
x Minutes are legal documents of the LSC
x Minutes are required of all LSC meetings, open and closed, and of all LSC
committee meetings.
x Audio or video recording must be made at all closed sessions.
Minutes of closed or executive meetings are
confidential and should be kept separate from the
regular or general meeting minutes. The LSC must
review the minutes of closed meetings at least every
six months to determine whether they still need to be
kept confidential. The determination must be reported
in open session.
x
x
If the council approves, the secretary may use a tape recorder to record the
meetings. Each tape becomes part of the legal record and must be labeled and kept
as part of the minutes. (Members of the public may also record the LSC meeting, but
their tapes are not official records.)
The secretary’s responsibility is to present the written minutes (preferably typed) for
approval by the council.
9
x
x
x
x
Each council member should receive the written minutes at least two to seven days
before the meeting so that they can read the minutes and make corrections if
necessary. Copies should be made available to the public at each meeting.
Minutes should be approved at the next meeting if possible.
Once the minutes are approved, a copy is sent to the Area Office.
A copy of the minutes should be posted and available to the public within 7 days after
being approved. (Some schools keep a copy of the approved minutes in a binder so
that if someone requests to see them, they are readily available).
Roll Call
x List all members present physically
x List all members participating by speakerphone
x List all members absent
x If a member is tardy or leaves early, the minutes should reflect the time he/she
arrives or leaves
x Quorum is or is not physically present
x Minutes should reflect only the actual proceedings (action) of the meeting and the
major topics of discussion. It is not necessary to write down every word of the
discussion.
10
MOTIONS
x
An LSC member must be recognized by the Chair before obtaining the floor to make
a motion. This means the Chair of the meeting must say, “It is your turn”, before you
can make a suggestion or give your opinion about what the LSC should do with a
motion.
x
Once you have the floor, you may make a formal proposal, or motion, beginning with
the statement, “I move that...” or “I make a motion that...”
x
Someone else must second the motion by saying, “I second the motion.” If the
motion is not seconded, it dies.
x
Once a motion is made and seconded, the Chair states the motion so everyone is
clear on what is being proposed. From this point, until the motion has been voted on,
all discussion must focus on the motion.
x
After stating the motion, the Chair asks for discussion.
x
If no one indicates a desire to speak to the issue, the Chair or any LSC member calls
the question. The Chair then conducts the vote on this motion by asking for those in
favor, those opposed and those abstaining. (The vote may be conducted by a voice
vote, show of hands, or by roll call.)
x
If members wish to discuss the motion, the Chair opens debate. Each participant
may speak to the question twice, but no one may speak the second time until
everyone has had the chance to speak once. Once debate is complete, the Chair or
any LSC member calls the question.
x
Motions are passed according to the voting rules for LSCs as set forth in this
document.
There is a motion form that may be
duplicated and used at LSC meetings in
the forms section of this manual.
11
MAKING A MOTION
How to Make a Motion
x
The LSC member should ask to be recognized: “Madam-Mr. Chair?”
x
The Chair recognizes the LSC Member. “Mr.-Ms. Smith has the floor.”
x
The LSC member states his/her motion: “We have $5000 in SGSA rollover funds
from last year. I move that we use $500 from those funds to purchase Great
Books material for grades 1 to 3.”
The Chair may say: “There is a motion on the floor, do I hear a second?”
A motion “dies” if it is not seconded. Another member can say, “I second the
motion”
x
If your motion is seconded, the chair restates the motion: “A motion is on the
table that we use $500 in SGSA rollover money to purchase Great Books
material for grades 1 to 3.”
x
The chair then opens the motion for discussion, “Any discussion?”
x
If recognized, the LSC member may say, “I think that our children need to be
exposed to great literature at an earlier age. Right now our Great Books
program only serves grades 4 to 8.”
x
After everyone has had a chance to join the discussion on the motion, the chair takes
the vote. “All in favor of the motions to use $500 in SGSA rollover money to
purchase Great Books material for Grades 1 to 3, please say aye. All opposed?
Any abstentions?”
The chairperson announces the vote. “Let the record show that the
motion (carried-failed) with a vote of _ for, _ against, and _ abstention.”
Votes may be taken by a voice (aye, no)
show of hands or by calling the roll to note
each member’s vote.
12
AMENDMENTS
How to Make an Amendment
x
A member may wish to make an amendment to a motion: “I wish to amend the
motion to make the amount $300 instead of $500.”
x
The amendment must also be seconded. (If it is not seconded, it dies and the
original motion stands). If it is seconded, the Chair restates the amendment: “There
is an amendment to the motion that we make the amount $300.
x
The Chair invites the member who proposed it to open discussion on the
amendment: “Would you like to open the discussion on the amendment?”
He says, “I have volunteered in the Great Books program and I think that $300
would be enough to get this program started in the fall. I think we need to save as
much SGSA money as possible for our computer program.”
x
After discussion, the Chair repeats the amendment: “We are voting on the
amendment that we make the amount $300.” All in favor of the amendment,
please say aye; all opposed, say no; any abstentions?”
x
If the amendment passes, the Chair will state: “The motion now on the table is to
use $300 in SGSA funds to purchase Great Books material for Grades 1 to 3.”
x
If the amendment fails, the chair restates the original motion: “The motion now on
the table is that we use $500 in SGSA rollover money to purchase Great Books
material for grades 1 to 3.”
x
The Chair opens discussion of the original motion:
motion?”
x
After discussion on the motion, the Chair takes the vote as above and announces the
results of the vote.
TIP
Be a fact-finding group
Not a fault-finding group
13
“Any discussion on this
MOST FREQUENTLY ASKED QUESTIONS AND ANSWERS
How can LSCs receive help?
LSCs may request assistance from the Office of Local School Council Relations,
773-553-1400, and the Law Department, 773-553-1700.
May LSCs meet between the time of election and June 30 in an election year?
x
Yes, LSCs may continue to meet and conduct business until the end of the term,
June 30, in election years.
x
However, if the only, or remaining, child(ren) of a parent representative graduate(s)
or is (are) voluntarily transferred at the end of the school year, the parent
representative’s term automatically terminates as of the last day of the school
year. Therefore, such parents cannot participate as LSC members in any LSC
meetings conducted after the last day of the school year.
Should LSCs provide interpreters at LSC meetings?
Yes. LSCs are encouraged to provide interpreters (including sign language) at meetings as
needed in order to maximize the participation of parents and the community.
14
THE OPEN MEETINGS ACT
The Open Meetings Act (“OMA”), requires Illinois public bodies, including Local School
Councils, to conduct their business in “open meetings.” An Open Meeting is one where
business is conducted and voted on in public. Closed sessions (also called “executive
sessions”) may be conducted during Open Meetings, but all Open Meetings must begin and
end with an open session.
The OMA applies to:
x Any gathering of four or more LSC members to discuss LSC business whether in
person or by video or audio conference, telephone call, or electronic means (such as,
but not limited to, electronic mail (‘e-mail”), electronic chat, instant messaging or
other means of contemporaneous interactive communication).
x
Any similar gathering of a majority of a quorum of any LSC Committee or
Subcommittee to discuss LSC business.
First, determine the full membership of the
Committee or Sub-Committee, including non-LSC
members.
Quorum is a majority of the full
membership. For example, if there are 5 members
of the Budget Committee, the quorum is 3. Since a
majority of the quorum is 2, even when only two
Budget Committee members gather to discuss LSC
business, the OMA applies.
The Illinois School Code and OMA require:
x
At the Annual Organizational Meeting (July 1 thru July 14), the LSC must set a
schedule of the times, dates, and location of all regular meetings. This schedule
must be publicized and posted at the school and made available to the public. (At
the organizational meeting, the LSC should also appoint a member who will be
responsible for posting the agenda and notice of all meetings.)
x
If a change is made in the schedule of regular meetings, the LSC must give at least
10 days’ notice through publication in a newspaper of general circulation in the
school community the LSC serves. The ten-day notice and publication requirement
does not apply when the date of a single meeting is changed.
15
x
A written notice, including the agenda, for each regular or special LSC meeting must
be posted at the school and at the meeting location, if different, visible to the general
public at least 48 hours before the meeting. The School Code allows the chairperson
or any four members to call special meetings and requires that written notice of such
meetings be given to all members prior to the meeting. We recommend that the
notice be given as soon as possible. The notice must contain the time, place and
purpose of the meeting.
x
The Open Meetings Act requires that a quorum of the membership must be
physically present at the location of the meeting. This “physical presence”
requirement applies whether the meeting is open or closed. The Open Meetings Act
identifies limited circumstances under which an LSC member may be authorized to
participate in a meeting by video or audio conference. Currently, the reasons are
absences due to: (i) personal illness of disability; (ii) personal employment purposes;
(iii) business obligations of the LSC; or (iv) a family or other emergency. Therefore, if
a member participates in a meeting by phone conference due to any of the reasons
listed above, they may not be counted as present for quorum purposes.
x
The Open Meetings Act authorizes members to participate by audio or video
conference ONLY in accordance with and to the extent allowed by rules adopted by
the LSC. Therefore, an LSC must adopt rules that govern telephonic participation by
members that conform to the requirements noted above in order for members to
participate in meetings by phone conference.
x
Items not stated on the agenda of a regular or special meeting may be discussed, but
not or acted upon.
x
All meetings must be held at a time and place that is convenient and open to the
public.
x
All LSC votes must take place in an open meeting.
x
Voting may not be by proxy, written ballot, or secret ballot.
16
x
x
x
x
x
x
x
x
x
x
x
x
The LSC must maintain written minutes of all meetings, including closed sessions
and LSC committee meetings. Closed sessions also require audio or video
recording.
The minutes must reflect the members who were physically present and the
members who were present by means of video or audio conference.
Items requiring LSC action must be clearly and specifically included as items on the
agenda. Matters previously discussed or acted upon must appear under the heading
of “Old Business” while matters being considered for discussion of action for the first
time must appear under the heading of “New Business.”
No items previously discussed may be discussed under “New Business.”
Regular meetings may fall on a holiday.
No special or rescheduled public meetings can be held on a legal holiday.
If newspapers or other news media have asked to be apprised of meetings, the LSC
must provide the press with notice of its regular meetings and any special or
rescheduled meetings.
All meetings must be held at times and places that are convenient, accessible, and
open to the public.
The LSC must give written notice, including the agenda, of any reconvened meeting
at least 48 hours before that meeting is held. However, this notice is not necessary if
(a) the first session of the meeting was open; (b) there is no change in the agenda;
and (c) the reconvened meeting will be held within 24 hours or (d) an announcement
of the reconvened meeting was made at the original meeting.
Recent amendments to the Open Meetings and Freedom of Information Acts require
public bodies subject to the Acts, including local school councils, to designate a
member or officer to complete online training on compliance with the Acts and to act
as the Freedom of Information Act Officer for the body. To take the training, the
designated member or officer must first register on the Illinois Attorney General’s
website: http://www.illinoisattorneygeneral.gov/
The designated member or officer must complete the on-line training within 30 days
after being designated by the LSC. After compliance with the initial training
requirement, the designated member or officer must complete the on-line training
annually. Whenever the LSC designates a new member or officer, they must also
complete the online training within 30 days of designation.
If not previously designated, the annual organizational meeting affords the LSC a
good opportunity to designate the member(s) or officer(s) to complete on-line training
and to act as the Open Meetings Act designee and Freedom of Information Act
Officer for the body.
17
CLOSED OR “EXECUTIVE” SESSIONS
A closed or “executive” session during an open meeting is used to discuss business that
should not be discussed in an open session, such as the evaluation, selection and retention
of the principal. A Local School Council may close a portion of a meeting to the public upon
a majority vote of serving members taken at an open meeting. The vote of each member on
the question of holding a closed or executive session and a citation to the specific exception
contained in Section 2 of the OMA which authorizes the closing of the meeting to the public
shall be publicly disclosed at the time of the vote and shall be recorded and entered into the
minutes of the meeting. During the closed session, audio or video recording of the session
is required. Only topics specified in the vote to hold a closed session may be considered in
a closed session. Before the council returns from the closed session, a motion must be
made, seconded and voted on to return to open session.
A council may only go into a closed/executive session if there is a need to:
x
Discuss litigation, if a lawsuit against, affecting, or on behalf of LSC members has
been filed and is pending, or when the LSC determines that such an action is
probable, in which case the basis for the closed session must be entered in the
minutes;
x
Discuss the evaluation, selection, retention, or request for suspension or dismissal of
the school principal; this exception does not apply to discussions about principal
evaluation or selection procedures, although it does apply to discussions about or
interviews with the current principal or particular candidates for principal;
x
Discuss or negotiate the terms of employment additions to the principal’s
performance contract;
x
Discuss minutes of meetings lawfully closed under the OMA whether for approval
purposes or to conduct the mandated semi-annual review of the closed meetings
minutes.
x
Discuss the qualifications of potential LSC members to fill vacancies.
18
CLOSED MEETINGS
Local School Councils may also hold meetings closed to the public or may close portions of
open meetings to the public in advance. They may take a single vote with respect to a
series of meetings, a portion or portions of which are proposed to be closed to the public as
long as each of the meetings involves the same matters and is scheduled to be held within
3 months of the vote.
x
A quorum of LSC members must be physically present at a closed meeting.
Although the LSC can discuss and deliberate certain matters during
closed sessions or at closed meetings, no final action may be taken
either during closed sessions or at a closed meeting. In addition, all
final action taken by the LSC at an open meeting concerning
matters discussed during closed sessions or at a closed meeting
must begin with an explanation that informs the public about the
business being decided.
Suggestions for Public Participation
x Public participation should be encouraged and time should be provided for such
participation at each regular LSC meeting.
x
Parents and community members should be given the opportunity to address the
LSC during the LSC meeting, at the discretion of the LSC. In order to address the
LSC, individuals wishing to speak should be required to sign-in at least ten minutes
prior to the beginning of the meeting. Speakers should be permitted in the order in
which they signed in.
x
Each individual addressing the LSC should be required to limit their comments to two
or three minutes, and to conduct him or herself in an appropriate manner. Any
person who is confrontational or disruptive may be asked to leave the meeting and
may have their right to address the council revoked.
x
Videotaping and recording of LSC regular and special meetings are permitted in
accordance with the Open Meetings Act. Such recording, however, may not interfere
with or in any way disrupt the meeting. The LSC chair, or his/her designee, may
require that the person recording the meeting cease the recording if the recording
disrupts the meeting.
x
All recording equipment should be set up and in place prior to the start of the
meeting.
19
x
All minutes kept by the Secretary should note the names of those persons who spoke
at the LSC meetings.
x
The LSC may wish to establish guidelines for canceling meetings. The LSC must
notify the public by posting the notice of meeting cancellation in public view on school
grounds and may, as a courtesy, send a flier to the parents.
20
QUESTIONS AND ANSWERS CONCERNING MEETINGS
How does an LSC call a Special Meeting?
x The Chair or any four LSC members may call Special Meetings by giving written
notice specifying the time, place, and purpose of the meeting.
Who presides at Special Meetings?
x The Chair presides at all meetings, even Special Meetings that have been called by
four other LSC members. If the Chair is absent, the person designated in the LSC
bylaws will preside.
What notice is required for reconvening a meeting?
x The LSC must give written notice, including the agenda, to reconvene an unfinished
meeting at least 48 hours before the meeting is reconvened unless: (a) the original
meeting was open to the public; (b) there is no change in the agenda; and (c) the
reconvened meeting will be held within 24 hours of the original meeting or (d) the
time and place of the reconvened meeting are announced at the original meeting.
What if the LSC cancels a meeting?
x If possible, the LSC should notify the public by posting and sending flyers to students’
homes. Meetings may not be cancelled without approval of the LSC with majority
vote.
Is public participation required at LSC meetings?
x
Public participation is required at the two Annual Progress Report Meetings.
Although public participation is not required at regular meetings, it is strongly
encouraged. The LSC should adopt and publish reasonable rules regarding public
participation.
Does the OMA apply to retreats or sessions arranged solely to provide training for
LSC members?
x
No, as long as no LSC business is discussed.
Does the OMA apply to social gatherings of LSC Members?
x The OMA does not apply to purely social gatherings where LSC business is not
discussed. If proper notice has not been given, including an agenda, LSC members
may not consider LSC business at the social gathering.
21
During a Closed meeting
The LSC may not vote or take any final action. Only
topics specified in the vote to close the meeting may
be considered. Closed meetings/sessions must be
audio or video recorded.
What if the LSC fails to comply with the OMA?
x It is very important for every LSC and every LSC Committee to comply with the OMA.
If an LSC does not comply with the OMA, any person, including the Cook County
State’s Attorney, can bring a lawsuit against the LSC in Cook County Circuit Court.
Such a lawsuit can be brought within 60 days of the failure to comply with the OMA
or when the State’s Attorney discovers the violation. A lawsuit may even be brought
before the LSC holds its meeting, if it appears that the OMA will not be followed.
x
If an LSC is found by a court to have violated the OMA, the court may grant any relief
it deems appropriate. Most courts, however, will require that the non-compliance be
cured, either through making part of the meeting open to the public or by affirming
the LSC action in public session. The court may also force the LSC to pay the
attorney’s fees and litigation costs from the lawsuit. Any LSC that has been found
by the court to have violated the OMA may also be found guilty of a Class C
misdemeanor, which can carry imprisonment and a fine.
What if the LSC has questions about the OMA?
x Call the Office of Local School Council Relations at (773) 553-1400 or the Law
Department at (773) 553-1700.
22
QUORUM AND VOTING
PROCEDURES
23
Chapter
C
2 | Meetings
QUORUM
U
A quorum is the minim
mum numbe
er of memb
bers needed
d to conduc
ct business,, regardles
ss of
how
h
many
y members
s are seatted on the
e LSC. In
n order to conduct bu
usiness at any
meeting,
m
th
here must always be
e a quorum
m presentt. A quorrum must be physic
cally
present
p
forr the duration of the meeting.
m
If
I there is no quorum
m, no busin
ness may be
b conducte
ed and no votes
v
may be taken. The
members
m
p
present
mayy discuss the issues bu
ut cannot ta
ake any acttion.
The
T
numbe
er of votess needed to
o pass a motion
m
is a majority of
o the currrently serv
ving
members.
m
All
A votes taken
t
by th
he members
s of the Lo
ocal School Council must
m
be tak
ken in an open
o
session,
s
by
y voice vote
e, by a sho
ow of hands
s or by roll call, and tthe minutes
s must indicate
how
h
the LSC memberss voted.
A Local Sch
hool Counccil member may not vote
v
by sec
cret ballot nor
n take an
ny final ac
ction
at
a a closed
d session o
on any issu
ue.
A quorum
m for an
a
Eleme
entary
Scho
ool is
Alw
ways
6
On
O votes to
o Retain, S
Select or Ev
valuate the
e principal, the
t presenc
ce of the prrincipal and
d the
high
h
schoo
ol student rrepresentative cannott be consid
dered in de
etermining if a quorum
m is
present.
p
LS
SC minutess must refle
ect memberrs who were
e physically
y present as well as th
hose
attending
a
by other mea
ans.
A quo
orum fo
or a
High schoo
ol is
A
Always
7
24
VOTING
All votes by the LSC must take place in an open meeting. Secret ballots and proxy votes
are not allowed. All votes must be taken by voice vote, by roll call or by a show of hands.
A member may participate by means of a telecommunications device if:
x
x
x
x
The bylaws allow participation by telecommunication (Note: If the Bylaws do not
include a provision for participation by telecommunication, then members may not
use video or audio communication to participate.)
The member has notified the Chairperson or other designated person as described in
the bylaws unless advanced notification is impractical.
The reason for telecommunication participation is covered by the Open Meetings Act;
a. Personal illness;
b. Personal employment purposes;
c. LSC business;
d. A family or other emergency; or,
e. Such other reasons authorized under Section 7 of the Open Meetings Act
(5/ILCS 120/07).
The individual complies with any other requirements contained in the bylaws.
Tip
The number of votes needed to
pass a motion is determined by
the number of council members
currently serving.
It is not
determined by the number of
members present at a meeting.
Remember...
LSCs may only vote when a
quorum is present!
25
VOTING AND QUORUM RULES FOR GENERAL MOTIONS
When can an LSC vote?
x
An LSC may only vote when a quorum is present.
Quorum in an Elementary School LSC is Always 6.
Quorum in a High School LSC is Always 7.
What if a quorum is not present?
x If a quorum is not present, the agenda may be discussed, but no action may be
taken. The LSC may only take measures to obtain a quorum, fix the time at which to
adjourn, or take a recess. Vacancies do not affect a quorum.
If a quorum is present, how many votes are needed to pass a motion?
x In most instances*, a majority “Yes” vote of the currently serving
membership is needed to pass a motion. See the chart below.
MEMBERS CURRENTLY
SERVING
MOTION IN A HIGH SCHOOL
LSC
MOTION IN AN ELEMENTARY
SCHOOL LSC
12
11
7
6
െെെെ
10
6
6
9
5
5
8
5
5
7
4
4
6
NO QUORUM
4
6
Exceptions
To transfer allocations within funds, eight votes are needed in a high school
LSC, and seven votes are needed in an elementary school LSC, regardless of
the number of vacancies. LSC members may also direct the CEO to approve
written charges against its principal on behalf of the LSC with the vote of seven
(7) members of the LSC. For more exceptions, see Voting and quorum Rules
for Principal Selection, Evaluation, and Retention.
26
VOTING TO APPROVE SIPAAA
Motion to Approve the School Improvement Plan:
x
x
x
Requires another member to second it.
Is debatable.
Requires a “yes” vote of the majority of the serving members to be approved.
Example: “I move that the school improvement plan for the 200X to 200X school year, dated as of
[month] [day], [year], be approved in all respects.”
Example: “I move that the school improvement plan for the 200X to 200X school year, dated as of
[month] [day], [year], be approved as amended.”
Voting Rules For General Motions (Includes SIPAAA)
x
When a quorum is present, the voting rules for passing motions are listed
on the prior page.
27
VOTING TO APPROVE BUDGET ISSUES
A Motion to Approve the School Budget:
x Requires another member to second it
x Is debatable
x To pass, requires a “yes” vote of the majority of the serving members to be approved
Example: “I move that the school budget for the 200X to 200X school year.
dated as of [month] [day], [year], be approved in all respects.”
Example: “I move that the school budget for the 200X to 200X school year.
dated as of [month] [day], [year], be approved in all respects.”
Motions to Amend Allocation of Discretionary Funds in a School Budget
Motion to Transfer Previously Allocated Discretionary Funds
x
x
x
Requires another member to second it
Is debatable
Requires at least (7) seven votes to pass for an elementary school LSC and (8) eight
votes to pass for a high school LSC
Example:
“I move to transfer the previously allocated
discretionary funds in the amount of [x] dollars from
being allocated to [_______] to being allocated to
[_____].”
Motion to Allocate New, Rollover and/or Previously Unallocated Funds
x Requires another member to second it.
x Is debatable.
x Requires a “yes” vote of the majority of the serving members to be approved.
Example: “I move that the previously unallocated discretionary funds in the
amount of [x] dollars be allocated to [________].”
28
VOTING AND QUORUM RULES
PRINCIPAL SELECTION, EVALUATION, AND RETENTION
In order for an LSC to conduct official business, a quorum of LSC members must be
present.
A quorum for an elementary school is ALWAYS 6
A quorum for a high school is ALWAYS7
The principal and, in high school LSCs, the student representative may not be counted for
determining a quorum and may not vote on the following issues:
x Selecting a principal
x Evaluating a principal
x Renewal of principal’s contract
x Approving additional contract criteria
x Submitting three principal candidate names to the Chief Executive Officer
How many votes are needed to select a new principal?
x Seven votes are always needed to select a new principal, regardless of the
number of vacancies.
How many votes are needed to approve the principal performance evaluation, retain
the principal, approve additional contract criteria, and submit principal candidate
names to the CEO?
x A majority “Yes” vote of the currently serving membership [not including the
principal and the student representative,] is needed. See the chart below.
Members Currently Serving(not
including the principal and, in
high school, the student)
Votes needed in a High
School LSC
Votes needed in an
Elementary School LSC
10 (full membership)
6
6
9 (1 vacancy)
5
5
8 (2 vacancies)
5
5
7 (3 vacancies)
4
4
6 (4 vacancies)
No quorum
No quorum
4
5 (5 vacancies)
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No quorum
Unable to conduct
business
SCHOOLS ON PROBATION
School Improvement Plan and Budget
The Illinois School Code provides that each school placed on probation shall have a school
improvement plan and a school budget for correcting deficiencies identified by the Board. In
compliance with that statutory provision, the CEO or designee (the school’s Chief Area
Officer or “CAO”) develops, and the Board approves, school improvement plans for schools
placed on probation that contain specific steps that the local school councils and the school
staffs must take to correct the identified deficiencies. Also in compliance with that provision,
the CEO or designee develops, and the Board approves, budgets for schools placed on
probation that include specific expenditures directly calculated to correct the educational
and operational deficiencies identified at the school. All budget amendments are also
approved by the CEO or designee.
This means that the LSCs of schools placed on probation do not have the authority to
approve the SIPAAA, the School Budget or any Budget Transfers. However, the LSCs
remain an important part of the process in developing and monitoring the SIPAAA. In
developing the SIPAAA and the corresponding school budget, the CAO and principal will
consult with the LSC and all involved parties. The SIPAAA and school budget will then be
approved by the CAO before being submitted to the Board of Education. Once the school is
no longer on probation, the LSC will have the authority to approve the SIPAAA and school
budget plan.
Principal Retention/Selection Process
In most instances, the LSCs of schools placed on probation have the authority to retain the
school’s contract principal for a new four-year term or to select a new contract principal.
Pursuant to its statutory powers over schools on probation, the Board of Education has the
authority to reconstitute such schools or to remove their contract principals. If the Board
exercises either power over a school on probation, the following will occur:
1. The school will remain on probation until it makes Adequate Yearly Progress
for two (2) consecutive years or five (5) years pass from the date the Board
takes such action, whichever occurs later;
30
2. The LSC will not have the authority to select new contract
principal until the school is no longer on probation.
For further information on probation, please refer to the Board’s School
Performance, Remediation and Probation Policy for the current school year.
ALTERNATIVE AND SMALL SCHOOLS
The powers of Appointed Local School Councils and Military Boards of Governors of
schools designated by the Board as alternative and small schools pursuant to 105 ILCS
5/34-2.4(b) are not covered by this Guide. Please refer to the Policy on the Governance of
Alternative and Small Schools in the Appendix for further information on the powers of the
appointed councils or governing boards of such schools.
31
APPENDIX I
Chicago Board of Education
Rules and Policies
32
BOARD RULE 6-28
LSC MEMBER ELIGIBILITY REQUIREMENTS AND CHALLENGE PROCEDURES BASED
ON LOSS OF ELIGIBILITY
Sec. 6-28. LSC Member Eligibility.
A.
Definitions
Wherever used in this Section, the following words and phrases shall have the following
meaning:
Parent: Means a (a) biological or adoptive parent, (b) step-parent or (c) legal guardian of an
enrolled student of an attendance center.
Stepparent: means a person who is (a) married to the child’s parent, (b) resides with the
child and (c) exercises care and custody of the child. In order to establish that he/she
exercises care and custody of a child, the stepparent must provide: (i) a marriage certificate,
and (ii) a sworn affidavit by the biological parent attesting that the stepparent, in conjunction
with the parent, does exercise care and custody of the child. Other evidence that may
demonstrate care and custody includes but is not limited to the following: (iii) the child is
declared as a dependent on the stepparent’s most recent income tax return; (iv) the child is
covered under the stepparent’s health insurance; or (v) the child is listed as the stepparent’s
child for Medicare, Social Security, Medicaid or other public aid programs. This Board Rule
shall not be construed to give stepparents any right of access to student records except as
provided in the Illinois School Student Records Act (105 ILCS 10/1 et seq.).
Legal guardian: means a person who has been formally appointed guardian of a child by a
court of competent jurisdiction.
Local School Council or LSC: means an elected Local School Council or an appointed Local
School Council or Board of Governors, except when otherwise noted.
Employed at the School: Means to receive compensation and act under the direction and
supervision of a principal or his/her designee who oversees the detail of the person’s work.
An employee of a third party may not serve on a local school council at a school at which he
or she is employed, however, he or she may be eligible to serve at another school.
Employed by the Board of Education: Means to be in the employ of the Board of Education
whether or not employed at the school.
Enrolled in a school: means that the student is currently attending the school at which the
parent or legal guardian serves.
33
Graduation is on the last day of the academic school year or semester and not on the date
of a graduation ceremony or commencement exercise. Pursuant to the Illinois School
Code, the last day of the academic year or semester is determined by the Chicago Board of
Education.
B.
Eligibility
Persons who have been elected to serve on a Local School Council may serve and
continue to serve for the length of their term provided they meet and continue to meet the
eligibility requirements set forth below.
1.
A person may serve and continue to serve as a parent representative as long as
he/she:
(i) has a child enrolled in the school in which he/she serves;
(ii) is not employed at the school in which he/she serves; and
(iii) is not employed by the Board of Education.
If a parent representative of a Local School Council ceases or fails to have a child enrolled
in the school at which membership on the Local School Council at which he/she serves, for
reasons other than graduation or voluntary transfer of the child, or becomes an employee of
the Board of Education, the parent’s membership on the local school council and all voting
rights shall be terminated immediately upon the written determination of ineligibility by the
General Counsel following the challenge procedures set forth below. In cases where the
parent representative’s membership ends due to graduation of his or her child, he or she
serves until the end of the school year or semester in which his or her child graduates. In
cases where the parent representative’s membership ends due to the voluntary transfer of
the child, the parent’s membership and voting rights shall be terminated as of the date of the
transfer.
2.
A person may serve and continue to serve as a community representative as
long as he/she:
(i)
(ii)
(iii)
(iv)
resides in the attendance area served by the school;
is not employed at the school in which he/she serves;
is not employed by the Board of Education; and
is not a parent of a student enrolled at the school.
If a community representative ceases to reside within the attendance area or voting
boundaries of, or has a child enrolled in, the school at which he/she serves, or becomes an
employee of the school or Board of Education, his or her membership on the Local School
Council and all voting rights are terminated immediately upon the written determination of
ineligibility by the Chief Executive Officer or designee following the challenge procedures
set forth below.
3.
A teacher representative may continue to serve as long as he or she is employed
and assigned to perform a majority of his or her duties at the school, provided that if a
teacher representative resigns from employment with the Chicago Board of Education,
or resigns from the Local School Council or voluntarily transfers to another attendance
34
center, the teacher’s membership on the Local School Council and all voting rights are
terminated immediately as of the date the teacher’s resignation is received by the
Board of Education, or as of the date the teacher’s Local School Council resignation is
received by the Local School Council or the effective date of the teacher’s voluntary
transfer to another attendance center.
If a teacher representative resigns from employment with the Board, or resigns from the
Local School Council or voluntarily transfers to another attendance center or is absent from
employment at the school for an extended and defined period of time due to illness,
disability, leave of absence, the initiation of dismissal proceedings, or any other reason, the
principal shall notify the Office of the Chief Executive Officer or designee of a teacher
representative’s permanent or temporary absence. The Office of the Chief Executive
Officer or designee shall certify, as appropriate, that a vacancy exists in such teacher
representative’s position. When a vacancy is certified, the Office of the Chief Executive
Officer or designee shall issue written notification to the principal and the local school
council advising the school to initiate a non-binding staff advisory poll. The school shall
forward the results of the poll to the Office the Chief Executive Officer or designee in a
timely manner. After receipt of the results, the Board will declare the existence of a
permanent or temporary vacancy in the teacher representative’s position and will appoint a
replacement teacher representative until such time as the absent teacher resumes service
at the attendance center or for the remainder of the term, whichever occurs first.
4.
A person may serve as a high school student representative for a one-year term
beginning July 1 and ending the following June 30th as long as he/she is and remains
enrolled in the high school in which he/she serves on a full-time basis. For students
who graduate while serving as a student representative of a Local School Council,
their term shall end upon graduation. In cases where the student representative
voluntarily transfers from the school, the student’s membership and voting rights on
the Local School Council shall be terminated as of the date of the transfer.
If a high school student representative of a Local School Council ceases to be enrolled on a
full-time basis in the school at he/she serves, for reasons other than graduation or voluntary
transfer, the student’s membership on the local school council and all voting rights shall be
terminated immediately upon the written determination of ineligibility by the Chief Executive
Officer or designee following the challenge procedures set forth below.
C.
Audit of Records
The Chief Executive Officer or designee may periodically cause to be reviewed pertinent
records relating to individual LSC members in order to discover any relevant changes in an
LSC member’s eligibility. If such a review indicates that an LSC member does not meet the
eligibility criteria in this Board Rule, an investigation shall be conducted in accordance with
the local school council member removal procedures set forth below.
35
D.
1.
Local School Council Removal Procedures
Any person may challenge the eligibility of an LSC member based on the eligibility
criteria in this Board Rule. Challenges shall be in writing and shall include:
a.
the name, address, and phone number of the person filing the challenge;
b.
a statement of facts upon which the challenge is based and any evidence
which supports the challenger’s position.
2.
In cases where an allegation of ineligibility under this Board Rule is made by another
LSC member or an employee of the Board, the identity of the LSC member or Board
employee may not be disclosed during any investigation of the allegation without his or
her written consent. 105 ILCS 5/34-2.4(c) (“Whistle Blower Protection”).
3.
In addition, the Board, its agents and employees, may act upon anonymous
challenges, personal knowledge or other information of council members’ ineligibility
including, but not limited to, the audit of records described above. A Board employee
or agent with information indicating that an LSC member is not eligible under this
Board Rule may initiate an investigation by submitting a written request for
investigation to the Law Department.
4.
Filing of Challenges-Challenges and requests for investigation pursuant to this Rule
shall be filed with the Law Department.
5.
Investigation of Ineligibility-The General Counsel shall review challenges and requests
for investigation. If the General Counsel determines that the challenge or request has
merit, the General Counsel may refer the matter for investigation if additional
information is required. The information provided by the challenger(s) and the results
of any investigation shall be reviewed by the General Counsel. If the results of the
investigation indicate that the LSC member may be ineligible, the General Counsel
shall convene a hearing to afford the General Counsel’s representative the opportunity
to present evidence of ineligibility and the concerned council member an opportunity to
personally present statements and evidence on his or her behalf. The concerned
council member shall be notified in writing of the date, time, and place of the hearing,
of his or her right to have a representative at the hearing, and the specific basis for his
or her alleged ineligibility.
36
6.
A hearing officer shall conduct a hearing and shall afford the General Counsel’s
representative the opportunity to present evidence of ineligibility and the concerned
council member an opportunity to personally present statements and evidence
substantiating his/her eligibility to serve on the council. The General Counsel shall
have authority to promulgate rules, including, but not limited to, rules of procedure,
procedural manuals and rules of evidence, to govern hearings under this Rule. As
soon as possible after the conclusion of the hearing, the hearing officer shall make a
recommended finding to the Chief Executive Officer or designee regarding the council
member’s eligibility.
7.
The Chief Executive Officer or designee shall decide the question of the council
member’s eligibility. If the Chief Executive Officer or designee finds that the
concerned council member is ineligible to serve based on the eligibility criteria in this
Board Rule, the Chief Executive Officer or designee shall declare the member
ineligible and a vacancy on the council which shall be effective on the date the
declaration is issued. However, the vacancy may be filled only after: (1) the
concerned council member fails to request reconsideration within the time allowed; or
(2) the concerned council member’s request for reconsideration is denied.
8.
Notice of Declaration of Vacancy-The Chief Executive Officer or designee shall
forward the determination to each challenger and challenged LSC member in writing
by regular and certified mail and to the affected LSC by regular mail.
E.
Request for Reconsideration
1.
Within thirty (30) days of the date of a Declaration of Vacancy by the Chief Executive
Officer or designee, the challenged LSC member may submit a request to reconsider
to the Chief Executive Officer or designee. Failure to request reconsideration within
30 days after the declaration of the vacancy will render the declaration of vacancy as
final. The request for reconsideration should state specific reasons or grounds for
rescinding the Chief Executive Officer or designee’s prior determination concerning the
council member’s eligibility.
2.
The Chief Executive Officer or designee shall review the determination. New evidence
not readily available at the time that the challenge was filed may be submitted. The
decision of the Chief Executive Officer or designee shall be final and shall be
forwarded to the challenger, the challenged LSC member, and the affected Local
School Council.
F.
Appointment to Vacancy
If a challenged parent or community LSC member is found to be ineligible to serve on the
elected Local School Council pursuant to this process and a vacancy is declared, the LSC
shall fill the vacancy by appointment of a qualified person who meets the eligibility
requirements.
37
If a challenged teacher or student LSC member is determined to be ineligible to serve on
the elected Local School Council and a vacancy is declared, the Board shall fill the vacancy
by appointment of a qualified person who meets the applicable eligibility requirements after
a non-binding advisory poll of school staff or students, whichever is appropriate.
If a challenged member to an appointed Local School Council or Board of Governors is
determined to be ineligible to serve on the council or board and a vacancy is declared, the
Board shall fill the vacancy by appointment in accordance with the Board’s Policy on
Governance of Alternative and Small Schools.
38
BOARD RULE 6-29
LSC MEMBER ETHICS REQUIREMENTS AND CHALLENGE PROCEDURES BASED ON
ETHICS VIOLATIONS
Sec. 6-29. Loss of Local School Council Eligibility Due to Ethics Violations.
For purposes of this Rule, references to Local School Council (“LSC”) shall mean an elected
Local School Council or an appointed Local School Council or Board of Governors except
when otherwise noted herein.
A.
Challenges to Local School Council Members’ Eligibility Based on Ethical
Violations
1.
Any person may challenge a Local School Council member’s eligibility to serve based
on ethical violations. Filing a false Statement or failure to comply with the Board’s
Code of Ethics Policy may be grounds for disqualification from serving on any Local
School Council for the remainder of the concerned member’s term(s) of office.
Challenges shall be in writing and shall include:
a.
b.
the name, address, and phone number of the person filing the challenge;
a statement of the facts upon which the challenge is based and any
evidence which supports the challenger’s position.
2.
In cases where an allegation of an ethical violation under this Board Rule is made by
another LSC member or an employee of the Board, the identity of the LSC member or
Board employee may not be disclosed during an investigation of the allegation without
his or her written consent. 105 ILCS 5/34-2.4(c) (“Whistle Blower Protection”).
3.
In addition, the Board, its agents and employees, may act upon: (i) anonymous
information regarding council members’ ethical violations; or (ii) personal knowledge or
other information of ethical violations by council members obtained by Board agents or
employees. A Board employee or agent with information of an ethical violation by an
LSC member may initiate an investigation by submitting a written request for
investigation to the Law Department.
4.
Filing of Challenges – Challenges, requests for investigation and reports of LSC
members’ ethical violations may be filed with the Law Department or the Board’s
Ethics Manager.
Investigation of Ethical Violations. The General Counsel shall review challenges
based on ethical violations, requests for investigation of alleged ethical violations and
reports of such violations received from Board agents or employees or anonymous
sources. If the General Counsel determines that the challenge, request or report has
merit, he/she shall refer the challenge, request or report for investigation. The General
Council shall review the results of the investigation.
If the results of the
39
investigation indicate that the LSC member may have committed an ethical violation,
the General Counsel shall convene a hearing to afford the General Counsel’s
representative the opportunity to present evidence of ethical violations and the
concerned council member an opportunity to personally present statements and
evidence on his or her behalf. The concerned council member shall be notified in
writing of the date, time, and place of the hearing, of his or her right to have a
representative at the hearing and of the specific provisions of this Rule or the Board’s
Code of Ethics Policy which he or she is alleged to have violated.
6.
A hearing officer shall conduct a hearing and shall afford the General Counsel’s
representative the opportunity to present evidence of ethics violation(s) and the
concerned council member an opportunity to personally present statements and
evidence regarding the allegations of ethics violations. The General Counsel shall
have authority to promulgate rules, including, but not limited to, rules of procedure,
procedural manuals and rules of evidence, to govern hearings under this Rule. As
soon as possible after the conclusion of the hearing, the hearing officer shall make a
recommended finding to the Chief Executive Officer or designee regarding the alleged
ethical violation.
7.
The Chief Executive Officer or designee shall decide the question of whether an ethics
violation occurred. If the Chief Executive Officer or designee finds that an ethical
violation has occurred, the Chief Executive Officer or designee shall declare the
member ineligible effective on the date the declaration is issued. The vacancy on the
council which shall be effective on the date the declaration is issued. However, the
vacancy may be filled only after: (1) the concerned council member fails to request
reconsideration within the time allowed, or (2) the concerned council member’s
request for reconsideration is denied.
B.
Declaration of Vacancy
When a council member has been afforded a hearing pursuant to this Rule and the Chief
Executive Officer or designee has found that he or she should be disqualified from the Local
School Council based upon a violation of the Code of Ethics or this Rule, the Secretary of
the Board shall forward a Declaration of Ineligibility and a Declaration of Vacancy to the
concerned council member and Local School Council by certified and regular mail to the
council member’s last known address and to the affected LSC by regular mail. The vacancy
shall be effective on the date the declaration is issued. However, the vacancy may be filled
only after: (1) the concerned council member fails to request reconsideration within the time
allowed; or (2) the concerned council member’s request for reconsideration is denied.
C.
1.
Within thirty (30) days of the date of a Declaration of Vacancy based upon a ruling by
the Chief Executive Officer or designee, the challenged council member may submit a
40
request to reconsider to the Chief Executive Officer or designee. The request for
reconsideration should state specific reasons or grounds for rescinding the chief
Executive Officer’s or designee’s prior determination concerning the council member’s
eligibility. New evidence not readily available at the time that the challenge was filed
may be submitted.
2.
The Chief Executive Officer or designee shall review the request for reconsideration
and issue a final determination.
3.
The Secretary of the Board shall forward the final determination to the challenger, if
any, and the challenged council member by certified and regular mail to the concerned
council member’s last known address and to the affected LSC by regular mail.
4.
Failure to file a request for reconsideration within the time allowed will render final a
Declaration of Vacancy based upon a ruling by the Chief Executive Officer or
designee.
D.
Statement of Economic Interests Filing Requirements
Failure to timely file a Statement of Economic Interests (hereinafter “Statement”), or failure
to file a complete Statement, shall result in automatic disqualification from the Local School
Council for the remainder of the concerned member’s term of office. The Secretary of the
Board shall every year, transmit to all schools a sufficient number of blank Statements of
Economic Interests for all Local School Council members. Local School Council members
shall file the Board’s Statement of Economic Interests with the Secretary of the Board by the
deadline specified in the annual Statement. Council members will have 45 days from the
date the Statement is sent to principals to complete and submit such Statement. Council
members appointed after the due date of the annual Statement shall initially file the Board’s
Statement within seven (7) days of their appointment. Council members shall deliver their
completed Statements to the principal of the school where they serve by the deadline
specified in the annual Statement or, if appointed after the due date of the annual
Statement, within seven (7) days of their appointment. Such delivery shall be considered as
the filing of the Statement with the Secretary of the Board.
Within seven (7) days of the applicable filing date, principals shall forward to the Secretary
of the Board all Statements and/or the names of any council members who have failed to
file Statements as required. Local School Councils shall maintain copies of their members’
Statements on file at their schools for public inspection.
When a council member has failed to file a complete Statement by the applicable filing date,
the Secretary of the Board shall automatically issue a Declaration of Intent to Disqualify to
the concerned council member by certified and regular mail to the council member’s last
known address and the affected LSC by regular mail. The concerned council member shall
have thirty (30) days from the date of the Declaration of Intent to Disqualify to file a
complete Statement. If the council member does not file a complete statement within the
41
time allowed, the Secretary of the Board shall automatically forward a Declaration of
Vacancy to the concerned council member and Local School Council by certified and
regular mail to the council member’s last known address and the school where he or she
serves. The vacancy shall be effective on the date the declaration is issued. There shall be
no right to request reconsideration of a Declaration of Vacancy based upon a failure to
timely file a complete Statement. Either the concerned Local School Council or the Board,
as appropriate, may immediately proceed to fill the vacancy by appointment of a qualified
person who meets all applicable eligibility requirements to serve the remainder of the
disqualified member’s term.
E. Notice of Declarations
The Secretary of the Board shall forward a Declaration of Intent to Disqualify and
Declaration of Vacancy for failure to timely file a complete Statement to the concerned
council member in writing by certified and regular mail to the concerned council member’s
last known address and the affected LSC by regular mail. The Secretary of the Board shall
forward a Declaration of Vacancy based upon findings by the General Counsel to the
challenger, if any, and the concerned council member in writing by certified and regular mail
to the concerned council member’s last known address and the affected LSC by
regular mail.
F. Appointment to Vacancy
If a parent or community Local School Council member is determined to be ineligible to
serve on the elected Local School Council pursuant to this Rule and a vacancy is declared
by the Secretary of the Board, the Local School Council shall fill the vacancy by
appointment of a qualified person who meets the applicable eligibility requirements.
If a teacher or student Local School Council member is determined to be ineligible to serve
on the elected Local School Council pursuant to this Rule and a vacancy is declared by the
Secretary of the Board, the Board shall fill the vacancy by appointment of a qualified person
who meets the applicable eligibility requirements after a non-binding advisory poll of school
staff or students, whichever is appropriate.
If a member of an appointed Local School Council or Board of Governors is determined to
be ineligible to serve on the council or board and a vacancy is declared, the Board shall fill
the vacancy by appointment in accordance with the Board’s Policy on Governance of
Alternative and Small Schools.
42
BOARD RULE 6-30
LSC MEMBER CRIMINAL CONVICTION DISCLOSURE AND
REMOVAL PROCEDURES FOR CERTAIN CRIMINAL CONVICTIONS
OR FAILURE TO DISCLOSE CRIMINAL CONVICTIONS
Sec. 6-30. Removal of Local School Council Members for Certain Criminal
Convictions or Failure to Disclose Criminal Convictions.
For purposes of this Rule, references to Local School Council (“LSC”) shall mean an elected
Local School Council or an appointed Local School Council or Board of Governors except
when otherwise noted herein.
Persons who have been elected to serve on a Local School Council may serve for the
length of the term provided that they file a truthful Criminal Conviction Disclosure Form
pursuant to Section 34-2.1(f) of the Illinois School Code (105 ILCS 5/34-21(f)), and have
cleared a criminal background investigation which indicates that they have not been
convicted of crimes enumerated in Section 34-2.1(f-5) of the Illinois School Code for which a
person is either permanently ineligible for election to or service on a local school council or
ineligible for a period of ten (10) years after conviction.
A.
Criminal Conviction Disclosure
All candidates must file a Criminal Conviction Disclosure Form prior to election. A Board
conducted criminal background investigation must be completed for each local school
council member before they take office. Failure to file a Criminal Conviction Disclosure
Form, filing a false or incomplete Criminal Conviction Disclosure Form, or failure to provide
information required by the Illinois State Police which shall include, but is not limited to,
fingerprints or other personal identification information, shall result in the disqualification
from the Local School Council for the remainder of the member’s term of office.
Each candidate must submit a Criminal Conviction Disclosure Form to the principal.
Principals shall forward Criminal Conviction Disclosure Forms to the Office of Local School
Council Relations.
Principals shall notify the Office of Local School Council Relations of refusals by Council
members to file a Criminal Conviction Disclosure Form.
Principals shall maintain on file at their schools copies of the Councils’ Criminal Conviction
Disclosure Form for public inspection.
B.
Ineligibility Due to Criminal Conviction
A person who has been convicted of any of the following offenses at any time shall be
ineligible for election or appointment to a local school council:
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Indecent Solicitation of a Child, Sexual Exploitation of a Child, Pandering, Keeping a
Place of Juvenile Prostitution, Pimping, Juvenile Pimping, Exploitation of a Child,
Child Pornography, Criminal Sexual Assault, Aggravated Criminal Sexual Assault,
Predatory Criminal Sexual Assault of a Child, Criminal Sexual Abuse, and
Aggravated Criminal Sexual Abuse.
A person who has been convicted of any of the following offenses within the 10 years prior
to the date of nomination or appointment shall be ineligible for election or appointment to a
local school council:
Controlled Substance Trafficking, Criminal Drug Conspiracy and Street Gang
Criminal Drug Conspiracy.
C.
Declaration of Vacancy
The Chief Executive Officer or designee shall declare a vacancy on the Council for (a)
failure to file a Criminal Conviction Disclosure Form, (b) filing a false or incomplete Criminal
Conviction Disclosure Form, (c) failure to provide information required by the Illinois State
Police in order to complete the background investigation, or (d) having been convicted of a
crime for which a person is ineligible to serve on a local school council pursuant to this
Board Rule and Section 34-2.1(f-5) of the Illinois School Code. Upon determination by the
General Counsel that a Council member failed to file, or filed a false or incomplete Criminal
Conviction Disclosure Form, has failed to provide information necessary for the completion
of the background check, or has been convicted of a crime for which a person is ineligible to
serve on a local school council pursuant to this Board Rule and Section 34-2.1(f-5) of the
Illinois School Code, the Chief Executive Officer or designee shall notify the Council
member by certified mail and the affected LSC by regular mail. If the Council member does
not file a form or file an amended form within ten (10) days of receiving notice of the
determination, the Chief Executive Officer or designee shall declare a vacancy on the
Council.
1.
Investigation of Ineligibility-The Law Department shall conduct an investigation
of the facts relating to the LSC member’s criminal history and the veracity of the LSC
member’s Criminal Conviction Disclosure Form. The General Counsel shall review
the results of the investigation. If the results of the investigation indicate that the LSC
member may be ineligible under this Board Rule, the General Counsel shall refer the
matter for a hearing.
2.
A hearing officer shall conduct a hearing on the LSC member’s criminal history
and the veracity of the LSC member’s Criminal Conviction Disclosure Form and
afford an opportunity to the challenged LSC member to personally present
statements and evidence substantiating his/her eligibility to serve on the council. The
General Counsel shall have authority to promulgate rules, including, but not limited
to, rules of procedure, procedural manuals and rules of evidence, to govern hearings
under this Rule. The hearing officer shall make a recommended determination to the
Chief Executive Officer or designee regarding eligibility as soon thereafter as
possible.
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3.
Declaration of Vacancy-Any vacancy on the LSC caused by a disqualification
pursuant to this Board Rule shall be declared by the Chief Executive Officer or
designee in those cases where a finding of ineligibility is made. Any vacancy that is
declared by the Chief Executive Officer or designee shall be effective on the date that
the determination is issued; however, the vacancy may be filled only after: (1) the
concerned council member fails to request reconsideration within the time allowed; or
(2) the concerned council member’s request for reconsideration is denied.
4.
Notice of Declaration of Vacancy-The Chief Executive Officer or designee
shall forward the determination to the challenged LSC member in writing by regular
and certified mail to the member’s last known address and the affected LSC by
regular mail.
D.
1.
Within thirty (30) days of a Declaration of Vacancy by the Chief Executive
Officer or designee, the challenged LSC member may submit a request for
reconsideration to the Chief Executive Officer or designee. New evidence not readily
available at the time that the vacancy was declared may be submitted.
2.
The Chief Executive Officer or designee shall review the request for
reconsideration. The decision of the Chief Executive Officer or designee shall be
final and shall be forwarded to the challenged LSC member by certified and regular
mail to the member’s last known address, and the affected Local School Council by
regular mail.
E. Appointment to Vacancy
If a challenged parent or community LSC member is found to be ineligible to serve on the
elected Local School Council pursuant to this process and a vacancy is declared, the LSC
shall proceed to fill the vacancy by appointment of a qualified person who meets the
eligibility requirements. If a challenged teacher LSC member is determined to be ineligible
to serve on the elected Local School Council and a vacancy is declared, the Board shall fill
the vacancy by appointment of a qualified person who meets the applicable eligibility
requirements after a non-binding advisory poll of school staff.
If a member of an appointed Local School Council or Board of Governors is determined to
be ineligible to serve on the council or board and a vacancy is declared, the Board shall fill
the vacancy by appointment in accordance with the Board’s Policy on Governance of
Alternative and Small Schools.
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BOARD RULE 6-31
EXERCISE OF CERTAIN LSC POWERS
BY THE CHIEF EXECUTIVE OFFICER
Sec. 6-31. Exercise of Certain of Powers of Local School Councils Lacking a
Majority of Their Full Membership by the Chief Executive Officer.
Whenever the active membership of a local school council, for any reason, falls below a
majority of its full membership and the local school council is, therefore, unable to satisfy the
quorum requirement for taking official action set forth in section 34-2.2(c) of the Illinois
School Code, the Chief Executive Officer or designee shall exercise the following powers of
such council, set forth in section 34-2 of the Illinois School Code:
(i)
to approve the expenditure plan prepared by the principal with
respect to all funds allocated and distributed to the attendance
center;
(ii)
to transfer allocations within funds as allowed by section 34-2.3 of
the Illinois School Code.
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CHICAGO PUBLIC SCHOOLS POLICY MANUAL
GOVERNANCE OF ALTERNATIVE AND SMALL SCHOOLS
07-0124-PO2
Date Adopted: January 24, 2007
Policy:
THE CHIEF EXECUTIVE OFFICER RECOMMENDS:
That the Chicago Board of Education rescind Board Reports 98-0429-EX2, Guidelines
and Procedures for the Operation of Local School Councils at Small Schools, 00-1025EX2, Guidelines for Alternative Local School Councils, and 03-0924-EX01, Guidelines
for Military Academy Boards of Governors and adopt a new Policy on the Governance
of Alternative and Small Schools.
POLICY TEXT:
I.
Purpose, Goals and Applicability
Alternative schools and small schools are attendance centers with: specialized school
design, educational foci or curricula; and/or specialized student populations.
The Illinois General Assembly was aware of the specialized characteristics of
alternative and small schools and limited the application of certain provisions of the
Illinois School Code to such schools. Specifically, the Illinois School Code provides
that the provisions with respect to the composition, organization, operation and powers
of Local School Councils do not apply to alternative schools or small schools created
by the Chicago Board of Education (“Board”). Instead, the Board may develop
appropriate alternative methods for involving parents, community members and school
staff to the maximum extent possible in all of the activities of alternative and small
schools. 105 ILCS 5/34-2.4(b). The purpose of this policy is to establish such
alternative methods for those Chicago Public Schools designated by the Board as
either small or alternative schools.
This Policy shall not to apply to schools designated by the Board as alternative or
small schools in the following instances:
(a) When the Board enters into a school management agreement or school
development agreement with a third-party for the management of a school. In such
instances, the CEO, in consultation with the third-party, shall develop the composition
and duties of the school’s advisory body and such requirements shall be included in
the agreement with the third party.
(b) When the Board approves an alternative method for involving parents,
community members and school staff in the activities of the school pursuant to 105
ILCS 5/34-2.4(b) and the Board’s Policy to Establish Renaissance Schools.
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II.
Definitions
Alternative School: A school created by the Board that has a specialized student
population, educational focus, curriculum or school design, with an appointed body created
pursuant to 105 ILCS 5/34-2.4(b) to involve parents, community members and school staff
in the activities of the school.
Small School: A school created by the Board that has a specialized educational focus,
curriculum or school design and an enrollment of approximately 600 students if a high
school or 350 students if an elementary school, with an appointed body created pursuant to
105 ILCS 5/34-2.4(b) to involve parents, community members and school staff in the
activities of the school.
Military Academy: One type of alternative school created by the Board that has a military
science curriculum and an appointed Board of Governors created pursuant to 105 ILCS
5/34-2.4(b) to involve parents, community members and school staff in the activities of the
school.
Principal: The lead administrator in a school selected by the Chief Executive Officer who
possesses a Type 75 Administrative Certificate issued by the State of Illinois and meets
applicable principal qualification requirements established by the Board.
Academy Superintendent: The lead administrator in a military academy selected by the
Chief Executive Officer who possesses a Type 75 Administrative Certificate issued by the
State of Illinois and meets applicable principal qualification requirements established by the
Board.
Commandant: A retired military officer or non-commissioned officer, certified JROTC
instructor and Board employee who is in charge of the military program and instruction at a
military academy. The commandant shall be under the direct supervision of the
principal/academy superintendent and the broad supervision of the Military Area Officer.
JROTC Instructor: A Board employee who is a retired military officer or non-commissioned
officer certified by one of the U.S. armed services as qualified to teach and train cadets
participating in the JROTC Program.
Teacher: A Board employee possessing an Educational Certification from the State of
Illinois assigned to perform a majority of his or her duties at an alternative school or small
school and who is not the principal/academy superintendent or assistant principal.
Parent: A parent/legal guardian of a student currently enrolled in the school, as defined in
Board Rule 6-28, and who is not related to the principal or academy superintendent and
who is not an employee of the Board. In an alternative school designed to serve students
enrolled for one year or less, parents of students who had been enrolled in the school within
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eighteen (18) months of the date of their appointment as parent representatives may serve
out the entire term of their appointment.
Community Resident: A person who resides either within the attendance boundaries of a
school or within District 299 if the school does not have attendance boundaries. Community
residents may not be: (1) related to the principal or academy superintendent, (2) employees
of the Board, or (3) parents of students currently enrolled in the school where they serve.
Eligible Student: A pupil currently enrolled full-time in a small or alternative high school who
is in good academic standing (at least a 2.5 grade point average and high school
attendance rate of 90% and no history of incidents of misconduct or violations of the Board’s
student discipline policy as a high school student) shall be eligible to serve on Appointed
Local School Councils and Boards of Governors.
Advocate: An individual such as a community activist, business leader, former senior
military officer or other professional who is at least 18 years of age and who possesses
skills or expertise in a field which is the educational focus of or will contribute to the
fulfillment of the educational mission of an alternative school or small school. An Advocate
may not be: (1) related to the principal or academy superintendent, (2) an employee of the
Board, or (3) the parent or legal guardian of a student enrolled in the school where they
serve. An Advocate is not required to reside within District 299.
The appointed bodies of military academies shall be known as Boards of Governors
(hereinafter “boards.”) The appointed bodies of alternative schools and small schools shall
be known as Appointed Local School Councils (hereinafter “councils”).
III.
Initial Establishment
No sooner than two years from the date a new alternative or small is opened, the Board
shall establish a council or board in accordance with the terms of this policy. Except when
otherwise authorized by the Board, the composition of the council or board established for a
new school shall be as described in section IV of this policy.
IV.
Composition
Unless an alternate composition is otherwise authorized by the Board, the composition of a
council established after the date this Policy is adopted shall be:
•
the Principal,
•
six Parents,
•
two Teachers,
•
two Community Residents
•
•
two Advocates, and,
in high schools, one full-time Eligible Student in good academic standing.
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Unless an alternate composition is otherwise authorized by the Board, the composition of a
board established after the date this Policy is adopted shall be:
•
the Principal/Academy Superintendent,
•
Commandant,
•
two Teachers,
•
one JROTC Instructor,
•
six Parents,
•
two Community Residents,
•
•
two Advocates; and
the Cadet Battalion commander or other Senior Cadet.
The members of a council or board may submit a proposal to the Area Instruction Officer
(“AIO”) or Military Area Officer (“MAO”) for a change in its composition, with reasons
justifying the proposal, for approval by the Chief Executive Officer (“CEO”) and Board. If
approved, any change in composition will be effective for the next biennial Local School
Council election period, unless otherwise authorized by the CEO and the Board.
Notwithstanding the foregoing, on or before July 1, 2007, the composition of councils and
boards in existence on the date this Policy is adopted shall be presented to the Board for
confirmation or adjustment as appropriate. Any such adjustments shall, at a minimum,
ensure that the composition of such councils and boards includes at least two Advocate
members that support the mission of the school.
To the extent practicable, appointments to councils and boards shall reflect a school’s racial
and ethnic diversity. The Office of Local School Council Relations will be responsible for
ensuring that the composition and operation of councils and boards is consistent with this
Policy.
V.
Candidate Eligibility Requirements
Each candidate for appointment to a council or board other than those whose appointment
is automatic by virtue of his or her position at the school shall submit the following forms to
the principal or academy superintendent: (1) Nomination Form; (2) Statement of Economic
Interests; (3) Criminal Conviction Disclosure Form; and (4) Candidate Statement of
qualifications and plans if elected. In addition, each teacher candidate and JROTC
Instructor candidate must submit a Teacher Candidate Information Form which describes
their professional development credentials, community service and organizational
memberships. Each student candidate must submit a Student Statement. Each Advocate
candidate must submit a resume. The eligibility requirements for each position on a council
or board are as follows:
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1. Parent Eligibility.
Each Parent candidate must:
•
be the parent or legal guardian of a student currently enrolled in the school, as
those terms are defined herein;
•
not be related to the principal;
•
not be an employee of the Board; and
•
pass a criminal background investigation.
In an alternative school designed to serve students enrolled for one year or less, parents of
students who had been enrolled in the school within eighteen (18) months of the date of
their appointment as parent representatives may serve out the entire term of their
appointment.
2. Teacher Eligibility.
Assistant principals are ineligible to serve on councils or boards. Each Teacher candidate
must:
•
be employed and assigned as a teacher or in a position for which teacher
qualifications are required; and
•
be employed to perform the majority of his/her employment duties at the school
where he/she is a teacher candidate.
3. JROTC Instructor Eligibility.
Each JROTC Instructor candidate must:
•
•
be employed and assigned as a JROTC Instructor; and
be employed to perform the majority of his/her employment duties at the school
where he/she is a JROTC instructor candidate.
4. Student Eligibility.
Candidates for the position of Student Representative on a council or board at a high
school must be full-time students in good academic standing.
At a military academy, the student representative shall be the Cadet Battalion Commander
or other senior cadet with the next highest military ranking if the Cadet Battalion
Commander does not meet the requirements to serve as the student representative, unless
otherwise determined by the Board.
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5. Community Resident Eligibility.
Each Community Resident candidate must:
•
reside within either a school’s attendance area or District 299 if the school does not
have attendance boundaries;
•
be at least 18 years of age;
•
not be related to the principal or academy superintendent;
•
not be the parent/legal guardian of a student currently enrolled at the school
•
not be an employee of the Board; and
•
6. Advocate Eligibility.
Each Advocate candidate must:
•
•
•
•
•
•
be at least 18 years of age;
not be related to the principal or academy superintendent;
not be the parent/legal guardian of a student currently enrolled at the school;
not be an employee of the Board;
possess skills, expertise or experience in the field which is the educational focus of
the school at which he or she serves or possess attributes which will contribute to
the fulfillment of the educational mission of the school;
The following process shall apply for the appointment of members to a board or council:
Category
Appointment Process
Principal
Automatic appointment by virtue of position.
Academy Superintendent
Automatic appointment by virtue of position (military academy
high schools only).
Commandant
JROTC Instructor
or
Teacher
Student
or
Automatic appointment by virtue of position (military academy
high schools only).
Appointed by the Board following a non-binding advisory poll of
the school staff (military academy high schools only).
Appointed by the Board following a non-binding advisory poll
of the school staff.
Appointed by the Board following a non-binding advisory poll
of the student body (only on high school Appointed Local
School Councils).
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Cadet Battalion Commander
or
Highest-ranking Cadet Officer
Parent/Legal Guardian
Community Resident
Advocate
1.
Appointed by the Board
(military academy high schools only)
Appointed by the Board following a non-binding advisory
poll of parents.
Appointed by the Board on recommendation of the CEO.
Appointed by the Board on recommendation of the CEO.
Parent Appointments
All parents/legal guardians of children enrolled in an alternative school or small school are
eligible to participate in a non-binding advisory poll for the purpose of recommending
candidates to serve as parent representatives to the school’s council or board. The poll shall
be conducted under the supervision of the Office of the CEO or designee. The results of
the poll shall be reported to the AIO or MAO and submitted to the Board with a
recommendation by the CEO. The CEO may recommend any of the names from the poll
for appointment by the Board or may recommend other names. The Board will exercise
absolute discretion in appointing parent representatives.
In the event of a vacancy, the council or board shall recommend to the AIO or MAO a
candidate for consideration by the CEO for recommendation to the Board for appointment to
fill the vacancy for the remainder of the term. The CEO may recommend any of those
names for appointment by the Board or may recommend other names to fill the vacancy.
The new parent representative shall serve on the council or board until the end of the
original two-year term.
2.
Teacher and JROTC Instructor Appointments
All school staff members who are Board employees and perform a majority of their duties at
the school are eligible to participate in non-binding advisory polls for the teacher and
JROTC Instructor representatives to councils and boards. The polls shall be conducted
under the supervision of the Office of the CEO or designee. The results of the polls shall be
reported to the AIO or MAO and submitted to the Board with a recommendation by the
CEO. The CEO may recommend any of those names from the poll for appointment by the
Board or may recommend other names. In addition to the poll results, the Board will
consider additional criteria in making appointments, including, but not limited to,
professional development, membership in professional organizations, and other related
experience. The Board will exercise absolute discretion in appointing teacher and JROTC
instructor representatives. In the event that a teacher or JROTC instructor representative is
unable to perform his/her employment duties at the school due to illness, disability, leave of
absence, or any other reason, the CEO shall declare a vacancy or temporary vacancy and
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the Board shall appoint a replacement representative after considering the preferences of
the school staff as ascertained through an on-binding advisory poll. The CEO may
recommend any of those names for appointment by the Board or may recommend other
names to fill the vacancy. The new teacher or JROTC instructor representative shall serve
on the council or board until the end of the prior representative’s leave or the end of the
original two-year term, whichever comes first.
3.
Student Appointments
Where appropriate, full-time members of a high school’s student body are eligible to
participate in a non-binding advisory poll for the student representative to the council. The
results of the poll shall be reported to the AIO and submitted to the Board with a
recommendation by the CEO. The CEO may recommend any of those names from the poll
for appointment by the Board or may recommend other names. The Board will consider
additional criteria, including, but not limited to, a student’s school service, community
service, and other relevant experience. The Board will exercise absolute discretion in
appointing student representatives.
In the event that a student representative is for any reason unable to continue to serve on a
council, the CEO shall declare a vacancy and the Board shall appoint a replacement
representative after considering the results of a non-binding advisory poll. The CEO may
recommend any of those names for appointment by the Board or may recommend other
names to fill the vacancy. The new student representative shall serve on the council until
the end of the original one-year term.
If the Cadet Battalion Commander in a military academy does not meet the eligibility
requirements for appointment to the board as described herein, the Board of Education shall
appoint the next highest-military ranking senior cadet who meets the criteria. In the event a
cadet member is for any reason unable to continue to serve on a board, the CEO shall
declare a vacancy and the Board shall appoint the next highest-military ranking senior cadet
who meets the criteria. The new student cadet representative shall serve on the board until
the end of the original one-year term.
4.
Community Resident and Advocate Appointments
Both the principal or academy superintendent and council or board may submit lists of
candidates for the Advocate and Community Resident positions to the AIO or MAO. The
AIO or MAO shall then submit to the CEO: (1) the list or lists of candidates submitted to
them; (2) lists of any additional candidates, if desired; and (3) nomination materials for each
candidate, including Nomination Forms, Statements of Economic Interests, Criminal Convict
ion Disclosure Forms, resumes of Advocate candidates and Candidate Statements. The
CEO may submit any of those names for appointment by the Board, or may submit other
names. The Board will exercise absolute discretion in the appointment of Community
Residents and Advocates.
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In the event of a vacancy, the council or board shall recommend a candidate for
consideration by the AIO or MAO and the CEO for recommendation to the Board for
appointment to fill the vacancy for the remainder of the term. The CEO may recommend
any of those names for appointment by the Board or may recommend other names to fill the
vacancy. The new community or advocate representative shall serve on the council or
board until the end of the original two-year term.
Term of Office
The term of office for both council and board members shall be two (2) years. Student
members shall serve for one (1) year.
Removal of Members of Appointed Local School Councils or Boards of
Governors
1.
Subject to notice and a hearing convened pursuant to Board Rules, the
Board may remove members from councils or boards for the reasons stated
below:
(i)
Failure to meet eligibility requirements for their position as stated in Section
V, “Candidate Eligibility Requirements,” throughout their entire term of office.
(ii)
Failure or Refusal to Complete the Mandatory Training. Incoming council and
board members are required to attend a training program within six months of
taking office. The Board may remove a council or board member for failing or
refusing to complete the mandatory training.
(iii)
Violation of State Law or Board Rules and Policies. The Board may remove
council and board members for violating Illinois law or Board Rules or
Policies, including, but not limited to, the Code of Ethics. In particular,
members of councils and boards shall not engage in any contract, work,
business, or sale of any article with or to the school where they serve.
Council and board members may also be removed by the Board for failure to
file the required Statement of Economic Interests.
(iv)
Criminal Convictions. The Board may remove council and board members
pursuant to Board Rule 6-30 for failure to disclose criminal convictions listed
in the Criminal Conviction Disclosure Form. The obligation to disclose
criminal convictions is ongoing and the Board shall remove any member
convicted of a crime listed on the Criminal Conviction Disclosure Form that
renders the member ineligible to serve.
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(v)
Unbecoming Conduct. The Board shall have the authority to suspend or
remove council or board members for unbecoming conduct, which involves
any type of action that disrupts the educational process at the school in which
he/she serves. Such conduct includes, but is not limited to, the following:
x
member refuses to attend council or board meetings or walks out of
meetings before a vote is taken, without reasonable justification;
member refuses to resolve disputes with the principal or academy
superintendent or other council or board members to structure programs
conducive to learning;
member uses or attempts to use his/her office to influence disciplinary
actions against school personnel or students or the improper closing of
school staff positions or programs; or
member refuses to remain in attendance for the duration of council or
board meetings with the intent to terminate quorum.
x
x
x
Removal of a council or board member for unbecoming conduct is subject to a
hearing. The CEO’s designee shall have the burden of going forward with evidence
to substantiate the allegations against the council or board member in question. The
challenged council or board member shall have the opportunity to personally present
statements and evidence to rebut the charges.
2.
A council or board may remove a member for not attending regular meetings.
A member may be removed by a majority vote of the council or board if that
member has missed three consecutive regular meetings (not including
committee meetings) or five regular meetings over a 12-month period (not
including committee meetings). The member in question shall have the right
to explain the reasons for his/her absence and to vote on whether he/she
shall be removed. A vote to remove a member shall be valid only if the
member has been notified in writing of the intent to remove him or her at
least seven days prior to the vote, by either personal delivery or certified mail
sent to the member’s last known address.
Vacancies
All vacancies on a council or board shall be filled through the appointment process
described in Section VI.
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Authority & Responsibilities
1. Principal/Academy Superintendent Recommendations and Evaluation
The selection of all principals and academy superintendents (applicable to military
academies) shall be under the sole authority of the CEO and the Board. However,
councils and boards have the following powers and duties with respect to principal or
academy superintendent recommendations:
(i)
Complete the principal selection training provided by the Office of Local
School Council Relations prior to undertaking the process of selecting
principal candidates to recommend to the CEO.
(ii)
Work closely with the AIO or MAO and the Office of Local School Council
Relations during the process of selecting principal candidates to recommend
to the CEO.
(iii)
After placing the advertisement in the personnel bulletin, review resumes,
conduct interviews of principal candidates, submit to the AIO or MAO to
forward to Chief Officer for High Schools or the Chief Officer for Elementary
Schools and the CEO a list of one to three candidates for principal or
academy superintendent in order of preference. The CEO may then
recommend one of these candidates to the Board for employment as principal
or academy superintendent under a four-year contract. If none of the
candidates is acceptable, the CEO may request a new list of names from the
council or board or select a candidate not on the list submitted by the council
or board to recommend for appointment as principal or academy
superintendent by the Board.
(iv)
Submit to the AIO or MAO to forward to the Chief Officer for High Schools or
the Chief Officer for Elementary Schools and the CEO a recommendation
regarding the renewal or non-renewal of the principal’s or academy
superintendent’s contract by no later than 150 days prior to the contract’s
expiration. The principal or academy superintendent must be informed at
least 150 days before the contract’s expiration as to whether the council or
board will recommend that the contract be renewed. Renewal will be solely
at the discretion of the CEO and the Board.
(v)
Evaluate the principal or academy superintendent annually using the Boardapproved principal performance evaluation form by May 1 of every year of
the principal’s or academy superintendent’s contract.
(vi)
Evaluate the principal or academy superintendent in writing not later than 150
days prior to the expiration of his or her contract to assess the educational
57
and administrative progress made at the school during the term of the
contract in order to determine whether to recommend the renewal of the
principal’s or academy superintendent’s contract to the CEO.
Such
evaluation shall be based on the criteria set forth in the principal’s or
academy superintendent’s contract and shall take into consideration the prior
three (3) annual evaluations of the principal’s or academy superintendent’s
performance.
(vii)
Student members of high school councils or boards shall not be eligible to
vote on personnel matters that include, but are not limited to, principal or
academy superintendent evaluation, or principal or academy superintendent
candidate recommendations.
2. General Powers and Duties
Councils and boards have the following general powers and duties:
(i)
Approve a School Improvement Plan and submit the plan to the AIO or MAO.
At least twice a year, the principal or academy superintendent shall publicly
report to the entire school community on the progress and problems of
implementing the School Improvement Plan. The school community shall be
afforded the opportunity to make recommendations regarding the School
Improvement Plan.
(ii)
Approve an Expenditure Plan and submit the plan to the AIO or MAO. The
expenditure plan shall be consistent with and subject to the terms of any
contract for services with a third party entered into by the Board. The
expenditure plan must also be consistent with applicable law, collective
bargaining agreements, Board policies and standards. The expenditure plan
shall be administered by the principal or academy superintendent.
(iii)
Approve transfer allocations within funds via a super majority (50% of the
council plus 2), provided that such transfer is approved by the principal or
academy superintendent and is consistent with applicable law and collective
bargaining agreements.
(iv)
Convene at least two (2) well-publicized meetings annually to present the
proposed Expenditure Plan and the School Improvement Plan to the school
community.
At these meetings, the council/board shall provide an
opportunity for public comment.
(v)
Hold an organizational meeting to elect a chairperson, who shall be a parent,
and elect a secretary and establish the regular meeting schedule for the year.
The organizational meeting is to be held between July 1 and July 14 of each
year.
58
(vi)
Approve fundraising proposals by external organizations using school
facilities.
(vii)
Approve purchases to be made with Internal Accounts funds consistent with
the requirements of the Internal Accounts Manual and Board Rules or
Policies. Additional approval by the Board or Chief Purchasing Officer may
also be necessary.
(viii)
Make recommendations to the principal or academy superintendent for
appointments to fill vacant, additional, or newly created teacher positions at
the school.
(ix)
Make recommendations to the principal or academy superintendent
concerning textbook selection and curriculum development consistent with
the system-wide curriculum objectives contained in the School Improvement
Plan.
(x)
Evaluate the allocation of teaching resources and the assignment/deployment
of certified and uncertified staff that is consistent with the instructional
objectives listed in the School Improvement Plan. Make recommendations to
the principal or academy superintendent for reallocation of teaching and nonteaching staff resources based on this evaluation.
(xi)
Advise the principal or academy superintendent regarding attendance and
disciplinary policies for the school, consistent with the Board’s student code
of conduct/discipline policy.
(xii)
Comply with the Illinois Open Meetings and Illinois Freedom of Information
Acts, other applicable state and federal laws, as well as all applicable
collective bargaining agreements, court orders, and Board Rules and
Policies.
(xiii)
Make public the names and addresses of its members.
(xiv)
Advise the principal or academy superintendent regarding granting the use of
school facilities such as assembly halls and classrooms for social and
educational activities.
(xv)
If appropriate, initiate a student dress code and/or uniform policy if requested
by parents or the CEO.
(xvi)
Encourage participation of parents and community members in school events
and school volunteer activities.
59
(xvii) Provide parents and community members with a forum to discuss important
school and community-related issues and to address school leaders.
(xviii) Assist school leaders in the identification and development of community
resources for the school and students by reaching out to government
agencies, local businesses and community organizations to obtain
information and resources.
(xix)
Assist school leaders in the promotion of the school, its staff and students.
Manner of Operation
No action by the council or board is valid unless approved by a vote of a
majority of the serving membership, a quorum of the full membership being
present. A quorum of the full membership is 50% plus one.
1.
The principal or academy superintendent and student member or Cadet
Battalion Commander or other senior cadet member, if any, may not vote, nor
be included in any quorum calculation, when the council or board is
considering the matters of principal or academy superintendent
recommendations or evaluation.
2.
Councils and boards may adopt rules, by laws and policies necessary to
conduct their business in an efficient manner that are not inconsistent with
Board Rules or Policies or applicable State or Federal laws.
3.
Councils and boards shall annually, (1) elect a chairperson who shall be
the parent or legal guardian of a child attending the school, and may elect a
vice-chairperson, (2) elect a secretary, and (3) adopt and publish a calendar of
regular meetings.
4.
Amends/Rescinds:
Cross References:
Legal References:
Adopted 07-0124-PO2
(Rescinds 98-0429-EX2; 00-1025-EX2; and 03-0924-EX01)
Illinois School Code, 105 ILCS 5/34-2.4b
60
III
CHAPTER 3
SCHOOL IMPROVE
EMENT PLANNING
L
G
TO ADV
VANCE ACADEMIC
C ACHIEV
VEMENT:
BLUEPRINT
L
T FOR SCHOOL PROGRESS
R
S
“S
Success is a journey,
j
not a destination.””
Arth
hur Ashe
e
“We set
s three goalss for our scho
ool. They’re big goals, and we have a few strategies we’re
w
using to
o
em. Each qua
arter, we chec
ck on our prog
gress to make
e
reach the
sure we’re
w
on time and on task.””
Princip
pal, CPS elementar
e
ry schooll
“We helped m
make the plan
n and now we
e’re helping to monitor it. Each
E
month, we
w look at one
e
part of the plan carefully
y, but and we also check th
he expenses.””
LSC Ch
hairperso
on, CPS elementar
e
ry schooll
Content
x LSC
Cs Shape S
School Imprrovement
x LSC
C’s Role in the Design of a New School
S
Imprrovement Plan
P
x The
e SIPAAA: A Basis forr Continuing
g Improvem
ment
9 Blueprin
nt for Progress
9 Monitorring and Communicatin
ng to Suppo
ort Progress
s
x Elements of efffective school improve
ement plann
ning
x Colllaboration iin school planning
x Sys
stems to mo
onitor plans
s
x How
w to analyze and moniitor the SIPAAA and Budget
Key
K Points
x A SIPAAA is a s
strategic pla
an.
x A SIIPAAA sets
s the prioritties for two
o years of progress to
o increase academic
achie
evement.
x Targ
gets identifie
ed in the SIPAAA mustt be achieve
ed each year.
x Strattegies to re
each those goals are planned by
y a team th
hat includes
s teachers,
parents, administrators, an
nd members
s of the com
mmunity.
x The LSC takes important roles
r
in con
ntributing to the SIPAA
AA and in wo
orking with
the school
s
to monitor progrress
x Planning and w
working to carry
c
out the
e SIPAAA are
a opportu
unities for sc
chool-wide
colla
aboration byy all membe
ers of the sc
chool comm
munity.
1
Chapter 3 | School Improvement Planning to Achieve Academic Achievement:
Blueprint for School Success
TABLE OF CONTENTS
LSCs Shape School Improvement ......................................................................................... 3
Schools on Probation ............................................................................................................. 5
Alternative and Small Schools ............................................................................................... 5
The LSC’s Role in the Design of a New School Improvement Plan ....................................... 6
LSC approval of the School Improvement Plan ..................................................................... 7
Data-Based Decision-Making ............................................................................................... 7
The SIPAAA: A Basis for Continuing Improvement ............................................................. 8
Organize for Action: Time Line to prepare a SIPAAA ........................................................ 14
Analyze Outcomes to Plan More Progress ......................................................................... 18
Appendix
Example Strategies for an Inclusive SIPAAA ...................................................................... 29
Example of Student Survey ................................................................................................ 30
Example of Parent Survey .................................................................................................. 31
Example of General Survey ................................................................................................ 32
Chicago’s Current School Improvement Process ............................................................... 33
The School Success Model ................................................................................................ 36
Five Fundamentals for School Success .............................................................................. 37
Examples of Ideas for School Improvement Related to Each of the Five Fundamentals
for School Success ............................................................................................................. 45
2
LSCs SHAPE SCHOOL IMPROVEMENT
The key provisions of the original 1988 Chicago School Reform Act with respect to the
pivotal role of LSCs in school improvement have remained in place to the present:
x
Each attendance center must develop and implement a school improvement plan
that must reflect the overriding purpose of the attendance center to improve
educational quality. The plan is to be developed to focus on a two-year period but
modified as appropriate on an annual basis.
x
The school’s principal must develop this school improvement plan in consultation
with the local school council, all categories of school staff, parents, and community
residents.
x
Each Local School Council must convene at least two well-publicized meetings
annually with its entire school community. These meetings must include the
presentation of the proposed local school improvement plan, the proposed budget,
and an annual report on the school. These meetings must provide an opportunity for
public comment.
x
The school improvement plan must be approved by the Local School Council.
x
The principal is responsible for implementing the plan, and the LSC is responsible for
monitoring its implementation.
x
The school improvement plan is to be targeted at helping students make significant
progress in meeting and exceeding state achievement standards, in improving
attendance and graduation from high school to meet national averages, and in
preparing students for a successful transition to work and to further education.
x
To achieve these goals, the law lists a comprehensive set of school activities that the
plan is required to include, such as the school’s curriculum, staff development,
teacher working conditions, parent and community involvement, and equal
opportunity for racial and ethnic minorities, limited English proficient students, lowincome students, and students with disabilities.
3
x
Further, the school improvement plan and the school-based budget, which the LSC
approves, are intended to be mutually supportive and are each developed and
approved in the spring for the next school year.
4
budget plan. If the Board reconstitutes a school on probation or removes its contract
principal pursuant to 105 ILCS 5/34-8.3, the school will remain on probation for at least five
years from the date the Board takes such action.
schools designated by the Board as alternative and small schools pursuant to 105 ILCS
5/34-2.4(b) are not covered by this Guide. Please refer to the Policy on the Governance of
Alternative and Small Schools in the Appendix to Chapter 2 for further information on the
powers of the appointed councils or governing boards of such schools.
5
THE LSC’S ROLE IN THE DESIGN OF A NEW
SCHOOL IMPROVEMENT PLAN
Every two years, the school makes a new SIPAAA. The LSC and other school units will
take an active role in helping with this planning. Then, when it is complete, the LSC will
review the plan and decide whether to approve it or ask tor changes before approving it.
The principal develops the SIPAAA in consultation with the:
x Local School Council
x Professional Personnel Leadership Committee (PPLC)
x School staff
x Parents and community residents
The first step the school takes in organizing the planning is to organize an inclusive team to
coordinate the steps in the planning process and assist the principal in the preparation of
the SIPAAA.
The SIPAAA Team and the Internal Quality Review Team (see chapter 2) may collaborate
as part of this team as well as representatives from the:
x PPLC and other teacher committees
x LSC members
x Parents
x Staff members
x Students
x Community/local business people
x Parent Advisory Council (PAC)
x The Local School Council
x PTA/PTO or other local parent organization
x NCLB Parent Advisory Council
x Student Council
x Bilingual Advisory Council (BAC)
x Other Groups
6
LSC Approval of the School Improvement Plan
The LSC has the authority to approve the School Improvement Planning for Advancing
Academic Achievement, the annual blueprint for all activities within the school. The
principal is responsible for developing the SIPAAA, working in collaboration with the LSC,
the PPLC, school staff, parents and the community. The process and schedule for the
development of the SIPAAA must be publicized to the entire school community in order to
guarantee widespread input. The LSC must present the proposed SIPAAA to the
community before it is approved. The Principal is responsible for implementation of the
SIPAAA. The LSC is responsible for monitoring the plan.
Data-Based Decision-Making
In both planning the SIPAAA and monitoring it, the key ingredient is data about the school’s
status. The process focuses on school-wide data rather than individual student data.
Internal review teams evaluate the progress of the local plan using a variety of processes
including: observation, interviews, document analysis, and surveys. Achievement data is a
critical component in this analysis, but other data such as attendance and diagnostic
assessments also are important to making informed analyses of school status and priorities.
Whether the purpose of the data analysis is to make the next two-year plan or implement
the current plan, it is important to include data that can be used to identify changes over
time. The SIPAAA Plan itself should:
x
Base policy decisions on trends across three (3) or more years, since test results can
vary from year to year due to chance and measurement errors.
x
Consider that there are many reasons for differences among students’ tests scores at
a school and between schools, including different student backgrounds, numbers of
students taking the test, student mobility, school or home environment, as well as the
quality of school programs and the skill and teaching competence of the staff.
x
Use information from a variety of sources (e.g. teacher produced assessments,
student work and performances, standardized tests) to get a fair and accurate
assessment of student achievement and development at a school.
7
Chapter 3 * School Improvement Planning to Achieve Academic Achievement:
The SIPAAA: A Basis for Continuing Improvement
The Illinois School Code requires all public elementary and high schools have a
school improvement plan (SIPAAA).
According to the Illinois Administrative Code, all Illinois public schools must
conduct an internal quality assurance review annually that will:
• Ascertain the success of the school's program in terms of student
performance and progress with respect to the State Goals for Learning, the
Illinois Learning Standards, and local learning objectives;
• Identify areas in which improvement is needed;
• Plan for implementation of the changes identified as appropriate; and
• Yield a written school improvement plan or revisions.
That annual quality review can and should include monthly reviews by the
LSC of progress in carrying out the plans of the SIPAAA.
Chicago Board of Education policy specifies that:
• The principal is responsible for preparing the school improvement plan
SIPAAA with input from the PPLC, the LSC, and the entire school
community.
• The LSC is responsible for involving the school community in developing the
plan.
The SIPAAA should contain:
•
•
•
•
•
•
•
•
A clear vision/mission statement
Priority goals
A s ch o o l/ c om m unit y d es c r i p ti o n
Accomplishments related to the previous plan
An analysis of current conditions that impact priority goals
Trend analysis of assessment data
Strategies to achieve goals based on that analysis.
Policy, Compact, and Action Plan for parent involvement to support
academic achievement
• A section describing the strategies, work plan and process for monitoring
the goals
• The improvement plan contains the school budget which summarizes the
use of all discretionary funds: Supplemental General State Aid (SGSA),
formerly state Chapter 1, federal Title 1, bilingual, staff development,
social center, safe and drug free schools, textbooks, supplies.
8
Approval Process:
x The LSC must present the proposed SIPAAA to the community before it is approved,
so that the community has an opportunity to review and respond to the proposal.
x
The SIPAAA must be approved by the LSC. Approval requires a majority of
members serving at the same time of the vote. If the plan is not approved, it must be
revised in conformance with the LSC recommendations and resubmitted to the LSC.
Implementation
How can the LSC participate in implementation of the SIPAAA?
Your school’s education professionals-the principal and faculty-will play the largest role in
SIPAAA implementation. Yet, the LSC can and should play a role in implementation. For
example:
x The LSC may help build relationships between the school and key external partners
(such as community groups, service agencies, potential funders) that can help
address specific SIPAAA goals.
x
The LSC may participate in faculty-led working teams to provide a parent or
community perspective to school programs.
x
The LSC may form committees or affinity groups (Friends of the Schools) to address
key SIPAAA issues that require extensive parent or community buy-in, such as
reducing neighborhood crime.
The LSC may make recommendations about choices that are part of carrying out the
SIPAAA. For example, a SIPAAA contains plans for action that usually include some
personnel assignments and materials purchases. The LSC provides advice in three areas
that may be part of the SIPAAA and its implementation:
x
May advise the principal concerning appointments to fill vacant, additional, or newly
created positions for teachers, other educational staff, and/or uncertified staff. This
role is advisory only, and the principal makes all final decisions regarding the
appointment of staff (Illinois School Code 5/34-2.3 [9])
x
Makes recommendations to the principal on textbook selection and curriculum
development pursuant to the plan (Illinois School Code 5/34-2.3 [5])
x
Advises the principal regarding attendance and disciplinary policies (Illinois School
Code 5/34-2.3(b)
9
Chapter
C
3 | School
S
Impro
ovement Plan
nning to Achiieve Academ
mic Achievem
ment:
B
Blueprint
for S
School Succ
cess
Part
P
1: Blu
ueprint for Progress
As
A LSC me
embers takke office, usually the School Imp
provement Plan (SIPA
AAA) has been
b
completed
c
and is available as a guide
g
to the
e priorities for the next two years
s. The SIPA
AAA
guides
g
the work of alll stakehold
ders in the school com
mmunity. A good wa
ay to begin the
LSC’s
L
work
k is to revie
ew the SIP
PAAA to ide
entify imporrtant steps to take during the school
year.
y
One
e of the LS
SC’s major responsibiilities is to review sch
hool progre
ess toward the
SIPAAA
S
goals, so this blueprint is
s a tool not only to plan
n for progre
ess but also to monitor it.
Think Abo
out It: Structure for Progressive
P
e Decision--Making
x The Essential E
Elements
x Clariifying What’s Importan
nt
x Yourr Strategic P
Plan
Opportunities
Challenges
Determination
10
Pro
ogress
What’s Important to Consider in Making School Strategic Plans?
x Effectively include principles and practices of special education.
x Balance the changes—so you don’t invest in one change at the expense of another.
x Link the changes—so your school coordinates current and new resources.
x Include family and community involvement—it’s fundamental to progress.
Progress should involve all stakeholders.
Teachers
Developments
That Lead to
Greater Student
Progress
Families
Community
Administration
Staff
11
Key Points about the New SIPAAA
x Think big.
x Act strategically.
x Focus on a few important goals.
Goal
x
Goal
Goal
Align strategies with those targets
strategy
GOAL
strategy
strategy
x
x
x
Align resources with the plan: time, expertise, funds
Prepare to implement and monitor
Communicate clearly and consistently
The Components of a Plan for Progress
9 Vision-what’s important to us
9 Mission-how we work to make that happen
9 Concise analysis of the school’s status
9 Strategic plan to increase progress
9 Budget aligned to priorities
The Outcome
A Practical Plan for Progress!
12
Chapter
C
3 | School
S
Impro
ovement Plan
nning to Achiieve Academ
mic Achievem
ment:
B
Blueprint
for S
School Succ
cess
EXAMPLE
E
Expand Content
C
Learning
g
Social Sttudies and Sccience
Incrrease Attenda
ance
Improve literacy
Align stra
ategies with
h those targ
gets
Strate
egy: Professional develo
opment for te
eachers in
using
g art to impro
ove literacy
Strate
egy: Increa
ase parent involvement th
hrough
Paren
nt Book Club
b and Homew
work Supportt Center
Strate
egy: Coordinate system
matic vocabulary and
writin
ng across the
e curriculum
Impro
ove Literacy
y
The Component
C
ts
Vision
n: Our stude
ents will be
e prepared for
f a world of
o possibilities.
Missio
on: We will work as a school
s
com
mmunity to enrich
e
the curriculum.
Concis
se analysiss of the school’s
s
sta
atus: We have few art activitties; literac
cy is
improv
ving but ne
eeds to inc
crease; parent involvement is substantial
s
but has many
m
differe
ent focuses..
Strate
egic plan to increase progress:
p
E
Enable
teachers to us
se art to increase reading
comprrehension;
Organ
nize parentt involvement activities with one
o
focus: literacy; organize and
superv
vise consisttent integra
ated vocabu
ulary and wrriting in matth, science,, social stud
dies.
Budge
et aligned to priorities: Most of
o this worrk will cost no mone
ey—it will take
comm
mitment and energy—and follow th
hrough.
Monito
oring Make
es It Happ
pen:
we’ve planned.
We’lll organize a monthly check-in
n on the work
w
13
Organize for Action: Time Line to Prepare a SIPAAA
This is an example of a timeline that a school could set up to organize the preparation of the
SIPAAA. It is adaptable for use to implement the strategies to carry out the plan.
Week
1
Actions
Responsible Person(s)
Establish the team
Principal
Prepare the timeline
Principal and Team
14
The following pages include sections from the CPS SIPAAA Planner with notes of
recommendations to organize an effective plan for school wide progress. You can
find more information on developing your school’s SIPAAA at
http://www.stratplan.cps.k12.il.us/sipaaa_process.shtml.
School’s Vision
(words or less)
What do we value—how do we think our school should work?
You may edit the current statement or write a new one.
Mission (50 words or less)
How do we accomplish that Vision?
You may edit the current statement or write a new one.
Vision is about a way of seeing your school as a place for progress.
A school has a vision statement—putting it into 50 words or less requires focusing on the
most important parts of that statement.
Mission is about ways to work to achieve the vision.
A school has a mission statement. The statement can be edited or revised to fit within the
word limit. Be sure that the mission includes meaningful family involvement and that it
makes it clear that school progress includes all students.
15
Internal Review: Communicate identified targets.
Identified targets will be given to schools, except for 1st grade reading readine.
(A school may establish up to one additional target.)
School-Level Targets
Target Population/Outcome
1st graders ready to read
2006-07
Target
TBD
2006-07
%Gain
TBD
2007-08
Target
TBD
2007-08
% Gain
TBD
3rd graders meet/exceed state reading
standards
%
%
%
%
6th graders meet/exceed state reading
standards
%
%
%
%
6th graders meet/exceed state math
standards
%
%
%
%
8th graders meet/exceed state reading
standards
%
%
%
%
8th graders meet/exceed state math
standards
%
%
%
%
%
%
%
%
Additional target (school/ AlO
discretion)
Remember: The Internal Review (1) determines the success of the school’s program in terms of
student achievement (2) identifies areas in which improvement is needed (3) plans for implementation
of changes (4) creates school improvement plan.
Think About It...
Is there another important target?
16
Internal Review: Meet with stakeholders.
Please summarize the stakeholder involvement process for the school.
Include the total number of meetings and the total number of participants.
Stakeholder Involvement Summary (150 words or less)
Stakeholder
Group
Number of
Participants
All
#
Participation Summary
LSC
Parents
Teachers
Mbrs
#
#
#
Other
Staff
Students
Community
#
#
#
Think About It...
What are some ways to involve more parents and students directly in the planning?
Surveys of students
Surveys of parents
Students interview parents
AII parent meetings include item(s) from SIPAAA planning
17
Analyze Outcomes to Plan More Progress
Internal Review: Gather and summarize outcome-related findings.
All outcome data entered on previous worksheets populate this report
Internal Review: Outcome Analysis Summary Report
Outcome
Area
Strengths:
x In what ways are
Student
Outcomes
Academic
Progress
Student
Connection
School
Characteristics
students improving?
x What practices has
the school
implemented that
effectively increase
student achievement?
x In what ways are
students improving?
the school
implemented that
x In what ways are
students improving?
the school
implemented that
x In what ways are
students improving?
the school
implemented that
Concerns:
Opportunities:
x In what ways are
students not
demonstrating
improvement?
x What should the
school stop doing?
x What additional practices
x In what ways are
students not
demonstrating
improvement?
x What should the
school stop doing?
has the school identified
as most likely to increase
x Where should the school
focus additional attention?
x In what ways are
students not
demonstrating
improvement?
x What should the
school stop doing?
x In what ways are
students not
demonstrating
improvement?
x What should the
school stop doing?
What should the school do less? What should the school do more?
18
Progress Builds on Strength and Realizes Opportunities
Process
Strengths:
Concerns:
Opportunities:
the school implemented
to effectively improve,
build, or increase this
Fundamental?
x What should the
school continue doing to
foster improvement?
x What practices has the
school identified as
ineffective in improving,
building, or increasing this
Fundamental?
x What should the school
stop doing?
Instructional
Leadership
school implemented to
effectively improve,
Fundamental?
x What should the
foster improvement?
Fundamental?
stop doing?
Professional
Capacity
Fundamental?
x What should the
foster improvement?
Fundamental?
stop doing?
Fundamental?
x What should the
foster improvement?
Fundamental?
stop doing?
Fundamental?
x What should the
foster improvement?
Fundamental?
stop doing?
x What additional
practices has the school
identified as most likely
to improve, build, or
increase this
Fundamental?
x Where should the
school focus additional
attention?
x What additional
increase this
Fundamental?
x Where should the
attention?
x What additional
increase this
Fundamental?
x Where should the
attention?
x What additional
increase this
Fundamental?
x Where should the
attention?
x What additional
increase this
Fundamental?
x Where should the
attention?
Instruction
Learning Climate
Family/Community
Involvement
Think About It... Are there opportunities for Family Development in other
categories?
19
Planning Framework
Process
Instruction
Strengths:
Concerns:
Opportunities:
Fundamental?
x What should the
foster improvement?
Fundamental?
stop doing?
has the school identified as
most likely to improve, build,
or increase this
Fundamental?
This framework can be used to assess and make plans in each area.
Strengths
Concerns
x
x
x
x
x
Opportunities
The more that these items are substantial parts of the school, the more that there will
be a focus on important changes.
After you analyze all five areas, you’ll choose actions to improve your school.
But first, look at all five areas—Instruction, Instructional Leadership, Professional
Capacity, Learning Climate, and Family/Community Involvement.
Then make a strategic plan.
The more that you then plan actions that support greater progress in all five areas the
more your work will coordinate and result in school-wide progress.
20
Strategy Setting: Name potential strategies.
Based on the internal review summary, please propose 8-10 potential improvement
strategies. These strategies should then be discussed with stakeholders.
Strategy Statements
will improve
Performance
in
target area.
Strategy
(from process summary)
will improve
Performance
in
Area of concern
(from outcome
summary)
Strategy
will improve
Performance
in
Area of concern
(from outcome
summary)
Strategy
will improve
Performance
in
Area of concern
(from outcome
summary)
Strategy
will improve
Performance
in
Area of concern
(from outcome
summary)
Strategy
will improve
Performance
in
Area of concern
(from outcome
summary)
Strategy
21
Part 2: Monitoring and Communication to Support Progress
x The LSC monitors implementation of the plan, including expenditures that match the
budgeted plans.
x At least twice a year at a public meeting, the LSC must report on the progress of the
school improvement plan.
x The LSC must provide the public with a written annual report describing the school’s
educational and budgetary programs.
Think About It...
How can your school make sure that every member of the school community knows the priority
goals and strategies of the SIPAAA?
What is involved in monitoring the SIPAAA?
The SIPAAA lays out the route that a school will take during two years. As the school
proceeds to accomplish this journey, the LSC has the responsibility of monitoring
implementation of the plan. That monitoring can include supporting implementation,
including involving more members of the school community in the programs that the school
invests in to increase academic progress.
The LSC must:
x Report on the progress of the SIPAAA during the biannual Progress Report
Meetings.
x Provide the public with a written annual report describing the school’s education and
budgetary programs.
x Review monthly budget reports and summaries of school data.
The LSC also can and should:
x Participate in school events such as science fair that relate to SIPAAA
implementation
x Form committees to examine specific issues relating to school progress and
identified by the LSC.
x Figure out ways to increase school progress through increased school community
partnerships and active parent involvement.
Think About It...
How can your school communicate progress toward the SIPAAA goals in ways that lead to even
greater progress? The next page is a chart that can be used to make a plan to monitor and expand
SIPAAA progress.
22
LSC Action Plan to Support SIPAAA implementation and Monitor Its Progress
Action
Which Committee/Group
23
When
Monitor the Plan to Make Sure It Happens
The following example shows one way to monitor.
GOAL:
Progress Log
Registro de Progreso
STRATEGIES
Progress
Progreso
First Quarter
Progress
Progreso
Second Quarter
OUTCOMES:
Progress
Progreso
Third Quarter
Progress
Progreso
Fourth Quarter
Supporting Greater Progress through Parent Involvement
Whether the LSC is participating in planning the SIPAAA or in monitoring it, the LSC can
take an important role in increasing parent involvement in support of the goals of the
SIPAAA. Each year, the school is responsible for making an Action Plan for Parent
Involvement, a plan that is based on the school’s Policy and Compact for Parent
Involvement. If the school receives NCLB funding, the action plan can provide guidance for
the allocation of funds to support increased achievement through parent involvement. Even
if a school does not receive NCLB funding, parent involvement should be a school priority.
The Connections section of this guide provides information about links to parent
involvement resources that can enable a school to realize the significant potential that
parent involvement can achieve.
Teachers
SIPAAA
Increasing
School
Progress
Families
Community
Administration
Staff
Think About It...
What kinds of information about your school’s student progress, parent involvement, and community
support would help in monitoring the SIPAAA?
APPENDIX
Resources and templates for planning school Policy-Compact-Action Plans for parent
involvement in school progress are available at
http://teacher.depaul.edu
For assistance locating additional resources for school improvement planning, contact the
CPS Office of Local School Council Relations at 773-553-1400.
26
Example Strategies for an Inclusive SIPAAA
Goal: Improve reading
STRATEGIES
MONITORING
Review correlation with standards;
Determine feasibility; determine
implementation.
SCHEDULE
August review of
evaluations;
quarterly review
of implementation
Review of teacher work plans; review of
teacher workshop outcomes.
August; quarterly
“Mainstream” methods of special education
through workshops, co-planning, coaching.
Reports on coaching; review of lesson
plans for “mainstreaming” of methods.
Weekly
Organize teacher collaboration process in which
teachers take grade-level leadership for reading
improvement, including reading and writing in
the content areas correlated to school-wide
framework
Review
collaboration
outcomes
Quarterly
Mentoring of new teachers in CRI and methods
of effective instruction with special education
strategies application for all students.
Review mentoring reports; mentee
reports; analyze lesson plans
Monthly
Establish teacher resource center with inclusion
resources.
Monitor use of Center
Quarterly
ASSESSMENT
Review workshops; evaluate teacher
implementation of responsive
assessment
Quarterly
Assess level of involvement and
consistently of participation; survey
parents on outcomes
Twice each
quarter
CLEAR STANDARDS-BASED CURRICULUM
Establish clear comprehensive multi-level
“layered” curriculum with quarterly benchmarks
and diversified assessments through summer
curriculum framework review and refinement.
STAFF DEVELOPMENT
Maintain ongoing teacher coaching and
workshop focus on consistent grade-level
instruction integrating CRI and emphasizing
CRI in the content areas.
Conduct teacher workshops on effective
assessment, and implement assessment
system that includes responding to identified
needs with differentiated assessments and
instruction and school-wide assessment
coordinator to facilitate
PARENT INVOLVEMENT
Establish a Parent Book Club, an activity in
which parents “earn” a book for every ten hours
of volunteer work, including parents of all
students— regular and special needs.
Provide guides on supporting student learning.
reports
for
Quarterly
TECHNOLOGY DEVELOPMENT
Establish “book writing” templates on computers
for student use.
Monitor
use
of
templates
and
incorporation into reading/writing across
curriculum.
27
Example of Student Survey
1. My favorite subject is:
2. My favorite Place in school:
Math
reading
lunchroom
social studies
science
library
3. What I like best about going to school is:
learning a lot
being with my friends
working hard
how my teacher helps me
gym
classroom
4. This is the one best way I know to make
sure I learn at school:
5. This is why it is important to learn at 6. This is a way I can improve the work I do
school:
at school:
7. This is one way we could save time in our 8. This is one way we could save money for
classroom workday:
materials in our classroom:
28 Chapter 3 | School Improvement Planning to Achieve Academic Achievement:
Example of Parent Survey
1. What was your favorite subject when you
went to elementary school?
Math
reading
social studies
2. What is the best way to make sure that
the trip to school is safe?
have a parent patrol
science
have students travel together
3. How much time does your child spend on
homework on a weekday?
4. How much time does your child spend
watching TV on a weekday?
5. What suggestion do you have for getting
students to do more homework?
6. What is the best way to involve more
parents in the school?
grade-level meetings
newsletter
classroom meetings
home visit by teachers
7. What is one way to get more parent
volunteers?
29
8. What is one way you would suggest that
the school change to help you work with
your child?
Example of General Survey
Give this survey to teachers, stuff, administrators, parents, and community members.
1.
What is one way to get more time to 2. What is one way to get more time for
plan together?
students to spend more time on
homework?
3. What is one way to make better use of
the space in the hallways?
4. What is one way to make better use of
the space in the classrooms?
5. What is one way to save money on
equipment we buy for the school office?
6. What is one way to save money on the
equipment we buy for classrooms?
7. What is one way to get more time to talk
8. What is one way to get more time to talk
with parents in the school?
with children in the school?
30
Chicago’s Current School Improvement Process
The current school improvement process has many facets, and we can only provide some
basic points about this process in Chapter 3. There are numerous documents available on
the website of the Chicago Public Schools that provides further specifics. These materials
can be accessed by going to http://www.stratplan.cps.k12.il.us/sipaaa_process.shtml.
The steps in the process of initial SIPAAA development and subsequent modifications are
briefly summarized below, based on the school system’s “School Planning Overview and
Timeline”.
1.
Establish a School Planning Development Team
The principal is to develop a planning team to help develop the SIPAAA. A list of
suggested participants is: the Principal or designee, at least one but not more than
four LSC member(s), parent(s), community member(s), tenured teacher(s), nontenured teacher(s), lead literacy teacher, lead math and science teachers, technology
teacher or specialist, student (where appropriate) and the CTU union delegate.
2.
Involve Stakeholders
Consistent with the legal requirements of school improvement plan development,
principals are expected to have wide “stakeholder” involvement in gathering
information for the initial development of the SIPAAA and for regularly reflecting on
what is working and what is not working.
CPS recommends that the initial stakeholder involvement process include a general
parent meeting, a general community meeting, a general staff meeting, and a general
student meeting (where possible).
3.
Gather, Analyze and Summarize Outcome Data
The principal and School Planning Development Team are expected to analyze data
in the following categories: School Outcome Data, Student Academic Progress Data,
Student Connection Data, and School Characteristics Data. A summary of this
analysis is to be submitted with the final SIPAAA.
4.
Gather, Analyze and Summarize Process Data
This data analysis is intended to help schools identify strengths, areas of concern,
and areas of opportunity related to each category of school outcomes. This internal
review allows schools to reflect on the decisions and process that most directly
impact school performance. This internal analysis focuses on rating the school with
respect to the “Focus Questions” related to each of the Five Fundamentals for School
Success (in Resources Section).
31
Schools were expected to gather relevant information about the status of each of the
Five Fundamentals of School Success. A summary of this analysis is submitted as
part of the final SIPAAA.
5.
Set Strategy and Tie to Budget
The strategy setting section of the SIPAAA allows school communities to take the
information gathered from the internal review and prioritize strategies for
improvement. From the list of prioritized strategies schools are to make choices
about the specific activities that are most likely to improve student performance.
The prioritized strategies are then to be integrated with the school budget, which is
submitted as part of the SIPAAA document.
6.
Report Regularly
One of the features of the SIPAAA is a template to help schools regularly report on
progress. These reports are to be submitted to the school’s LSC and the Area Office.
32
This Page Intentionally Left Blank
33
The School Success Model:
Five Fundamentals for School Success
In the 2005-2006 school year, the school system launched a long-term “whole school
improvement” effort, based on the view that “schools are the unit of change for instructional
improvement” and that school improvement requires a great deal of initiative from the
school community. At the heart of this effort is the school improvement plan and the schoolbased change process created by the 1988 Chicago School Reform Act—as the school
improvement plan has specifically been defined by the Schools Model.
The strategy behind the School Success Model, as it is being carried out in Chicago,
depends on creating a high level of initiative among school staff, parents, and the
community. This strategy does not accept the view that schools can be improved by central
leadership alone, with schools responding to pressure to raise test scores and other topdown directives about exactly how to do it from the central leadership.
By learning about the School Success Model and participating actively in the way it is being
carried out in Chicago’s schools (through a process that centers around each school’s
improvement plan), LSCs can provide crucial leadership for improving their schools.
In the rest of Chapter 3, we focus on helping LSCs understand:
x
The Five Fundamentals for School Success on which the School Success Model is
based.
x
The steps through which the School Improvement Plan (SIPAAA) is central to school
improvement (as the SIPAAA is structured in the School Success Model).
x
The leadership role that LSCs can play in improving their school by becoming active
leaders in carrying out the School Success Model.
FIVE FUNDAMENTALS FOR SCHOOL SUCCESS
The School Success Model assumes that Chicago’s schools will achieve better results
(including test scores and graduation rates) if the following “Five Fundamentals” of the
school are all improved together:
x
Instruction. A great school thrives on effective, engaging instruction for all students.
x
Instructional Leadership. A great school fosters exceptional leadership.
x
Professional Capacity. A great school promotes constant learning and professional
growth for all school staff.
x
Learning Climate. A great school feels inspiring and safe for everyone in the school
community.
x
Family and Community Involvement. A great school establishes and maintains
partnerships with families and the community.
Although the School Success Model has many parts, you can get a good initial
understanding of the Five Fundamentals for School Success by examining the chart below,
which lists each of the Five Fundamentals for School Success, the three dimensions that
comprise each Fundamental, and the definition of excellence for each Fundamental.
INSTRUCTION
Great schools provide effective, engaging instruction that allows
all students to thrive academically.
Instructional
vision
School staff shares an instructional vision that informs classroom-level and schoolwide practices.
Definition of Excellence
All members of the school community know the school’s written mission and vision statements and their
actions illustrate the meaning of the statements.
The school’s vision guides overall school policies as well as classroom practices and guides decisions
related to curricula and assessments.
Teachers and staff follow through on the priorities and activities laid out in the SIPAAA; instructional
decisions are tied to this school improvement plan.
High-quality
Content
Teachers engage all students with rigorous lessons aligned with state and college
readiness standards and the school’s curriculum.
Teachers’ instruction is explicitly aligned to state and college readiness standards; students can articulate
the link between individual lesson and progress toward meeting standards.
Students master grade-level content through appropriately paced, engaging instruction that appeals to
students’ varied learning styles, interests, and needs.
Students participate in meaningful, intellectually challenging tasks, receive additional support to ensure
mastery, and are held accountable for their learning.
Data-driven
Improvement
Teachers meet all students’ needs by using student work and assessments to make
instructional decisions.
x The school analyzes multiple data sources, including students’ and families’ feedback, to gauge the school’s
effectiveness and areas in need of improvement.
x Teachers use a variety of assessments (observations, student portfolios, tests) to determine how well
students are learning; they modify instruction so all students can access grade-level content.
x School leaders use data to identify school-wide programmatic and professional development needs and
achievement trends and adjust school plans accordingly.
INSTRUCTIONAL LEADERSHIP
Great schools are led by exceptional principals who share leadership responsibilities.
Goal-setting
The principal and leadership team collaborate to establish and communicate
instructional goals for school success.
The principal leads the school community in creating and revising a vision for the school that is informed
by the community context.
The leadership team set high expectations for teaching and learning and fosters a trusting environment
where teachers talk about practice.
The principal, knowledgeable about instructional best practices and research, supports high-quality
instruction through regular classroom visits and modeling.
Resource
Management
The leadership team allocates and manages resources to support the school’s
instructional program.
x The school’s resources-people, time, funds, and materials-are effectively allocated and managed to address
school priorities and students’ needs.
x The school community evaluates and plans school programs and policies based on their contribution toward
reaching school goals.
x Teachers use other staff, classroom volunteers, and family resources at home to maximize the amount of
individualized instruction students receive.
Shared
Leadership
School staff share leadership responsibilities and participate in decision making that
advances the school’s mission.
The principal and leadership team develop internal leadership capacity and plan for leadership succession
by creating an environment of empowerment and shared accountability.
Teachers and students assume leadership roles outside of the classroom, actively participate in the school
improvement process, and take ownership of resulting setbacks and successes.
The school leadership team reflects the diversity of the school; the principal capitalizes on staff members’
interests and areas of expertise to strengthen programs and activities in the school.
PROFESSIONAL CAPACITY
Great schools promote constant learning and growth for all school staff.
Aligned PD
All staff participates in targeted professional development aligned with school
priorities.
x All staff participates in school-wide professional development that is aligned to the school’s priorities
identified in the school improvement document (the SIPAAA).
x All staff set personal development goals and engage in a variety of PD activities, including school visits,
formal classes, and informal knowledge-sharing, to reach these goals.
x School leaders assess the success of professional development and identify additional needs during
walkthroughs, classroom observations, and conversations with teachers.
Peer
Collaboration
School leaders schedule sufficient planning time, which teachers use to build
collegiality and collaborate on instruction.
Teachers make their practice public, welcome peers into their classrooms, share instructional strategies,
and reevaluate their practices based on classroom observations.
Staff feels a sense of collective responsibility for students’ success and support their colleagues,
especially new staff, in improving teaching and learning.
The schedule includes grade-level and content-specific cross-grade planning time, which teachers use to
problem-solve about improving instructional practices.
Continuous
Learning
The leadership team facilitates dialogue focused on progress and actively engages
with staff to improve instruction.
x The principal and assistant principal regularly visit teachers’ classrooms and offer suggestions and
constructive feedback based on observations.
x The leadership team actively recruits, develops, and maintains quality staff through multiple evaluations that
emphasize best practices and continuous improvement.
x Staff at all experience levels embrace innovation, are comfortable asking for help, and feel supported when
they try an unfamiliar strategy or approach.
LEARNING CLIMATE
Great schools feel safe, welcoming, and inspiring for everyone in the school community.
Expectations
All members of the school community demonstrate high expectations for themselves
and others.
x All members of the school community recognize the importance of academic work; students and parents are
involved in dialogue about student progress.
x Teachers provide challenging learning opportunities for a diverse student population, including those with
special needs, while maintaining high expectations for their achievement.
x Students demonstrate their learning through their actions and posted student work; excellent effort and
achievement are rewarded.
Environment
Students and staff establish and maintain a safe, welcoming school environment
conducive to academic work.
The school environment is safe, clean, and orderly; the prevalence of student work reflects a joy of
learning and high expectations.
Students and families report positive experiences with the school and recognize that all school staff
enforces fair and consistent expectations for student behavior.
The school has sufficient space and adequate educational materials for learning activities, support
services, and recreation.
Relationships
All school-based interactions are mutually respectful, caring, and personalized.
Students demonstrate personal responsibility for their own and their peers’ behavior and engage with staff
to improve the school environment.
Students and adults in the school treat each other with respect; staff demonstrates collegiality in
professional interactions and the principal maintains an open-door policy.
All students and families feel comfortable in the school and personally connected to at least one member
of the school staff; their feedback and participation are welcome.
FAMILY & COMMUNITY INVOLVEMENT
Great schools maintain strong relationships with families and the community.
Communications
There is regular, effective, two-way communication between school staff and
families about student expectations and student progress.
x Members of the school community build trusting relationships, embrace the school’s vision and mission, and
develop a plan to involve families at the school.
x Staff establishes two-way communication with parents using a variety of strategies and media and welcome
families into the school and classrooms.
x Teachers intentionally involve families in student learning through parent workshops, materials, and other
resources that support learning at home.
Partnerships
The school and community share leadership and resources, including time,
expertise, and facilities.
School staff builds on community strengths, invite parents to share their expertise with the school, and
arrange meaningful volunteer opportunities for interested individuals.
The school and community organizations share facilities, pool their resources, and partner to jointly
address students’ and families’ needs.
Community members, including the school governance team, have a say in major school decisions and
actively support initiatives aligned to the school’s priorities.
Community
Investment
Community members recognize the school as an integral part of the neighborhood
and support school improvement.
x Community members understand the school’s mission and contribute their talents to school improvement
efforts.
x Families demonstrate their interest in the school and their children’s learning through their participation in
multiple school events including parent-teacher conferences.
x Businesses, community groups, and individuals actively participate in the school governance process and
invest resources to improve the school.
One critical part of the strategy for school improvement that draws on this framework of Five
Fundamentals for Success is that the Chicago Board and administration are not merely
attempting to mandate the schools to carry out the practices that the framework identifies.
Instead, the Chicago Board has endorsed a long-term school-based improvement strategy,
in which schools are asked to judge their current practices in light of the detailed specifics of
the Five Fundamentals for School Success. Schools are to use the school improvement
plan (SIPAAA) as the basis for self assessment, planning, and locally-initiated improvement
to continually strengthen the school’s practices and therefore to raise results for students.
The elements of the framework partially summarized above have been chosen because
research ahs indicated that the school practices that this framework focuses on will help
schools improve their educational results (for example, higher student achievement and
higher graduation rates).
Many of the specific practices that the Five Fundamentals framework identifies are
consistent with research that has been carried out by the Consortium on Chicago School
Research and by Designs for Change about the practices of unusually effective Chicago
grade K-8 schools. Parallels between the basic components that organize these three
different frameworks are indicated in the chart below.
Five Fundamentals for
School Success
Chicago Board of Education
Instruction
Instructional Leadership
Professional Capacity
Learning Climate
Family and Community
Partnerships
Five Essential Supports for
Improvement
Consortium on Chicago
School Research
Ambitious Instruction
Leadership Acting as a
Catalyst for Change
Professional Capacity
Student Centered Learning
Climate
Parent Community Ties
Five Essential Supports for
Student Learning
Designs for Change
Instructional Program
School Leadership
Adults Collaborate and Learn
Social Supports for Learning
Family and Community
Partnerships
While there are some important differences in the evidence assembled to create these three
research-based frameworks and the resulting specifics that are recommended as good
practice, there are also many striking similarities. Chicago schools and Chicago’s Local
School Councils are in a good position to draw on research evidence about the kinds of
changes that have brought about major improvements in student achievement and in other
important results of education in Chicago and other big city schools.
Further, all three frameworks are based on the key perspectives that;
(1) the school community is the critical unit for improving education,
(2) improvement will take place only if there is substantial commitment and initiative
from the school community, and
(3) families and communities have a crucial role to play in effective school
improvement.
EXAMPLES OF IDEAS FOR SCHOOL IMPROVEMENT RELATED TO EACH OF THE
Example: Instruction
The Five Fundamentals support an approach to instruction that is demanding for students
and requires them to think, is tied to learning standards, and yet is engaging and interesting
for students. One of the surprising findings of recent research about instruction is that
students who experience this kind of demanding but engaging instruction do better on
standardized tests over the long terms than students who spend a substantial percentage of
their time drilling to prepare for the specific standardized tests that they will take in the
spring.
One example of a year-long initiative that had the desired qualities took place at Earhart
Options for Knowledge School in the 2004-2005 school year through a year-long project in
which all students studied puppets over the course of the year. Students researched
puppets in general and puppets from a particular country, using the Internet. Students from
different grade levels were paired to help each other. All students from first grade on both
completed written reports (with appropriate citations) and constructed puppets. Their
reports and puppets were on display in the school halls during the final week of school.
As part of the project, students also studied the “Cinderella myth” in several cultures and
watched puppet show of both the familiar version of the Cinderella story and one from
Algonquin Indian culture.
The entire project (and its relationship to the specifics of 11 state learning standards) were
spelled out in a year-long plan for “Amelia Earhart’s Technology Research Project: The
Wonderful World of Puppets.” The plan and a related calendar of events were shared with
the entire school community at the beginning of the school year.
Example: Instructional leadership
The Five Fundamentals support an approach to leadership in which instructional leadership
is distributed among a number of staff members and teacher leadership is strongly
encouraged.
At Carson Elementary School, the principal has enlisted teachers in carrying out a wide
range of educational planning and school improvement activities. A good deal of this
involvement comes through teacher participation in a variety of teacher teams.
Grade-level teams meet weekly to discuss how they will pursue a set of shared
instructional objectives for their grade, how they will carry out the school’s key instructional
strategies, and what particular themes and skills they will emphasize. These focused teams
have written agendas and prepare written minutes.
Given the high level of trust that has been developed among teachers, team members also
constantly share their assessments of what is working in their classroom and what is not
working. Further, at the end of each school year, teacher terms from consecutive grades
(for example, grades two and three) meet to discuss the needs of students moving on to the
next grade, the best way to distribute students among classrooms, and effective strategies
to use in educating particular in-coming students.
School-wide leadership teams shape and coordinate, for example, staff development,
technology development, the arts, parent relations, and school-wide improvement initiatives.
These school-wide teams also oversee the school’s budget in their focus area and advise
the Local School Council about desired spending priorities, review and select textbooks,
develop cross-discipline learning units, and manage the school quality review program
mandated by the state.
The leaders of both grade-level teams and school-wide teams educate their fellow teachers
about Carson’s strategies and play key roles in refining these strategies.
Example: Professional Capacity
National Board Certification is a widely respected program that identifies, recognizes, and
rewards teachers who meet rigorous national standards for excellent teaching. The process
of qualifying for National Board Certification requires teachers to make the highest
standards for teaching the core of their day-to-day teaching. These standards have
significant similarities to the teaching standards in the Great City Schools Model.
Teachers who pursue National Board Certification invest the better part of a school year
reflecting on their own teaching practice and collecting classroom evidence demonstrating
that their teaching practice meets these high standards. The certification process itself has
long been praised by teachers and administrators as a powerful learning experience for
participating teachers.
More important, National Board Certified Teachers (NBC Teachers) make a positive
difference in their students’ learning. A growing body of research has proven that NBC
Teachers do a measurably better job in the classroom, and their results show gains in
student learning, especially for lower-income students. Beyond this impact on student
learning, having NBC Teachers in your school has many other benefits. NBC Teachers:
x
x
x
x
Excel at tailoring their teaching methods to individual student needs
Help build effective collaboration among teachers and between teachers and
parents.
Can be tremendous assets in programs to support new teachers and to help
struggling teachers
Become leaders in the school who can help advance overall school improvement.
For most teachers, doing the work needed to become an NBC Teacher takes a year. The
qualification process itself involves (1) documenting and analyzing quality lessons that the
teacher has taught (a portfolio) and (2) taking national exams focused on how well the
teacher knows their subject.
There are a number of support services available to help teachers complete the process (for
example, from the school system and the Chicago Teachers Union). The scoring of the
teacher’s work costs $2,500, but there are some funds available to help pay this fee, and
those who become NBC Teachers are now eligible for immediate pay bonuses.
LSCs can aid teachers in their school to seek National Board Certification as part of the
SIPAAA, and then encourage them to remain at your school, making full use of their skills
once they become NBC Teachers. Accomplishing this goal is aided by strong support from
the principal and LSC.
As of August 2010, a total of 1,494 CPS teachers had earned National Board Certification.
Chicago’s Mayor, the Chicago Public Schools, and The Chicago Public Education Fund
have set a goal of 2,000 NBC Teachers in Chicago by 2011. More information about
National Board Certification is available on the Chicago Public Education Fund website at
www.cpef.org.
Example: Learning Climate
Carson Elementary School’s student attendance had exceeded 97% every year from 1997
through 2006, even though the school is 97% low-income and serves 1,300 students.
Typically, a 95% attendance rate at any school in the nation is considered very good, since
about 5% of students are typically absent due to illness. In the 2001-2002 school year,
Carson had the city’s highest student attendance rate, out-performing even Chicago’s
selective magnet schools. (Carson received a $4,000 award for its 97.8% attendance rate.)
Carson reached this exceptional student attendance level through a combination of actions
by staff, the Local School Council, parent, and students.
The school has carried out multiple initiatives to eliminate such barriers to attendance and to
motivate students to come to school:
x
x
x
x
x
The LSC and the school staff speak consistently with parents about the importance
of school attendance;
The principal initiated a series of rewards for individuals and classrooms with perfect
attendance, including certificates, lunches, and free buses for trips. This system of
rewards creates both individual motivation and peer pressure among students for
high attendance;
The staff believes that engaging educational activities motivate Carson’s students to
attend;
Students with attendance problems get a morning wake-up call from the school; and
The Intervention Assistance Team and other staff help families solve problems that
keep students out of school. For example, they will arrange with a government
agency for a translator to be present for a parent’s appointment, so that the parent
does not need to take their child downtown to translate. Further, at a student’s
request, school staff will call parents to tell them that it is important for their child to
be in school
Example: Family and Community Involvement
Over the past 12 years, the Logan Square Neighborhood Association (LSNA) Education
Team has transformed the way the schools and the people of the Logan Square
Neighborhood interact with one another, improving the lives of parents and their children.
Today, the eight community-based schools are a national model for their effective approach
to involving parents in school reform. Hundreds of families participate in literacy and health
programs, adult education, school leadership training and community development,
including affordable housing. LSNA’s decade-old Parent mentors also set goals for
themselves during their training. Many parents have used the program as a launching pad
for their own continued education, to find better jobs, and to undertake leadership roles in
LSNA. The education team’s Literacy Ambassadors program brings teachers into students’
homes, where they read books together and get to know each other. The program teams a
literacy ambassador with a parent mentor to bridge the sometimes uncomfortable gap
between parents and teachers. Evaluations after the first year and a half showed the 30
teams made 240 visits to 676 parents and 1,315 students, resulting in a substantial impact
on parents’ involvement with literacy and school.
Parents who have become comfortable with their children’s schools have even more options
now, as LSNA has opened five school-based, community run Community Learning Centers
that serve more than 700 families a week. The centers offer several adult-education
classes, including English, computer training and General Education Development, the high
school equivalency certification known as GED. Parent-taught classes range from sewing
to folkloric dance. Each site offers free tutoring for children and more than a hundred adults
have earned their GED credentials. Test scores and grades of student attendees have
increased significantly.
The LSNA Education Team takes parental involvement yet another step in a universitydeveloped model program called Nueva Generación, which trains parents and others to
become bilingual teachers. Currently, 30 students are in their sixth year of study. In order
to help create similar programs, the Illinois state legislature passed the Illinois Grow Our
Own Teachers Education Act in 2004 (source: Leadership for a Changing World).
47 IV
CHA
APTER 4
BUDGET
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1
Chapter 4 | Budget
TABLE OF CONTENTS
Introduction ........................................................................................................................... 3
Schools on Probation ............................................................................................................ 4
Alternative and Small Schools .............................................................................................. 4
What You Need to Start Working on Your Budget ................................................................ 5
LSC Budget Powers and Responsibilities ............................................................................. 6
District and School Revenue Sources .................................................................................. 7
What Does the Money Buy? ................................................................................................ 9
How to Read Your Budget .................................................................................................. 10
Common Budget Codes ...................................................................................................... 12
Monitoring Your Budget ...................................................................................................... 13
Amending Your Budget ....................................................................................................... 15
Internal Accounts ................................................................................................................ 16
Fundraising for the School Conducted With an Outside Organization ................................ 17
Fundraising Conducted Exclusively by Outside Organizations ........................................... 18
Local School Council Fundraising ....................................................................................... 20
Major Funding Sources for School Programs ..................................................................... 23
General Funds .................................................................................................................... 24
Supplemental General State Aid ......................................................................................... 25
No Child Left Behind (NCLB) Federal Title I Funds ............................................................ 27
Bilingual Education Funds .................................................................................................. 30
Proposed Budget Calendar ................................................................................................. 32
Legal and Policy Requirements .......................................................................................... 33
Appendix ............................................................................................................................. 36
The Budget Inquiry Report ........................................................................................... 37
Segment Lookup .......................................................................................................... 39
Position Report ............................................................................................................. 40
2
Chapter 4 | Budget
INTRODUCTION
As a Local School Council (LSC) member, you have a critical role in developing, approving,
and monitoring your school budget. You will be making decisions on how millions of dollars
are spent each year. These are important responsibilities, but don’t let them overwhelm
you. In many large school systems, the way a school’s budget is spent is almost entirely
spelled out by the Central Office. In Chicago, LSCs have a vital role in determining their
school’s budget. LSC members have been making good budget decisions for years and so
can you.
This Chapter is designed to help you make the best possible decisions on how your
school’s money is spent so that dollars are used to support educational improvement and
student achievement. Your school budget is a plan for spending money. It contains a lot of
details, numbers, and codes. This Chapter will help you break through the codes and
numbers so you can gather important information and make knowledgeable decisions.
There are three major components that move your School Improvement Plan for Advancing
Academic Achievement (SIPAAA) from ideas into action:
x
x
x
people who do the work
programs in your school
money that pays for the people and programs.
Budget decisions are about more than just putting numbers together. Budgets make your
priorities a reality by ensuring that students have the staff and programs they need to
succeed.
3
Chapter 4 | Budget
budget plan. If the Board reconstitutes a school on probation or removes its contract
principal pursuant to 105 ILCS 5/34-8.3, the school will remain on probation for at least five
years from the date the Board takes such action.
schools designated by the Board as alternative and small schools pursuant to 105 ILCS 5/342.4(b) are not covered by this Guide. Please refer to the Policy on the Governance of
Alternative and Small Schools in the Appendix to Chapter 2 for further information on the
powers of the appointed councils or governing boards of such schools.
4
Chapter 4 | Budget
WHAT YOU NEED TO START WORKING ON YOUR BUDGET
Your school’s SIPAAA and budget for this year.
Review the current year’s budget and SIPAAA so you’ll know how funds are being spent
this year and for what.
Your school’s Position Report. This is a VERY IMPORTANT tool.
Ask your principal for your school’s Position Report. This is a public document that lists your
school’s staff as of today. (See page 14 for information on Position Reports).
Your proposed SIPAAA for the coming year (or a draft or outline of your SIPAAA, if you
are working on both your SIPAAA and budget at the same time).
The proposed budget allocations for the next school year.
In February, the principal receives the proposed budget allocations for the next school year.
Make sure you get a copy right away because you will only have a few weeks to determine
how you should vote on it.
Your budget committee. Many LSCs have budget committees to make recommendations
to the LSC.
This training chapter.
LSC Training. $400 to pay for local LSC training available each year; you have $400 to
pay for LSC training each year. Make certain that your Principal responds to the Request
for Proposal (RFP) that is sent to each school in September with information on spending
this money. For further information, contact the Office of Local School Council Relations at
(773) 553-1400.
LSC budget work is year round. The most intense time is from February until April when the
budget is being developed and voted on. However, monitoring your budget and SIPAAA is
ongoing.
5
Chapter 4 | Budget
LSC BUDGET POWERS AND RESPONSIBILITIES
As you start working on your budget, you need to understand your role. LSC members
have the responsibility and authority to:
Use the SIPAAA as the basis for budget planning.
Consider the recommendations of the No Child Left Behind (NCLB) Parent Advisory
Council and the Bilingual Advisory Committee.
Present the proposed budget to the school community for input each year.
Review, revise, and approve the entire school budget.
Determine how to spend the rolled-over Supplemental General State Aid funds
(formerly called State Chapter I).
Monitor spending throughout the year.
Review, approve, and monitor your school’s Internal Accounts (cash the school gets
for student fees, fund-raising activities, vending machines, special events, gifts, etc.).
Direct the principal to shift expenditures within funds to change how money will be
spent, and to close positions and open new ones.
Approve amendments to your budget.
Important: Your LSC chairperson cannot give approval or sign off for the council without
a vote of council members.
Although the principal is responsible for developing the budget, in consultation with the LSC
and Professional Personnel Leadership Committee (PPLC), many schools use committees
to monitor it. These committees include the principal, LSC members and school staff, and
may also include members of school advisory committees such as the Bilingual Parent
Advisory Committee and the NCLB Parent Advisory Council. Non-LSC members may serve
on committees as well.
6
Chapter 4 | Budget
DISTRICT AND SCHOOL REVENUE SOURCES
How Does the District Get Funded?
The Chicago Public Schools (CPS) gets revenue from three sources:
1. Local Sources: Property taxes, interest on investments, , etc.
2. State Sources: State Aid, Supplemental General State Aid (formerly State Chapter
1), categorical funds (money can only be used for certain programs, such as special
education, early childhood, bilingual programs).
3. Federal Sources: No Child Left Behind (NCLB) Federal Title I, Headstart, school
lunch, special education, etc.
How Does Your School Get Funded?
CPS creates formulas to determine how much funds and positions each school
gets using:
Enrollment: Student enrollment determines the number of regular teacher positions
(e.g. third grade teacher, high school math teacher), clerks, counselors, librarians
and other staff positions as well as the amount of money for textbooks, equipment,
and supplies.
*Note: Per-pupil schools receive a lump sum.
Special Needs of Students: The amount and type of funding are determined by
the special needs of the school’s student body. Funds and/or positions are
distributed to schools, for example, for special education, bilingual education, and
supplementary (additional) programs for low-income students (Supplemental
General State Aid, NCLB Federal Title I).
Special Board Programs:
Programs that are designed to meet district
needs, such as Magnet Schools, Language Academies, after school programs, etc.
7
Chapter 4 | Budget
Building Operations:
9 Schools get engineering staff positions and funds for building repairs and
supplies based on the building’s square footage and enrollment.
9 Security: Positions are allocated based on a number of factors (i.e. ,
enrollment, reported incidents, etc.)
9
Food Service: Positions are based on number of meals served.
9
Capital Improvements:
assessments
Amounts are determined based on building
8
Chapter 4 | Budget
WHAT DOES THE MONEY BUY?
Staff Positions
Rather than distributing or allocating money to schools, every school gets positions based
on formulas with the exception of per pupil schools. (Supplemental General State Aid and
NCLB Federal Title I are two notable exceptions, see below). The formulas determine how
many positions for teachers, counselors, clerks, building engineering staff etc., a school is
entitled to. Regular teachers, sometimes called quota teachers, are common to all schools.
This is the basic staff. For example, kindergarten through 8th grade teachers are regular
elementary teachers. High school staff teaching core subjects, e.g. English, social studies,
math, are regular or quota high school teachers.
Non-Staff Costs
Non-compensation items are non-staff costs that include textbooks, supplies, repairs, and
so on. There are other costs in your budget, such as transportation and energy that the
schools do not control. There may also be funds designated for your school, such as
summer school or capital repairs, which do not appear in your budget.
Supplemental General State Aid and NCLB Federal Title I
These funds are allocated based on the number of low-income students enrolled at each
school. They are supplementary to (over and above) the regular program. Rather than
getting positions, schools with these funds are allocated dollar amounts.
Important:
Supplemental General State Aid and NCLB Federal Title I funds are
important sources of money for educational improvement. Each year the LSC can
determine, based on their SIPAAA, what to spend these dollars on and then change how
they spend the money the next year to best meet the students’ needs.
9
Chapter 4 | Budget
HOW TO READ YOUR BUDGET
Breaking the Codes
School budgets and monitoring reports are public documents. As an LSC member, you
not only have a right to see your school’s budget and monitoring reports, you have an
obligation to see and understand them.
Make Sure You Have the Total School Budget
Your principal should be familiar with the budget system and you need to make sure you
have the total school budget, not just the NCLB Federal Title I budget or the Supplemental
General State Aid (SGSA) budget. After all, you are responsible for approving the entire
budget.
Make Sure Your Budget Has at Least These Columns
Fund
Grant
Prog.
Account
Orig.
Budget
Current
Budget
Commt.
Oblig.
Expd.
Funds
Available
1. Fund: The Fund Code tells you which fund pays for the program-whether its
General Funds or NCLB funds, Bilingual funds, etc.
2. Grant: Grant codes give you further information about the funding source for the
program or staff person. For example, a regular or quota teacher is funded from
Fund 115 and the Grant code is 000000. If the Grant code column has numbers in
it, the program is supplementary. For example, a supplementary bilingual teacher is
also Fund 115 but the grant code is 376704.
3. Program: Program codes identify each school program. For example, the program
code 112241 is for elementary music; code 113036 is high school art.
4. Account: The Account codes tell you how the money is being used. Oracle Code
51100 means the money is budgeted for regular teacher salary. Code 54565 is for
parent reimbursement.
10
Chapter 4 | Budget
5. Budget. This line tells you how much money is being budgeted for salary or other
expenditures. In Oracle reports, you will see;
a. Original Budget. This is the amount allocated for this item as of July
1—the beginning of the new fiscal year.
b. Current budget. During the year there are changes made to the original
budget. There may be changes to salary lines because a new staff member’s
salary could be higher than what was budgeted, so more money is added to
this line.
c. Commitments. This column is for requests for purchases of books or
computers. For example, before the necessary approvals have been received
or for funds reserved for a staff position that’s open but not yet filled. Once the
approvals are made or the position filled, the funds move to the Obligations
column.
d. Obligations. Money is budgeted here for funds reserved for contractual
obligation, e.g. staff salaries.
e. Expenditures. Funds spent for positions, goods, and services.
f. Funds Available. This is the current budget minus your commitments,
obligations, and expenditures. This is what your school has left for this
particular item.
For example, you can look here to see how much
money is left for textbooks or supplies.
All the above examples use Oracle codes. Your principal, school clerk, or business
manager can print out budgets and reports that include these and other columns. They can
get support from their Business Service Center.
Important: Get a Code List. Using the Segment Look-Up Tool in Oracle, your school
principal or clerk can give you the code list to share with your LSC. It gives descriptions for
each Fund, Account, Program, and Grant code number.
11
Chapter 4 | Budget
COMMON BUDGET CODES
The following is a list of commonly used fund codes. Fund codes identify the source of
funding for positions and programs in your school. Keep this chart handy when you look at
your budget.
Oracle
Code
Description
General Fund
115
Basic programs, regular ( q u o t a ) t e a c h e r s,
principals, clerks, supplies, textbooks, equipment
Supplemental General
State Aid SGSA
225
State discretionary funds for educational
programs
NCLB Federal Title I
332
Federal discretionary funds for educational
programs
Fund/Program
Bilingual
115 &
Bilingual programs
356
Special Education
115 &
Programs for students with disabilities.
220
Early Childhood
115 &
State funded Early Childhood program and
362
Headstart
Building Operations PBC
230
Engineering staff and supplies, small building
repairs, electricity and heat
Security
210
Security staff
Lunchroom
312
Food services
12
Chapter 4 | Budget
MONITORING YOUR BUDGET
Your budget is a plan for how money should be spent. It was loaded in the system in the
summer. Once school starts in September and positions are filled and costs are calculated,
the numbers change. An important LSC role is to keep track of how budget plans are
being carried out using monitoring documents that track up-to-date numbers. LSC
members can request budget spending information and position reports, all public
documents, from the principal who can generate them in a variety of informative formats.
The LSC may want to track specific programs or items or the total budget.
Two types of monitoring reports are most useful:
Position Report.
Budget Inquiry Reports and the
1. Budget Inquiry Report. If your principal is using Oracle, ask for a Budget Inquiry
Report. You can get summary or detailed information which can tell you:
x
How much money you have left to spend on textbooks, supplies, etc.,
x
How much NCLB or Supplemental General State Aid or General funds your
school has budgeted, spent, and how much is left;
x
What money has been transferred; and
x
If the school has negative balances in NCLB and Supplemental General State
Aid funds. This can happen when a position is budgeted lower than the staff
person’s actual salary. Money from within each fund will have to be
transferred to make the balance positive and LSCs have to vote on these
transfers.
In the following example of an Oracle report, the first line is for a regularly funded K-8
teacher. The second line is for math textbooks. Thus far, $8,000 has been spent on text
books and there is $3,000 left.
13
Chapter 4 | Budget
Fund
Acct
Prog
Grant
Current
Budget
$51,081
Commitment
0
Obligations
Expenditure
0000000
Original
Budget
$51,144
$51,081
0
Funds
Available
0
115
51100
111004
115
53305
119016
0000000
$11,000
$11,000
0
0
$8,000
$3,000
2. Position Reports. Oracle can produce Position Reports of staff in your school.
Using a Position Report you can see:
x
Who works in your school—by name?
Which positions are funded by NCLB??
What positions are vacant?
When positions have been opened and the salary amount?
In this example of an Oracle Position Report, the first line is for a regularly funded high
school social studies teacher. The second line is for a teacher to reduce class size funded
by NCLB funds.
Unit
Position
Class
Fund
Account
Program
Employee
Name
Salary
Amount
Plains
HS
Teacher
115
51100
113014
Arroyo,
Ms. Lisa
$61,288
Plain
HS
Teacher
332
51100
113046
Silver,
Mr. Alex
$49,185
Important: Get a Code List. Using the Segment Look Up Tool in Oracle, your principal
or clerk can get the code list for you to share with your LSC. It gives descriptions for each
Fund, Account, Program, and Grant code number.
14
Chapter 4 | Budget
AMENDING YOUR BUDGET
LSCs may amend their budgets (and the SIPAAA) if the school’s needs change during the
year. Why and when can you amend the budget?
1. An amendment is needed to transfer monies within funds, such as Supplemental
General State Aid (SGSA) or NCLB Title I, and can be made at anytime during the
year. For example, your LSC may wish to move money from a line for computers to
a line for textbooks. Monies may only be transferred within a fund between programs
and/or accounts.
2. Proposed amendments must be voted on by the LSC
x
An amendment relating to previously allocated amounts (money already
budgeted for staff, goods or services) requires the vote of seven (7) members
at an elementary school, and eight (8) members at a high school (a super
majority vote).
x
SGSA money not spent by the end of the school year becomes “rollover”
money and can be reallocated in October of the following year. The school
does not lose these rollover funds. Your LSC must vote on how the rollover
money will be allocated.
x
The allocation of new, rollover, and previously unallocated Supplemental
General State Aid funds into specific budget lines requires only a majority
“Yes” vote of the membership serving on the council.
3. A budget amendment is also required when
x
transferring funds of $5,000 or more.
x
establishing programs/activities not included in the approved SIPAAA.
x
deleting programs/activities ($5,000 or more) included in the approved
SIPAAA.
15
Chapter 4 | Budget
INTERNAL ACCOUNT
In addition to your school budget, all schools have Internal Accounts. The school’s Internal
Account is a management system designed to handle the cash that schools get from
students, parents, and the community. The sources of this cash include student fees, fundraising activities, vending machines, special events, class ring sales, and gifts, grants, or
donations. These accounts can add up to a substantial amount of money. Internal
accounts money must be used to directly or indirectly benefit the students.
LSCs have the authority to:
x Approve all Internal Account receipts and expenditures.
x Approve all internal account expenditures over $1,000 at elementary schools and
$2,500 at high schools for all CPS attendance centers prior to the expenditure by an
affirmative vote of a majority of serving LSC members.
x On a monthly basis, review the schools internal accounts report and bank statement
activity
x Approve all fundraising activities by non-school organizations using school facilities.
x Request and review an audit of the school’s internal accounts from Internal Audit
Services at 773-553-1481.
Principals should give the LSC a copy of the Internal Accounts Trial Balance Summary and
a copy of the school’s monthly bank reconciliation. The school’s Budget Committee may
want to take on this responsibility and report to the LSC.
Making a purchase from Internal Accounts requires the same care and accountability as
purchases from the budget. The latest Internal Accounts Manual is on Controller’s web
page at:
http://www.cps.k12.il.us/FinancialResources/Finance/Controller.shtml
16
Chapter 4 | Budget
FUNDRAISING FOR THE SCHOOL
CONDUCTED WITH AN OUTSIDE ORGANIZATION
Schools have the option of hosting a fundraising activity with an outside organization. This
may occur if an outside organization (i.e., the Parent Teacher’s Association/ Organization)
has initiated the solicitation and the school has consented to this request. Each
organization should have its own tax ID number, exemptions, and bank accounts.
A written agreement between the Principal and the organization indicating the
division of profits (and expenses) must be executed and maintained on file.
If the school and the outside organization are sharing the profits, then the
fundraising activity should be recorded in the Internal Accounts. Otherwise, the
fundraising activity is being conducted exclusively by the outside organization. (Please refer
to the following subsection.)
Schools should adhere to the following steps when conducting fundraising activities with an
outside organization:
Step 1 Prepare a Local School Fundraising Proposal
x
The school Principal and organization should establish a written agreement
indicating the division of revenues (and expenses). This agreement should be
maintained on file.
x
The Local School Fundraising Proposal specifies the percentage of profits
the school will receive from the fundraising activity
x
The Local School Fundraising Proposal should have the signed approval of
the Principal, LSC and CAO.
Step 2 Obtain products for sale
Step 3 Conduct sale and deposit collections with School Treasurer
x
School officials must collect money from the sale of fundraising goods in
conjunction with the outside organization in order to ensure proper receipt and
record of money collected from student purchases.
x
A proper record of the collections must be maintained at the school site.
x
All funds collected must be deposited in the school’s Internal Accounts.
17
Chapter 4 | Budget
Step 4 Finish sale and prepare final accounting reports
x
A summary of the funds collected and the school’s share of the revenue must
be reported in the school’s Internal Accounts.
x A Local School Fundraising Accounting Report and the Concessions
Sales Accounting Report must be completed and submitted to the area
office no later than 10 school days after the last date of the fundraising
activity.
Step 5 Transfer profits to activity accounts
x
Division of the profits should take place once both parties agree with the
financial account of the funds collected and the expenses incurred.
x
Once the school has properly accounted for the fundraising sales, the school
should submit a check to the outside organization for its share of the revenue.
FUNDRAISING CONDUCTED EXCLUSIVELY BY OUTSIDE ORGANIZATIONS
(Requests for Charitable Drives, Walk-A-Thons, Read-A-Thons, Math-A-Thons, PTO/PTA,
Friends of Schools, etc.)
The Payroll Deductions Campaign Resolution (98-0128-RS8) authorizes three separate
charitable solicitations during the year: the United Negro College Fund, the Hispanic
Scholarship Fund, and Combined Charities. Each of these solicitations has been assigned
a separate and distinct timeframe for its activities so that CPS employees, in theory, are
spared continual requests for charitable giving.
The reality, however, is that Principals are approached many times throughout the year by
well-known organizations for permission to host various “thons” for charitable purposes.
While Principals have the authority to approve or disapprove these requests, the Executive
Committee for the Payroll Deductions Campaigns urges Principals to carefully consider
demands on staff and student time.
Hundreds of these well-known, established, and worthy charities are represented already in
the Combined Charities, UNCF, and HSF drives. The authorization of additional numerous
campaigns at schools can be additional burdens imposed on CPS employees.
ORGANIZATIONS WHICH HAVE NOT RECEIVED DISTRICT-WIDE APPROVAL FOR THEIR CAMPAIGNS
If the Chicago Board of Education has not approved a district-wide campaign for an outside
organization, then prior approval needs to be obtained from the Principal, LSC and Chief
18
Chapter 4 | Budget
Area Officer regarding the appropriateness of the activity. If an organization cannot
demonstrate an acceptable correlation between the fundraising activity and its benefit to
the students, then denying the activity’s access to the school or students is strongly
recommended.
The following procedures should be adhered to when an outside organization (i.e.,
PTA/PTO) exclusively conducts a fundraising activity on the school’s premises by soliciting
school personnel and students.
Organizations must be accredited groups or agencies in order to raise funds at the school.
These groups and organizations are fully accountable for the funds generated and the
expenses incurred. The Principal, the LSC, and the Chief Area Officer must approve all
fundraising activity conducted by an outside organization. A copy of the agreement for the
use/distribution of profits should be included with the fundraising proposal when submitted
for approval to the CAO.
Step 1 Prepare a Local School Fundraising Proposal
x
If the Principal is uncertain about the organization’s fundraising status at the
Chicago Board of Education, the Principal should contact the Area Office.
x
If the organization’s fundraising status with the Board is satisfactory, then the
organization may host the fundraising activity during the established time of
the district-wide campaign as approved by the Chicago Board of Education. In
this case, an organization is exempt from completing a Local School
Fundraising Proposal.
x
If not, then the organization must obtain the approval of the Principal,
LSC, and Area Office by completing a Local School Fundraising
Proposal.
Step 2 Upon approval, conduct the fundraising activity
An organization is fully accountable for the funds generated, the expenses
incurred, and, if it applies, the delivery of the agreed-upon goods and services to
students and faculty in a timely and acceptable manner.
Step 3 The outside organization submits a completed Local School Fundraising
Accounting Report
This report should be submitted to the School and the Area Office no later than
ten school days after the last date of the fundraising activity.
19
Chapter 4 | Budget
LOCAL SCHOOL COUNCIL FundraISING
A policy adopted in February 1997 by the Board of Education states that, “…within certain
boundaries, Local School Councils (LSC’s) have the authority to raise
funds at the school which they serve…” for LSC incidental operating and legitimate
educational-related expenses. Please refer to Appendix F for the CPS policy on Local
School Council Fundraising.
LSCs may conduct fundraising activities for legitimate educational activities that benefit the
students of the school, the LSC serves, or the LSC’s incidental operating expenses.
All financial activities related to LSC fundraising must be recorded in the school’s
Internal Accounts.
FUNDRAISING FOR EDUCATIONAL ACTIVITIES
x
The LSC can raise funds to purchase uniforms, band uniforms, band equipment
and items serving other educational purposes for students.
x
All fundraising activities that are ongoing in nature, such as vending machines
and school supplies cannot be administered by the LSC.
FUNDRAISING FOR OPERATING EXPENSES
x
The value of the fundraising profits generated for LSC operating expenses shall
not exceed a cumulative total of $1,500 per school per (fiscal) year if the school
population is under 1,000 students. Nor shall it exceed a cumulative total of
$3,000 per school if the school population is 1,000 students or more. Any excess
profits should be transferred to the General Fund.
x
Fundraising funds remaining at the end of the year will rollover to the next school
year. LSCs cannot operate at a deficit. LSC funds may not exceed above listed
amounts.
Note: LSC fundraising budget for fiscal year is reduced by the dollar amount of the
rollover funds.
PERMISSIBLE OPERATING EXPENSES
The LSC is permitted to raise funds for its own operating expenses. These expenses
may include:
x
Advertisements for Principal vacancies
x
Stationary and general office supplies
x
Copying/reproduction services and postage
20
Chapter 4 | Budget
x Reasonable expenditures for transportation to LSC/school meetings or
workshops
x Reasonable expenditures for refreshments at meetings
x Reasonable expenditures for registration fees for workshops, seminars, and
conferences attended by LSC members
IMPERMISSIBLE OPERATING EXPENSES
The LSC cannot raise funds for the following operating expenses:
x Costs associated with seminars, workshops and conferences other than
registration fees
x Meals and travel expenses beyond the reasonable
transportation to LSC/school meetings or workshop
expenditures
for
x LSC campaign-related expenditures
x Stipends to LSC members for services rendered
x Any payments made in violation of the CPS Code of Ethics
GUIDELINES FOR CONDUCTING LSC FUNDRAISING ACTIVITIES
The following procedures must be followed by LSCs when fundraising for
educational activities and incidental operating expenses:
Step 1 Prepare Local School Fundraising Proposal
Step 2 Obtain proper approvals
Step 3 Conduct fundraiser and deposit collections with School Treasurer
x
Any event that prevents the LSC from remitting the receipts to the School
Treasurer on the day of collection must be explained in writing.
x
All collections must have a receipt and be recorded in a sub-account
specific to the fundraising activity for the LSC.
Step 4 Finish fundraiser and prepare final accounting reports
x The School Treasurer must submit to the area office a completed Local
School Fundraising Accounting Report and the Concession Sales
Accounting Report within 10 school days of the last date of the fundraising
activity. These reports give an appropriate accounting record along with an
inventory of any remaining items.
21
Chapter 4 | Budget
x
All missing inventory items must be explained in a written statement signed
by the LSC and the Principal and attached to the Local School Fundraising
Accounting Report.
x
All funds generated from the fundraising activity must be deposited in the
appropriate fundraising account.
x
The School Treasurer must verify the ending inventory and the sales receipt.
x
An original copy of the Local School Fundraising Accounting Report and the
Concession Sales Accounting Report must be maintained at the school.
Any significant discrepancies must be reported to the Chief Area Officer for review and
possible action.
22
Chapter 4 | Budget
MAJOR FUNDING SOURCES FOR SCHOOL PROGRAMS
The following pages describe major funding sources that support programs that are
common in many schools. Except for General Funds, the other funding sources support
programs and staff over and above the regular instructional programs.
The information on each funding source includes:
x
Program Description. What programs the funds support?
x
Eligibility Requirements. What makes a school eligible for these funds?
x
Formula. How the money is allocated to the schools?
x
How Can the Money be used? What can and cannot be done with these
funds?
x
Contact Information.
information?
Which central office department can provide additional
The most common sources of funding are:
x
General Funds (115)
x
Supplemental General State Aid (formerly called State Chapter I) (Fund 225)
x
NCLB Federal Title I (Fund 332)
x
Bilingual Education (Funds 115 and 356)
Ask your principal about other sources of funds or positions your school may receive such
as Early Childhood, special education, after school programs, and Career and Technical
Education.
Chicago is fortunate in having a number of generous foundations and corporations that
provide thousands of dollars directly to individual schools. Ask your principal to investigate
fund-raising options. You and your LSC can look into these opportunities as well.
23
Chapter 4 | Budget
GENERAL FUNDS
Program Description
General Funds pay for the school’s basic program. These funds come from local taxes and
general state aid from the State. General Funds is the largest source of dollars in your
budget.
Eligibility Requirements
All schools are eligible. General Funds pay for regular or quota teachers, e.g. kindergarten
through 8th grade teachers; high school teachers in core subjects, such as English, math,
biology; and principals, clerks, physical education teachers, counselors, etc.
Formula
The number of regular teacher positions a school gets depends on school enrollment and
class size agreements with the Chicago Teachers Union. The other positions, (clerks,
assistant principals, music teachers, etc.) are determined by Board formulas.
Schools get General Funds for non-personnel items, such as textbooks, supplies, education
repairs, furniture, and equipment. These funds are collapsed into one per-student amount.
How Can the Money be Used?
For the most part, General Funds are locked into required positions. Schools cannot choose
to forgo the principal nor have no high school English teachers. However, the LSC can
recommend that new teachers have certain skills that follow the LSC’s vision for the school
and their SIPAAA, for example, teachers with knowledge of technology or the arts.
Contact Information: For budget concerns, contact the Office of Management and Budget at
773-553-2560.
24
Chapter 4 | Budget
Supplemental General State Aid
(Formerly called State Chapter I)
Program Description
Supplemental General State Aid (SGSA), formerly called State Chapter I, is part of the
general state aid the district gets from the State. These dollars must be used to supplement
the regular educational program.
Schools receive these funds based on the number of students who are eligible for free and
reduced-priced meals. All schools are eligible to receive these funds.
Formula
The district determines the number of eligible students annually. The amount of funding
allocated to the schools by state law is a minimum of $261 million. This amount is divided
by the number of eligible students to get the per-student rate. The rate is $735 per pupil for
2011. The rate is then multiplied against the number of eligible students in your school.
These funds are flexible. Each year, LSCs can determine, based on their SIPAAA, what to
spend this money on and then change how they spend the money the next year depending
on the needs of the students. The LSC must approve the use of these funds. The following
are spending requirements:
x
The funds must be used for early childhood education, reduced class size,
enrichment programs, attendance improvement, remedial/supportive services, or
other educationally beneficial programs.
x
The money must be used for supplementary programs and may not supplant
(replace) funding for basic needs. For example, you can’t use SGSA funds to pay
for a principal or quota teachers. You can use the funds to pay for additional staff
or programs over and above the regular programs such as additional textbooks,
teacher aides, computers, additional teachers or clerks.
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Chapter 4 * Budget
• At the end of the fiscal year (CPS's fiscal year ends June 30), any
unspent SGSA funds rollover into the next fiscal year. Schools will be
provided their rollover amount by October and the LSC must vote on
how to spend the funds.
• These funds do not exclusively fund programs for children who are eligible
for free or reduced-price meals. Any child in the school may participate,
depending on the programs approved by the LSC and according to your
SIPAAA.
The LSC should review the use of these funds annually. Supplemental General
State Aid funds can be reallocated each year to best meet the school’s
plans for improvement.
To find out how much your school received in SGSA money this year, check your
budget.
Contact Information: Contact the Office of Grants Management at 773-553-1990 or
the Office of Management and Budget at 773-553-2560.
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Chapter 4 | Budget
No Child Left Behind (NCLB) Federal Title I Funds
Program Description
NCLB Federal Title I funds are distributed to schools with high concentrations of low-income
students. Like Supplemental General State Aid, these funds must be used to support
programs over and above the regular program.
NCLB funds are distributed to public (and nonpublic schools) on the basis of the district’s
eligibility study. The number of students eligible for NCLB dollars at a specific school is
calculated for students attending the public school as well for non-public school students
who live in the school’s attendance area. Each public school district develops its own
formula for determining poverty. CPS uses two indicators to determine eligibility for funding.
Only schools with a poverty index of 40% or above receive NCLB Title I funds.
Formula
The formula for determining NCLB eligibility is different from the formula used to distribute
SGSA. The district’s NCLB formula is based on the number of children ages 5-17:
x Who are eligible for free and reduced-priced meals:
60% of the formula.
This number counts as
x Whose families receive Temporary Assistance to Needy Families, TANF or
public aid: This number counts as 40% of the formula.
Only the eligible schools, those having a poverty index of 40% or above, receive
Title I funds. Schools with a poverty index of 40% receive $430 per-student. In addition,
the dollars per-student increases with the poverty index; the schools with the highest
poverty index, (the highest percent of eligible students), receive the highest per-student
rate. The per-student allocation increases by $14 for each poverty percentage point over
the 40%.
27
Chapter 4 * Budget
The SIPAAA is the blueprint for spending these funds.. The NCLB Parent Advisory
Council advises the LSC and principal on NCLB programs and use of NCLB funds;
however, the LSC makes the final decision about how these funds are used.
Eligible schools can budget these funds at their discretion, but they must be used
for instructional purposes, to supplement programs, and must not replace
funding for basic programs or staff. For example, you can't use NCLB funds
to pay for a principal or quota teachers.
You can use them to pay for additional staff or programs over and above the
regular programs, such as additional textbooks, teacher aides, computers, or
additional teachers. The LSC must approve the use of these funds. Additionally,
the LSCs should review the use of these funds annually. NCLB funds, like
Supplemental General State Aid funds, can be budgeted differently each year
to best meet the school's plans for improvement.
To find out how much NCLB funds your school received this year, check your
budget.
NCLB Title I: Do's and Don'ts for the Use of Fund 332 Do's:
Do’s:
NCLB Title I: Fund 332 – All expenditures are supplemental and must be used for
instructional purposes only to improve academic achievement. Schools operating a
Targeted Assistance program must use 332 funds only to serve the identified lowest
performing students. Please refer to the “SGSA and Title I reference Manual” listed on:
http://cps.k12.il.us/StaffResources/GrantsManagementAndAdministration/public.shtml
•
•
•
•
•
Salaries (above quota positions) – Teacher, Substitute for identified programs only,
Teacher Assistant, Tutor, Instructional Computer Assistant, School Community
Representative, Guidance Counselor, Security
Benefits – Health, Pension, FICA, and other related benefits
Purchased Services – Admission fees and bus service for fieldtrips tied to
curriculum, conference registration fees/travel for teachers, education consultants,
contracts for repair and maintenance of equipment purchased with NCLB Title I
funds
Supplies and Materials – Consumable supplies, books to supplement not replace
Basal/Primary textbooks, workbooks, audio/video, software, periodicals
Equipment and Furniture – Computers, workstations, audio/video equipment
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Chapter 4 * Budget
Don’ts:
NCLB Title I: Fund 332 – Funds cannot supplant, or take the place of 115 expenditures
and cannot be used for non-instructional purposes or capital expenses
•
•
•
•
Instruction – Salaries for quota positions, Substitute for non 332 funded teacher
unless teacher is attending staff development activities, Non-Instructional Computer
Assistant, School Assistant, Clerk, Business Manager or Operations Manager
Purchased Services – Contracts for non-instructional services or repair and
maintenance of equipment not purchased with NCLB Title I funds, transportation to
extra-curricular activities (competitions/performances)
Supplies and Materials – Basal/Primary textbooks or replacements, non-instructional
items for office use or to assist in administering programs, athletics/band uniforms
Equipment and Furniture – Items for office use or to assist in administering
programs; replacement of 115 equipment or furniture, athletics/band equipment
Contact Information: Contact the Office of Grants Management at 773-553-1990 or
the Office of Management and Budget at 773-553-2560.
29
Chapter 4 | Budget
Bilingual Education Funds
Program Description
Bilingual Education Programs serving English Language Learners (ELLs) in Illinois school
districts are mandated by state law and are governed by Article 14C of the Illinois School
Code and the 23rd Illinois Administrative Code 228.
The district identifies students who come from non-English language backgrounds and
determines whether the student is an English Language Learner (ELL). Schools with 20 or
more English Language Learners of the same language background must establish and
maintain a Transitional Bilingual Education (TBE) Program. Schools with 19 or fewer ELLs
of the same language background must provide a Transitional Program of Instruction (TPI).
In TPI, students receive English instruction from a teacher with English as a Second
Language certification, usually in a pullout program and often with students who speak
different languages.
The Transitional Bilingual Education programs and/or the Transitional Programs of
Instruction are funded based on the number of English Language Learners enrolled in a
school. The number of ELLs is taken from the current-year, month of February school data.
A school having one or more English Language Learners must provide bilingual education
services to the extent necessary.
Bilingual Advisory Committee (BAC)
Pursuant to the Chicago School Reform Act, every school implementing a state mandated
Transitional Bilingual Education (TBE) or Transitional Program of Instruction (TPI) program
is required to constitute a Bilingual Advisory Committee (BAC). The BAC is recognized as a
standing committee of the Local School Council (LSC) and serves to identify and address
academic concerns related to the school’s bilingual education programs in the School
Improvement Plan Advancing Academic Achievement (SIPAAA) and budget allocations.
The BAC Chair and a majority of its members must include parents of students enrolled in
the school’s bilingual education program. The BAC meets at least four times per school
year, and hosts additional training meetings to develop leadership and advocacy skills of
parents/legal guardians of ELLs.
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Chapter 4 | Budget
Formula
Board-Funded Bilingual Teachers for TBE programs. All students generate quota
positions. In cases where ELLs are enrolled, the quota position allocation must be
designated as a bilingual teacher with appropriate credentials. The Office of Management
and Budget (OMB) determines and informs schools of board quota positions.
Approximately 30 ELLs of the same TBE language group would equate to one board quota
position.
Supplemental Teachers. The number of State or Federal-funded supplemental teacher
positions allocated to each school is based on the number of ELLs from the same language
background in a TBE program or an adjusted count of ELLs in a TPI program.
State and Federal-funded bilingual education funds are allocated to schools in the form of
supplemental teacher positions. In addition, schools receive an allocation ($250 in the
2010-11 school year) to be used by the Bilingual Advisory Committee.
Contact Information: Additional information is available from the Office of Language and
Cultural Education, (773) 553-1930.
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Chapter 4 | Budget
PROPOSED BUDGET CALENDAR
All Year
LSC monitors implementation of the SIPAAA, budget, and Internal
Accounts.
October
Schools get rollover Supplementary General State Aid Funds
January-April
SIPAAA is developed for next year.
Early February
Schools receive their proposed budget allocations for the next year.
February-March
Budget is developed to support SIPAAA goals.
March
LSC presents proposed budget and SIPAAA to the community in a
well-publicized meeting.
April-May
Final SIPAAA and budget are approved by the LSC and submitted to
CPS.
May and June
Using monitoring reports, LSC checks how much money is left for
specific programs and items such as textbooks, supplies and
equipment. Except for Supplementary General State Aid funds, money
unspent by the end of June goes back to the central office.
.
The fiscal year begins on July 1.
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Chapter 4 | Budget
LEGAL AND POLICY REQUIREMENTS
The Chicago School Reform law states:
...the board shall allocate a lump sum amount to each school based upon such
formula as the board shall determine taking into account the special needs of the
student body. The local school principal shall develop an expenditure plan in
consultation with the local school council, the professional personnel leadership
committee and with all other school personnel, which reflects the priorities and
activities as described in the school’s local improvement plan and is consistent with
applicable law and collective bargaining agreements and standards
Furthermore, the LSC has the authority and obligation to “approve the expenditure plan with
respect to all funds allocated and distributed to the attendance center by the board.”
Other Legal and Policy Requirements for schools not on Probation
x
School budgets must be approved by the Local School Council with the affirmative
vote of a majority of serving members.
x
The school budget is prepared by the principal, in consultation with the LSC, PPLC
and other staff, in accordance with formulas for allocations established by the
Board of Education and consistent with Board Rules and Policies, as well as
contractual agreements with third parties.
x
The entire school budget includes all general funds as well as categorical funds,
Federal Title 1 NCLB dollars, Supplemental General State Aid (SGSA) formerly
State Chapter 1, and other federal and state categorical funds allocated to schools
and should be:
9
Prepared by the principal in accordance with the requirement for each
categorical program
9
Supportive of the SIPAAA
9
Approved by the LSC with the affirmative vote of a majority of serving
members.
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Chapter 4 | Budget
x
The LSC has the right to request the principal to close positions and open new ones
consistent with the provisions of the local school improvement plan (SIPAAA) provided
that these decisions are consistent with applicable law and collective bargaining
agreements. If the position is closed pursuant to this paragraph, the local school shall
have for its use the system-wide average compensation for the closed positions.
x
Operating within existing laws and collective bargaining agreements, the Local School
Council shall have the right to direct the principal to transfer expenditures within funds.
x
Board approval is required when purchases exceed:
9 $10,000 for any purchase for items or services, requiring a formal bid.
9 $25,000 for any personal service contract and consultants or items not
requiring a formal bid.
Splitting purchase orders or requisitions or issuing multiple purchase orders to avoid this
limit is illegal and prohibited by the Board.
x
The LSC has the right to approve, in accordance with Board Rules and Policies,
receipts and expenditures for Internal Accounts activity. The principal or designees
shall receive this approval by making “expenditure and receipt approvals” a monthly
agenda item at the LSC meetings. The principal must obtain the LSC’s approval prior
to making purchases over $1,000 in elementary schools or $2,500 in high schools.
LSCs can select to raise the ceiling for expenditures approvals, but may not lower this
amount.
x
The principal is required to provide LSC members with all audits and reviews of the
programs or operations of the school.
x
The principal can enter into a contract of no more than $10,000, if the contract is
endorsed by the Local School Council. However, caution should be exercised before
entering into such a contract to assure that an adequate funding source is available
and that the $10,000 limit on a collective basis is not exceeded.
34
Chapter 4 | Budget
x
The Board is responsible for identifying the deficiencies that must be corrected through
the Corrective Action Plan, budget, and SIPAAA for schools on probation. However,
the LSC can make recommendations about the content of the Corrective Action Plan
and budget and can monitor their implementation and effectiveness.
35
Chapter 4 | Budget
APPENDIX
36
Chapter 4 | Budget
The Budget Inquiry Report
Budget Inquiry is a robust tool in Oracle that can provide detailed information on school
budgets. Five important details are provided. Please see the section on how to read a
school budget for more information on the status of funds.
1. Original Budget
2. Current Budget
3. Commitments
4. Obligations
5. Funds Available
This report allows each school to inquire into each budget classification. The information
can be shown in summary format or as a detailed list, as indicated below from the
selections on the menu. The detailed report shows original budget, current budget,
commitments, obligations and funds available. The report can be sorted by fund, account,
program or grant. A report on just one budget classification can also be generated. More
detailed information about transactions to and from this line can be generated. The report
can also show the descriptions of each of the budget line components if so selected. A
function is also in place to allow the report to be exported to Microsoft Excel.
Principals should contact their Business Service Center for detailed information on how to
generate these reports.
37
Chapter 4 * Budget
The screen below shows the inquiry search criteria and sorting screen.
38
Chapter 4 * Budget
Segment Lookup
The Segment Lookup tool in Oracle provides the budget classification
description listing. It gives description for each fund, account, program and grant
number used in the system. It also provides the Oracle and Legacy numbers
associated.
The report below is an example of a listing that selected for programs
associated with high schools.
39
Chapter 4 * Budget
Position Report
Position r e p o r t c o n t a i n s p e r s o n n e l i n f o r m a t i o n f o r e a c h s c h o o l . I t i n c l u d e s
a comprehensive list of school positions. Detailed information on individual
positions is currently available. The information provided includes: name,
budget classification, committed/encumbered/expended funds against the
position number, job code, scheduled time, open/close dates, etc.
A sample report can be requested for your school. The principal should contact the
Business Service Center for more information on how to run reports and receive
detailed information.
The screen shot below shows some of the information available on an individual
position.
40
V
Ch
hapter 5
PRINCIPAL PER
RFORMAN
NCE EVAL
LUATION
N
“Life
e is a promis
se; fulfill it.””
Motherr Teresa
a
“I learned a lot about
a
our sc
chool’s prog
gress when we met forr
the principal re
eview. Our school doe
es so much sometimes
s
w need to take time to
we
t look at ho
ow far we have come.””
LS
SC member, elementary
y schooll
“I appreciated
a
d the opporrtunity to talk
k about ourr
go
oals and pro
ogress. It helps
h
to look
k back to pllan ahead.””
Prin
ncipal, CPS
C
high
h schooll
Contentt
x
The importancce of the LS
SC’s right and
a respons
sibility to ev
valuate theirr principal.
x
The two diffe
erent kinds of principal evaluatio
ons that LSCs carry out (“annu
ual”
eva
aluation and “end-of-contract” cum
mulative ev
valuation).
x
Co
ommon metthods for ca
arrying out both
b
types of
o principal evaluation effectively.
x
Ke
ey purposess and metho
ods of an efffective ann
nual principa
al evaluatio
on.
x
Ke
ey purposess and metho
ods of an efffective end
d-of-contrac
ct principal evaluation.
e
Key Poin
nts
x
x
Priincipals havve a contrac
ct that is us
sed annually
y to review their perforrmance.
The LSC follo
ows a timeline to meet the deadline for com
mpletion of that
t
review by
ay 1st.
Ma
x The LSC hass to follow the
t Open Meetings
M
Ac
ct requirement for a co
omprehens
sive
eva
aluation pro
ocess.
x Du
uring the fou
urth year off a principa
al’s term, th
he LSC com
mpletes a co
omprehens
sive
eva
aluation thatt leads to a decision about contra
act renewal..
1
Chapter 5 | Principal performance Evaluation
TABLE OF CONTENTS
The Unique Role of LSCs in Principal Evaluation .................................................................. 3
Two Different Types of Principal Evaluations......................................................................... 4
Some Key Considerations for Effective Evaluation ................................................................ 5
Required Criteria for Both Principal Evaluations .................................................................... 6
Some Guiding Principles for Good Evaluation ....................................................................... 8
Good Evaluation is Not .................................................................................................... 8
Good Evaluation Requires the Principal’s On-Going Collaboration ................................ 8
Good Evaluation Starts Early and Sticks to a calendar ................................................... 9
Good Evaluation Is Aided by High Quality Training and Assistance .............................. 10
Good Evaluation Is Facilitated by Filling All LSC Vacancies ......................................... 10
Building an Effective Principal Evaluation Team .................................................................. 11
Legal Requirements for Carrying Out an Effective Annual Contract Principal Evaluation ... 13
Who Evaluates the Principal? ....................................................................................... 13
When Does the LSC Evaluate the Principal? ................................................................ 13
What Areas Does the LSC Evaluate? ........................................................................... 13
What Are the Other Legal Requirements for Principal Evaluation? .............................. 14
When in the Principal Performance Evaluation Process Are Executive Sessions
Appropriate? ................................................................................................................. 14
Eight Steps for an Effective Annual Principal Evaluation .................................................... 15
Suggested Annual Principal Performance Evaluation Timeline .......................................... 16
Step 1: Clarify Performance Expectations ................................................................... 17
Step 2: Plan Process and Monitor Progress ................................................................ 20
Step 3: Complete the Evaluation Form ........................................................................ 23
Step 4: Exchange Evaluation Forms ........................................................................... 26
Step 5: Prepare For the Feedback Session for LSC Members .................................... 27
Step 6: Conduct the Feedback Session ...................................................................... 29
Step 7: Approve the Evaluation ................................................................................... 31
Step 8/Step 1: Set Performance Expectations For Next Year ..................................... 32
Carrying out an Effective End of Contract Cumulative Principal Evaluation ........................ 33
Appendix 1
Principal Performance Evaluation Form .............................................................................. 37
Appendix 2
Confidentiality Agreement and Code of Conduct for Principal Evaluation ........................... 62
2
THE UNIQUE ROLE OF LSCS IN PRINCIPAL EVALUATION
Chicago is the only major city in the United States in which parent-majority Local School
Councils evaluate their principal’s performance to lay the groundwork for improving their
school and for determining whether the LSC will renew the principal’s contract after four
years.
In most big cities, decisions about whether a principal will continue to head a school are
made by the central administration. Further, principals in many cities gain tenure protection
and must either remain at the school where they gain tenure or be transferred to another
administrative position.
In important ways, Chicago’s LSCs function like the school boards that oversee most U.S.
school districts outside of the nation’s large cities. These school boards usually choose a
superintendent of schools for a limited-year contract and then may choose to rehire or not to
rehire their superintendent. Similarly, because of the 1988 Chicago School Reform Act
passed by the Illinois General Assembly, Chicago’s LSCs choose principals for four-year
contracts, and principals take some risk that they will be rehired or not be rehired at the end
of their contracts.
Hiring and evaluating your school’s principal is critical because research consistently shows
that the principal’s leadership is the single most critical force that shapes all aspects of your
school’s effectiveness. For example, principal leadership makes a critical difference in
whether your school is safe for children and whether your school improves the quality of
student learning activities and achievement.
Evaluating, monitoring, and aiding your principal represent a critical opportunity for your
LSC to improve your school.
Because these are such crucial issues and because the LSCs decisions determine whether
or not your principal will be rehired at the end of his or her contract, Illinois State Law, the
principal’s written contract with LSC, and Chicago Board of Education rules and policies
spell out procedures that LSCs must follow in carrying out this unique opportunity and
responsibility.
3
TWO DIFFERENT TYPES OF PRINCIPAL EVALUATIONS
Local School Councils must carry out two different kinds of evaluations of their principal.
There are some major similarities and some important differences between these two types
of evaluations.
Annual Principal Evaluation
The year-long process of annual principal evaluation is carried out during each of the four
years of the principal’s contract. Its key purposes are to monitor the principal’s
performance, to advise and assist the principal as he or she carries out key duties during
the year, and to take stock of the principal’s performance at the end of the year, in part as
the basis for future planning.
A designee of the CEO, currently the Area Instructional Officer (AIO) also conducts an
annual evaluation of each principal, which is shared with the principal and the Local School
Council.
End-of-Contract (Cumulative) Evaluation
The end-of-contract (cumulative) evaluation is carried out in the fall and winter of the
principal’s final contract year (if like most principals, your principal’s four-year contract
expires on June 30). Its major purpose is to determine whether or not to rehire the principal
for a new contract.
The cumulative evaluation also helps the LSC and principal to evaluate strengths and
weaknesses of the school’s progress over three-and-a-half years, as the basis for planning
future priorities for improving the school.
The cumulative evaluation will become key evidence if you decide not to renew your
principal’s contract and he or she requests an arbitration hearing as described in Chapter 6.
Careful evaluation processes are essential to a successful defense of your decision.
These two types of evaluation are explained in the rest of Chapter 5. To help understand
them, you should also read the relevant portions of the Illinois School Code.
4
SOME KEY CONSIDERATIONS FOR EFFECTIVE EVALUATION
For both types of principal evaluation, there are a set of common approaches and practices
for effective evaluation.
Key Considerations in Evaluating a Principal
Research about
effective
Principals and
Effective principal
Evaluation
procedures
Local School
priorities for a
good principal and
a better school
Laws and Policies
Governing
Principal
Evaluation
These three overlapping circles represent the basic foundations for an effective principal
evaluation. Your LSC should base principal evaluation on:
x
Research about effective principals and effective principal evaluation;
x
Your local school priorities for a better school and an effective principal; and
x
Laws and policies governing annual principal performance evaluation and the
cumulative principal evaluation. Principal evaluation is both a legal and contractual
obligation of the LSC.
5
REQUIRED CRITERIA FOR BOTH PRINCIPAL EVALUATIONS
According to the Illinois School Code (105 ILCS 5/34-2.3), both the annual evaluation and
the cumulative evaluation must focus on (i) student academic improvement, as defined by
the school improvement plan, (ii) student absenteeism rates at the school, (iii) instructional
leadership, (iv) the effective implementation of programs, policies, or strategies to improve
student academic achievement, (v) school management, and (vi) any other factors deemed
relevant by the local school council, including, without limitation, the principal’s
communication skills and ability to create and maintain a student-centered learning
environment, to develop opportunities for professional development, and to encourage
parental involvement and community partnerships to achieve school improvement.
The Board-approved Annual Principal Performance Evaluation Form is divided into three
parts:
Seven Standards for Principal Leadership.
Additional Performance Criteria added to the evaluation by the LSC, as explained later
in Chapter 5.
Student Performance Measures.
As briefly summarized in the Principal Performance Evaluation, the Seven Standards for
Principal Leadership included in the evaluation are the following:
School Leadership:
Leads the school by:
building high-performing teams;
responsibly managing work and people; and enlisting others in the school vision.
Instructional Leadership: Promotes the success of all students by creating an
instructional program that continually strives to improve teaching and learning.
Student-Centered Learning Climate: Creates and maintains a school environment
that focuses on students and emphasizes high academic expectations, caring,
discipline, and order.
6
Professional Development and Human Resource Development Management:
Encourages professional development, recruits and selects outstanding staff, and
effectively supervises teachers and staff in order to improve student learning and
academic achievement.
Parent Involvement and Community Partnerships: Collaborates with families and
community members, responds to diverse community interests and needs, and uses
community resources.
School Management and Daily Operations: Manages school resources and
facilities effectively, uses knowledge of policies and procedures to make sound
decisions, and ensures the efficient operation of the school.
Interpersonal Effectiveness:
Communicates well with diverse groups by
understanding and responding to their values, goals, needs, concerns, feelings, and
agendas, resolves conflicts productively, and engages others, as appropriate, in
decision making.
These standards are based, in part, on research in Chicago and elsewhere on effective
urban schools and are consistent with the priorities for the School Improvement Plan
(SIPAAA) discussed in Chapter 3.
7
SOME GUIDING PRINCIPLES FOR GOOD EVALUATION
x
x
x
x
x
x
x
x
Good evaluation is fair.
Good evaluation measures behaviors and results — elements that make a principal a
successful school leader. Consider both the principal’s behaviors (as described in the
evaluation form) and use data (survey results, statistics, etc.) to determine whether
your principal’s actions have achieved their purposes and produced the desired
benefits.
Good evaluation supports the principal’s performance. It determines areas for
improvement and provides the LSC with a forum to provide valuable feedback. This
feedback helps the principal focus and plan for improvement.
Good evaluation improves communication between the principal and LSC. This
evaluation process provides an opportunity for sharing information and discussing
principal responsibilities in a clear and well-defined way.
Good evaluation is objective. Do not base your evaluation on personal characteristics
of the principal or any special treatment you receive.
Good evaluation is based on information from a variety of sources, including staff,
parent and community input; surveys; and interviews with the principal.
Good evaluation helps the LSC better understand the principal’s job.
Good evaluation is a year-round activity that regularly assesses the principal’s
progress, not a sudden “gotcha” or letter of praise.
Good Evaluation is Not
x Based only on test scores.
x Based on isolated incidents.
x Based on personality conflicts.
x Focused entirely on the negative.
Good Evaluation Requires the Principal’s On-Going Collaboration
Because good evaluation is a year-round activity, it requires the on-going cooperation of
your principal to make regular progress reports and to supply data and other information to
the LSC.
The principal is also supposed to prepare a self-evaluation to share with the LSC as part of
the evaluation process.
The Illinois School Code, the Illinois Freedom of Information Act, and the Uniform Principal’s
Performance Contract all create obligations for your school’s principal to share information
with the LSC.
8
An incoming LSC should, at the very least, receive the following at its initial meeting:
x Official CPS manual for LSCs.
x LSCs past by-laws.
x Copy of current principal’s contract.
x School organizational chart with names and duties of staff.
x School visitor and volunteer procedures.
x Most recent state report card; other school data summaries.
x Contact information for LSC members.
x Current School Improvement Plan (SIPAAA).
x Current budget for the school (called “Final Budget”).
x List of budget codes.
x School calendar.
x Minutes of the previous LSC’s last meeting.
Further, your principal should provide monthly updates on progress with respect to the
Seven Standards that are the current focus of LSC’s annual and end-of-contract principal
evaluation, the key priorities of the school improvement plan (see Chapter 3), and the status
of the budget (see Chapter 4).
In addition to state law, key provisions of Section II of the “Uniform Principal’s Performance
Contract” reinforce your principal’s obligation to collaborate with the LSC in providing
information to the LSC in a timely fashion with respect to School Improvement Plan
development, (ll-c), expenditure plan development (ll-f), and internal accounts (ll-h). The
contract further states that:
x
The principal shall perform faithfully his/her duties and obligations as a member of the
Local School Council at the Attendance Center.
x
The principal shall endeavor to establish clear lines of communication regarding
school goals, accomplishment, practices and policies with the Local School Council,
parents and teachers and, unless prohibited by law or Rule of the Board of Education,
shall provide to the Local School Council information necessary for the Local School
Council to perform its duties under the Illinois School Code.
Good Evaluation Starts Early and Sticks to a Calendar
Good evaluation cannot be a last-minute process. Start early. Set a calendar and stick to
it. Suggested calendars for both the annual and end-of-contract evaluations can be found
later in this chapter.
Good Evaluation Follows a Set of Ground Rules
Sample ground rules are suggested later in this chapter.
9
Good Evaluation Is Aided by High Quality Training and Assistance
The training you complete as a new LSC member should be supplemented by further high
quality training and assistance when you are actually carrying out the principal’s annual or
end-of-contract evaluation.
Good Evaluation Is Facilitated by Filling All LSC Vacancies
An LSC with no vacancies can provide a broader range of perspectives and. more
human resources to carry out LSC evaluation responsibilities. Further, an LSC with
vacancies runs the risk of not having a sufficient number of members present to take crucial
votes as the evaluation proceeds.
10
BUILDING AN EFFECTIVE PRINCIPAL EVALUATION TEAM
Alternatives for Forming the Evaluation Team
For either the annual evaluation or cumulative evaluation, there are several different ways
that your LSC can organize an effective principal evaluation team. Your preferred method
will depend on the dynamics of your group and how you best reach consensus. It is
important to decide on an evaluation method at the beginning of the school year because it
will determine who will gather information throughout the year to support the evaluation
decisions.
Following is a list of suggested methods to complete the evaluation process:
x
x
x
x
A subcommittee of the LSC gathers information, rates all the Standards, and then
brings the ratings back to the entire LSC for discussion.
Subgroups of the LSC are assigned to the Standards with which particular members
are most familiar.
These subgroups gather information about their assigned
Standards, rate them, and bring them back to the entire LSC for discussion.
Each LSC member rates all the Standards independently and then brings the ratings
back to the entire LSC. In a facilitated discussion, the LSC reviews the individual
ratings as a group to reach consensus on one set of ratings. For this method, the LSC
should assign information-gathering responsibilities at the beginning of the year, so
work is not duplicated. Then, each member should share the data with other members
before rating begins.
The LSC as a group discusses each Standard and reaches a consensus on a rating
for each Standard.
Further, the LSC can involve non-LSC members in a Principal Evaluation Committee that
employs one of these methods.
However, remember that the committee’s
recommendations are advisory only, if the evaluation committee includes non-LSC
members. Only LSC members can vote on the ratings to reach a final principal evaluation
decision.
The method you carry out depends on how your LSC best makes decisions. Think about
how the LSC has worked effectively in the past and which method you think will be most
successful. Reach agreement as a group on the method you will use to carry out the
principal’s evaluation.
Some Suggested Ground Rules for Principal Evaluation Meetings
To make principal evaluation meetings as productive and efficient as possible, your LSC
can agree to a set of ground rules for proceeding effectively. For example:
11
x
x
x
x
x
x
x
x
x
x
Choose a neutral moderator (who need not be the LSC chair) to help the group arrive
at consensus ratings on the Standards.
Base ratings and evaluation on behaviors and Standards, which are supported by
documentation, rather than on personal feelings about the principal.
Arrive and start meetings on time.
Raise your hand to be recognized when you wish to speak.
Ask questions with respect. Speak one at a time, and listen when someone else is
talking.
Agree to work through disagreements and stay with the evaluation process from
beginning to end.
Stay focused on the principal’s professional development as it impacts overall school
achievement.
Encourage participation by all. Encourage others who have not yet spoken to voice
their opinions before those who have already spoken speak again.
Be brief, avoid repetition.
Respect each other and each other’s points of view and time.
12
LEGAL REQUIREMENTS FOR CARRYING OUT
AN EFFECTIVE ANNUAL CONTRACT PRINCIPAL EVALUATION
(Unless the principal has been removed pursuant to Illinois School Code 105 ILCS
5/34-8.3)
Who Evaluates the Principal?
The Illinois School Code and the Uniform Principal’s Performance Contract require the LSC
to evaluate the principal annually. The LSC may choose to involve people from outside
the LSC in some aspects of the evaluation process, such as gathering information and
making recommendations, but only LSC members may vote to determine the actual
evaluation ratings.
When Does the LSC Evaluate the Principal?
Annual evaluation is a year-round process that culminates annually in the completion of the
CPS Principal Performance Evaluation form, which is Appendix 1 to this Chapter.
As part of the year-round process, the LSC and principal should clarify performance
expectations at the beginning of each year, and the principal’s progress should be
discussed on a monthly basis. The LSC must send a signed, written evaluation to the
principal no later than May 1 of each year of the four-year contract.
What Areas Does the LSC Evaluate?
According to Illinois School Code (see 105 ILCS 5/34-2.3 in the Resources section of this
Guide), the LSC must “...annually evaluate the performance of the principal of the
attendance center using a Board approved principal evaluation form, which shall include the
evaluation of;
x student academic improvement, as defined by the school improvement plan,
x student absenteeism rates at the school,
x instructional leadership,
x the effective implementation of programs, policies, or strategies to improve student
academic achievement,
x school management, and
x any other factors deemed relevant by the Local School Council, including, without
limitation, the principal’s communication skills and ability to create and maintain a
student-centered learning environment, to develop opportunities for professional
development, and to encourage parental involvement and community partnerships to
achieve school improvement.
These areas are all included in the CPS Principal Performance Evaluation form.
13
What Are the Other Legal Requirements for Principal Evaluation?
For the annual evaluation, the LSC must meet with the principal at least once as it gathers
information for the evaluation, as required by the Uniform Principal’s Performance Contract.
x The LSC’s evaluation of the principal must be approved by an affirmative vote of the
majority of the serving members of the LSC.
x The actual ratings should be included in the motion to approve the evaluation, but the
contents remain confidential unless the principal wishes to release them to the public.
x High school student LSC representatives may voice their opinions and participate in
the evaluation process but not vote on the approval of the evaluation.
x The LSC and its committees must comply with the requirements of the Open Meetings
Act during the evaluation process.
x Within 30 days after the principal’s receipt of the LSC’s annual evaluation, the LSC
and principal must meet to discuss the evaluation (in a feedback session).
x The LSC may, but is not required to, adjust the evaluation ratings, as well as the
feedback session.
x The LSC must send a copy of its final annual evaluation to the principal and the Area
Instructional Officer (AIO) by June 15.
When in the Principal Performance Evaluation Process Are Executive Sessions
Appropriate?
As stated above, the LSC and its committees must comply with the requirements of the
Open Meetings Act during the evaluation process. However, when the LSC or its
committees are discussing confidential personnel information, the LSC should meet in a
closed, executive session of the LSC. Some examples of occasions when executive
sessions are appropriate include:
x Evaluation committee meetings when a Principal Evaluation Committee is discussing
evaluation ratings or the LSC is discussing or making decisions about the
evaluation ratings.
x LSC meetings when members wish to discuss the content of the evaluation before
voting to approve the ratings or to prepare for the feedback session; and the
feedback session.
x Meetings to discuss confidential input from members of the school community.
14
EIGHT STEPS FOR AN EFFECTIVE ANNUAL PRINCIPAL EVALUATION
The annual principal evaluation process can be carried out effectively through these eight
steps.
Although the LSC may choose to carry out their evaluation in several ways, including
through a Principal Evaluation Committee that may include non-LSC members, we refer to
the “LSC” as the body carrying out these steps.
Step 1: Agree On Performance Expectations.
Step 2: Plan Process and Monitor Progress.
Step 3: Complete Evaluation Form (Both Principal And LSC).
Step 4: Exchange Evaluation Forms.
Step 5: Prepare for The Feedback Session.
Step 6: Conduct the Feedback Session.
Step 7: Approve the Evaluation.
Step 8/Step 1: Set Performance Expectations for Next Year.
Remember
Evaluation is a yearlong process, not just an
Isolated form the LSC fills out each April.
15
SUGGESTED ANNUAL PRINCIPAL PERFORMANCE
EVALUATION TIMELINE
September
Step 1 - Agree on Performance Expectations
x LSC and principal review and discuss the evaluation form and define clear
principal performance expectations for the year.
x Define additional evaluation criteria, if desired, by November 4.
October
Step 2 - Plan Process and Monitor Progress
x LSC meets to decide on evaluation method (e.g., gathering information and
completing the evaluation form as a council, as a subcommittee) and set ground rules
for conducting the evaluation.
Monthly
Step 2 - Monitor Progress
x Principal provides reports to the LSC regarding his/her activities related to
evaluation criteria, the principal and LSC discuss the principal’s progress.
LSC/evaluation committee members gather information.
January
Step 2 - Take Stock of Progress
x LSC/evaluation committee members bring information they have gathered since
October and decide what additional information they still need to complete the
evaluation.
April
Step 3 - Complete the Form
x LSC members finish gathering information and complete ratings of Standards.
x Principal completes self-evaluation.
x LSC and principal set date for feedback session.
May
Step 4 - Exchange Forms
x May 1: Deadline for the LSC to give the evaluation to the principal. Principal submits
copy of self-evaluation to LSC.
Step 5 - Prepare for Feedback Session
Step 6 - Conduct Feedback Section
x LSC and principal meet for feedback session (a closed session).
June
Step 7 - Approve Evaluation
x LSC votes to approve the evaluation in an open session.
x June 15: Deadline for the LSC to complete the final evaluation form and give copies to
principal and AIO.
Step 8 - Agree on Expectations for Next Year
16
Step 1: Clarify Performance Expectations
Improving principal performance is a critical step to improve school performance. The
Principal Performance Evaluation form establishes clear expectations for principal
performance. The expectations focus on areas that are vital to principal, and ultimately,
school success.
The Annual Principal Performance Evaluation Form Has Three Sections
1. 7 Standards of Principal Leadership.
2. Additional evaluation criteria agreed upon by LSC and principal (optional).
3. Student Performance measures.
What are the Seven Standards?
Each of the Seven Standards for Principal Leadership represents one aspect of a principal’s
job that is important to school success. Each Standard is comprised of 10 behaviors that
contribute to school improvement. They are spelled out on pages 2 to 8 in the evaluation
form and were summarized earlier in Chapter 5.
The Seven Standards are based on Interstate School Leaders Licensure Consortium
(ISLLC) standards and the “Five Essential Supports” from the CPS Self-Analysis Guide
produced in 1994, The Chicago Principals and Administrators Association (CPAA)
developed the list of Standards used in the CPS Principal Performance Evaluation form.
Please note that Standard 2 (Instructional Leadership — Improving Teaching & Learning) is
given more weight in the final overall rating for Standards. This emphasis is consistent with
the main priority defined by the CPS education plan.
What Are Key Behaviors?
Key behaviors are observable, measurable activities/actions that the principal demonstrates
(or does not demonstrate) on the job. Each Standard has 10 key behaviors. The evaluation
rates observable behaviors to help keep the rating as objective as possible.
Each key behavior is rated individually and then the ratings are averaged to reach a final
rating for each Standard. The standards and behaviors appear on pages 2 to 8 in the
evaluation form.
What Are Additional Evaluation Criteria, and How Are They Added to the Form?
By law, LSCs may add evaluation criteria to those outlined in the CPS Principal
Performance Evaluation form. LSCs and principals should discuss the option for adding
criteria. If criteria are added, the criteria should be written as “principal performance goals”
on page 9 of the evaluation form. Goals are the results that the LSC concludes that the
principal should achieve within a specific timeframe.
17
LSCs should limit the number of goals that they add to the evaluation. LSCs that decide to
add evaluation goals will need to contact the Area Instructional Office to get the correct
overall “Exceeds,” “Meets,” or “Does Not Meet” ranges for Standards, plus additional
evaluation criteria.
The additional evaluation should clearly state the new expectations for the year by defining
Meets and Exceeds criteria. Using terms of quantity (how many? or how much?) and
quality (how well?) will enable the principal and LSC to clearly determine whether or not the
principal performance goals were met.
Tips for Developing Principal Performance Goals
Sample Principal Performance Goal:
Create 3 new programs by the end of the school year that addresses parent needs. Each
program gets 30 parents involved in the school. A well-written goal should be “SMART.”
Specific
Measurable
Achievable
Results-Oriented
Time-Bound
Steps to Write a SMART Goal
1. Look over the key behaviors under the selected Standard and choose 1
or 2 key behaviors that:
x Describe the part of the Standard you want to accomplish.
x Relate most closely to an objective you want to accomplish.
2. Use a key behavior to help write the goal to improve that Standard.
For example:
My goal is “to improve Parent Involvement and Community
Partnerships by creating programs that address parent needs and get them involved.”
3. Determine what it means to successfully achieve the goal.
x Meets criteria (What does it mean to meet the goal?): 3 programs were each
attended by 30 parents. The principal reported progress to the LSC each month.
x Exceeds Criteria (What does it mean to exceed the goal?): At least 4 programs
were created, and they were each attended by more than 30 parents. The principal
reported progress to the LSC each month.
18
What Are the Performance Measures That Are Established?
Performance measures are the measurable results of school performance in terms of
student results.
Test Scores
x ISAT-Illinois Standards Achievement Test (elementary schools)
x PSAE-Prairie State Achievement Examination (high schools)
Other Statistics
x Attendance Rate (elementary & high schools)
x Graduation Rate (high schools)
x Dropout Rate (high schools)
19
Step 2: Plan Process and Monitor Progress
x
x
x
LSC meets to decide on evaluation method (e.g., gathering information and
completing the evaluation form as a council, as a subcommittee, as individuals),
decides whether to include non-LSC members in the Principal Evaluation Team,
and set ground rules for conducting the evaluation process (including a calendar).
Principal provides monthly updates on activities related to the Seven Standards as
part of the regular principal’s report. The principal and LSC discuss the principal’s
progress.
LSC monitors the principal’s progress in the Standards areas and gathers
information to clarify the evaluation ratings.
What Are the Different Evaluation Methods?
As already discussed, the LSC should create its Principal Evaluation Team in the way that it
believes will be most effective, based on an analysis of how the LSC has worked together
most effectively in the past.
What Is the Calendar of Principal Evaluation Activities?
The LSC should agree on a specific calendar for carrying out the principal evaluation during
the school year.
How Should the Principal Provide a Monthly Update?
It is recommended that the principal provide the LSC with written monthly updates to help
keep the LSC informed about his/her performance throughout the year. This does not need
to be an elaborate report; instead a simple listing of activities under the corresponding
Standards will work well. This can be a regular part of the principal’s report. These lists will
save time for the principal because the LSC should not have as many questions to ask
during the information-gathering portion of the process.
Since many of the Standards involve how well the principal handles various types of
problems involving relationships among people in the school community (in addition to tasks
completed), LSC members should ask questions for clarification.
How Does the LSC Go About Gathering Information to Rate the Standards?
Make sure to review the steps listed below to ensure that you gather the necessary
information to support your evaluation decisions. Leave plenty of time to gather
information. A list of potential support materials appears in the Appendix of the evaluation
form.
20
1. Decide what information is needed.
2. Determine who the best people to gather the information are. Members of the LSC
will know different people who will be able to help in the process.
3. Determine the sources for the Information. Refer to Appendix 2 in the Principal
Performance Evaluation Form for ideas. Evidence of principal achievement in the
Standards can also be found through:
x Regular interactions with the principal, teachers and other staff, administrators,
students, parents, and community members.
x Documents available at the school or area office. Principals are obligated to
make documents available to the LSC. If the LSC has difficulty getting
documents, contact the Area Instructional Officer or the Office of Local School
Council Relations at 773-553-1400.
x Data available about your school on the Chicago Public Schools Research
and Evaluation Web Site http://research.cps.k12.il.us/cps/accountweb
x Interview(s) with the principal.
x School and classroom visits arranged in cooperation with the principal.
x Surveys developed by the LSC and approved by the CPS Law Department
(call 773-553-1700). The survey that appears in the Resources section of this
Guide or behaviors from the evaluation form are already approved by the Law
Department
4. Set a deadline for gathering the information. This will help ensure that the LSC
stays on task and on time.
5. Organize and review the information.
6. Arrange a meeting with the principal to discuss any additional questions that the
LSC was unable to answer and give the principal a chance to provide feedback on
the information. Sometimes the principal is the best source of information, but it is
always good to get other perspectives. Plan carefully for this meeting.
21
One of the best ways to gather information from the principal is to ask behavioral questions.
If there are Standards, or key behaviors under a specific Standard, that the LSC is having a
difficult time rating, ask the principal for specific examples of how his actions demonstrate
this behavior on the job. It is most effective to ask about real examples (omitting names or
details that compromise confidentiality):
x
Tell me about a time when you effectively... (insert key behavior here).
x
What was your role?
x
How did you apply your knowledge and experience to the situation?
x
What were the difficulties you faced and how did you overcome them?
x
What did you learn from the experience?
x
Where did you apply that learning?
Although these questions may sound like an interview, remember that the focus is on
specific examples and stories that show how the principal has demonstrated skill related to
a key behavior or Standard.
Use all of the information gathered to complete the evaluation form.
22
Step 3: Complete the Evaluation Form
x After gathering information from a variety of sources, the LSC rates the principal on
the Seven Standards and additional evaluation criteria (if established by the LSC at
the beginning of the year) and fills in performance measures ratings in April.
x Principal completes his/her self-evaluation.
How Does the LSC Approach Rating the Standards?
As described in Step 2, LSCs may go about the Standards rating process in several
different ways. Following is a recap of the list of suggested methods:
x
A subcommittee of the LSC prepares a recommended set of ratings and presents it to
the full LSC for discussion.
x
Subgroups of the LSC are assigned to those Standards with which the members are
most familiar and present their ratings to the full LSC for discussion.
x
Each LSC member/evaluation committee member rates all the Standards
independently and then brings the ratings back to the entire LSC. In a facilitated
discussion, the council reviews the individual ratings as a group to reach consensus
on one set of ratings. The LSC should avoid simply averaging the ratings together
because averaging will result in a less meaningful overall rating.
x
The LSC as a group discusses each Standard and reaches a consensus on a rating
for each Standard.
Reaching consensus is important so that all members have a voice in the rating process.
Reaching consensus on ratings at this point in the process also helps LSCs to easily
achieve the majority vote it needs to approve the evaluation at the end of the process.
How Are Standards and Behaviors Rated?
The measuring stick to rate key behaviors and overall accomplishments for each of the
Seven Standards is a 1 to 4 rating scale. To select the Standard rating, the LSC rates the
10 key behaviors for each Standard and averages those ratings to determine the final rating
for that Standard. Appendix 1 of the Principal Evaluation Form contains a sample of a
completed Standard. As you can see on the sample Standard, the overall rating may fall
between two numbers. If this happens, read the descriptions for each rating and decide
which description more closely matches the work of the principal. You do not have to
automatically round up or down. This rating should then be transferred to the Evaluation
Summary on page 11 of the evaluation form.
23
Benefits of using behavior-based rating scales include:
x Providing a way to measure performance based on behavior.
x Anchoring performance in concrete behaviors.
x Providing a way to discuss performance in a more objective way.
x Calculating more precise ratings, because the ratings are backed up by specific
examples.
TIPS TO KEEP IN MIND FOR RATING THE STANDARDS
x
x
x
x
Use the key behaviors to help determine the rating on the Standard.
Make sure the rating can be supported with specific examples that describe the
Standard.
Avoid rating the Standard too high just because the person being rated is generally
effective or a nice person — remember everyone has areas that can be improved and
your responsibility is to improve the school’s effectiveness for students..
When rating the key behaviors, notice if there are certain categories that are rated
much lower than the other categories within the Standard.
After transferring the rating for each Standard to page 11, multiply each rating by the
number indicated in the “multiply” column. Then, add the results together and check the
“Exceeds,” “Meets” or “Does Not Meet” box that corresponds to your total. If your LSC
chose to supplement the form with additional evaluation criteria, you will need to contact the
Area Instructional Office to obtain the correct “Exceeds,” “Meets” or “Does Not Meet”
ranges.
Working towards Consensus
You can expect that there will be conflicts resulting from differences of opinion and points of
view. Do not quit or back out when things get difficult. Stay in there and work out the
disagreements. The evaluation will be much better as a result. To help resolve differences
of opinions and points of view, remember that all assessments need to be based on
observation of principal behavior. The key behaviors are an important reference point.
If the discussion of the Standards gets time consuming and tense, keep these points in
mind:
x Evaluation should be fair and based on behavior demonstrated by the principal, not on
opinions.
24
x
x
x
x
Valuable feedback is constructive and very important for the principal to improve the
school and his/her skills.
Try to keep the discussion on track.
It is important for the LSC to reach consensus on ratings for each of the 7 Standards.
Discussions about the principal’s performance are confidential and must be confined
to closed, executive sessions of the LSC.
How Are Performance Measures Rated?
It is important to look at more than scores for only one year when evaluating test scores.
One year’s scores do not reveal a true picture of progress because principals are hired to
lead schools where past achievement has been at very different levels.
The way the data is analyzed for evaluation purposes recognizes and rewards principals for
improvement. It:
x
x
x
Focuses on improvement.
Compares absolute scores to an average of scores from the last three years.
Determines Exceeds, Meets, Does Not Meet ratings.
An average of three years is used instead of just comparing against the previous year to
minimize the effects of an inconsistent good or bad year. Charts for determining an
Exceeds, Meets or Does Not Meet Rating for each performance measure appear in
Appendix 3 of the evaluation form.
Check the appropriate rating for each category and enter in the Evaluation Summary of the
Evaluation form in Appendix 5-1.
These methods were developed with the help of the Consortium on Chicago School
Research and CPS Departments of Accountability and Research & Evaluation and tested
with the EXCEL principal evaluation pilot schools from 1999 to 2002. Each April the CPS
Department of Research & Evaluation will distribute Principal Evaluation Performance
Measures reports to all schools. Sample reports appear in the Resources section of this
Guide.
25
Step 4: Exchange Evaluation Forms
x The LSC submits its completed evaluation form to the principal by May 1, as
required by the Uniform Principal’s Performance Contract.
x The principal submits a completed self-evaluation to the LSC by May 1.
After, (1) the LSC reaches consensus on evaluation ratings and completes the evaluation
form and (2) the principal completes his/her self-evaluation, they should exchange their
evaluations in preparation for the feedback session. The exchange should happen in
advance of the feedback session to allow both the principal and LSC time for review and
planning. Comparing the two evaluations provides information for discussion points during
the feedback session.
The prior exchange of evaluation forms can help make feedback sessions more productive.
26
Step 5: Prepare For the Feedback Session
x LSC meets to prepare for the feedback session with the principal.
x Principal prepares for the feedback session with the LSC.
The purpose of the feedback session is to discuss the evaluation and to define expectations
for the following school year. After the feedback session, the LSC will finalize and submit
the evaluation to the principal and CPS.
During each step of the feedback process, it is important to keep in mind the principles of
constructive feedback.
The Key to a Productive Feedback Session is Good Preparation by both the LSC and
the Principal
For LSC Members
The LSC should meet before the feedback session to decide what members would like to
discuss with the principal. Having a copy of the principal’s self evaluation and comparing it
with the LSC evaluation may provide additional information that will be valuable to the LSC.
Pay special attention to:
x Standards rated very differently by the principal and the LSC.
x Any standard rated significantly lower than other standards.
x Factors that the LSC feels were not covered in the evaluation.
The LSC should come to the feedback session prepared to:
x Explain their ratings and give examples, in case the principal has questions.
x Give constructive, helpful feedback to the principal on his/her overall performance this
year. For instance, what did they think the principal did especially well? What areas
need improvement next year?
Preparing examples for any Standards that are rated differently by the principal and LSC in
advance of the meeting will make the conversation easier.
In addition to comparing the evaluations, the LSC should decide on 3 to 5 most important
points to discuss with the principal regarding the evaluation. This will help focus the
discussion and prevent it from becoming emotional or heated. It is also helpful to designate
one or two people who will provide the feedback to the principal during the meeting. The
LSC should also come to the feedback session prepared to discuss priority goals that they
would like to see the principal focus on during the next school year.
27
For the Principal
The principal should obtain a copy of the LSC evaluation and use the points listed above to
compare the two evaluations in preparation for the feedback session. In addition, the
principal should bring questions about any of the LSC’s ratings and copies of progress
reports and any other materials that might be helpful in the discussion. The principal should
also come to the feedback session with some suggested priority goals of his/her own for the
next school year.
Reminder
The Feedback Session
x
It is a closed LSC meeting, between the
principal and other LSC members only.
x
It must occur within 30 days of the LSC
Submitting its completed principal evaluation
Form to the principal, usually sometime in May.
28
Step 6: Conduct the Feedback Session
x
Principal and LSC meet in closed session to discuss the evaluation within 30 days
of exchanging evaluation forms.
While the LSC’s evaluation is the definitive one, the principal may provide additional
information that is valuable to the LSC during the feedback session. The LSC and principal
should discuss the format they would like to use for the discussion, but outlined below are
some recommended guidelines.
Three Key Steps of the Feedback Session
x The LSC and principal discuss each of the Standard ratings that contained a
discrepancy between the two evaluations. Both the LSC and principal should be
prepared to give examples to support their ratings.
x The LSC presents the 3 to 5 important points that it has prepared.
x The principal responds.
Guidelines for Giving and Receiving Constructive Feedback
The feedback session is probably the most important and the most challenging part of the
evaluation process. Done well, it facilitates communication, learning, and improvement.
Done poorly, it can create misunderstanding and resentment.
For LSC Members
Here are some guidelines for giving constructive feedback:
x
Be well prepared before the feedback session. Be sure that you have behavioral
examples to support any low ratings you may have. Review the principal’s selfevaluation and identify areas where your ratings are far apart. Be prepared to discuss
those points.
x
Start with positives. Talk about what has worked well during the year and the
principal’s strengths. Focus on behavior, not attitude or feelings.
x
When discussing weak areas or areas for improvement, again, focus on behavior,
not attitude or feelings. Identify the behavior and the effect or consequences of that
behavior on the school. Stay as objective as possible. How would strengthening a
behavior help the school? Provide suggestions for improvement, such as classes or
finding a mentor.
Practice giving feedback in your LSC before your meeting with the principal, and give
each other feedback. Give the principal the opportunity to respond.
x
29
x
Avoid:
blame, anger, and judgments of the person.
strengthening the behavior.
x
Follow the golden rule: provide feedback to others as you would have them provide
feedback to you!
Be objective about
For Principals
Receiving feedback well makes a big difference in how the feedback session goes. It is
challenging to stay objective and to not get defensive, particularly when weaknesses or
development areas are being pointed out. Here are some guidelines for receiving
constructive feedback:
x
Listen to the feedback and reflect back what you have heard. This lets the LSC
know you have heard what they have to say.
x
Acknowledge what was true about the feedback. Even if you disagree with the
LSC rating on a particular standard, there is always some degree of truth in the
feedback.
x
If you disagree with a rating or with some piece of feedback, state your own point of
view and briefly share information that the LSC may not have had to clarify your point
of view. Focus most of your comments on your own behavior during the school year.
x
Create a partnership with your LSC in developing improvement plans for the
upcoming year. The best way to create a positive end-of-year feedback session is by
having a strong partnership throughout the year.
Reminder
Set a date to approve the final evaluation if a
date has not already been set. The LSC must
take a public vote to approve the final evaluation
before they turn in the principal evaluation to the
AIO and give a copy to the principal by June 15.
30
Step 7: Approve the Evaluation
x
LSC may make changes to the evaluation rating based on the feedback session.
x
LSC votes in open session to approve the final principal evaluation.
x
LSC completes final evaluation form and gives a copy to principal and AlO by
June 15, as required by the Uniform Principal’s Performance Contract.
After the discussion, the LSC will finalize the evaluation ratings.
x
Based upon the discussion at the feedback session and in a follow-up closed session,
changes can be made and/or addendums added to the completed principal evaluation
with a majority vote by the LSC.
x
The final completed principal evaluation form needs to be voted on by the LSC in an
open meeting and approved by a “Yes” vote of a majority of the serving LSC
members, not including the principal (and, in the case of a high school, not including
the student representative).
x
The LSC should give the principal an opportunity to add a response in writing.
x
The contents of the evaluation remain confidential, but the Exceeds/Meets/Does Not
Meet ratings may be stated at an LSC meeting and reflected in the minutes from the
meeting.
When these steps are completed, the LSC will give a copy of the completed form to the
principal and the AlO by June 15. A copy of the final evaluation with the principal’s
comments should be distributed to all LSC members by mid-July.
31
Step 8/Step 1: Set Performance Expectations For Next Year
x
Based on the feedback session and SIPAAA, set principal performance
expectations for the next school year.
After discussing the evaluation ratings during the feedback session, you should have a fairly
clear idea about the areas for principal development for the next year. These areas may be
addressed by the Standards or the LSC may choose to address them directly by developing
additional evaluation criteria in the form of principal performance goals. The choice about
principal improvement goals may be clear, based on the previous discussion, but keep in
mind the following:
x
The goals chosen are not necessarily behaviors under the lowest-rated standard.
They may be related to Standards, which, if improved, will most positively impact the
school.
x
The LSC should choose a limited number of additional evaluation criteria and translate
them into principal performance goals.
x
Refer to pages 19 and 20 of this Chapter for tips about writing principal performance
goals.
32
CARRYING OUT AN EFFECTIVE
END OF CONTRACT CUMULATIVE PRINCIPAL EVALUATION
The LSC must complete and approve the end-of-contract cumulative evaluation before the
LSC makes a renewal decision. This evaluation must focus on the same criteria that are
spelled out in the Illinois School Code for both types of principal evaluation. Based on the
Principal Performance Contract, the evaluation must develop a form; the LSC has a right to
add additional evaluation criteria to the form.
While many principles and practices for conducting an effective annual principal evaluation
also apply to the end-of-contract cumulative principal evaluation, there are some important
differences that distinguish the end-of-contract evaluation:
x
The end-of-contract cumulative evaluation covers the roughly three-and-a-half years
between the time the principal began his or her present contract and the time of the
evaluation.
x
While the annual evaluation is completed in the spring, the end-of-contract
evaluation must be completed before the LSC makes a decision about whether or
not to renew the principal’s contract. The decision to renew or not renew the
current principal’s contract must be made in time to notify the current principal in
writing by February 1, for principals whose contracts expire on June 30. For
contracts with other expiration dates, the principal must be notified about the
renewal decision 150 days before the end of his or her contract.
x
The LSC must complete and approve the end-of-contract evaluation before the LSC
makes a renewal decision. Thus, this evaluation must be carried out in the fall for
most principals. Some LSC members do not understand this need for early
action, since they are used to the annual principal evaluation completed in the
spring.
x
The principal deserves a thorough end-of-contract cumulative evaluation, and the
evaluation process will take several months. Further, if the principal’s contract is
not renewed, this decision is subject to challenge through arbitration (as discussed
in Chapter 6). One of the key justifications that an LSC can offer to support a nonrenewal decision is a thorough end-of-contract principal evaluation.
Below, are recommendations for conducting a high-quality end-of-contract cumulative
evaluation. Steps required by law, CPS policy, or the Uniform Principal’s Performance
33
Contract contain a “must.” These recommendations and requirements are presented in the
format of a suggested calendar for LSC action. (This calendar assumes that the principal’s
contract expires on June 30. If a principal’s contract expires on another date, you can build
a calendar for LSC action based on the fact that the principal must be notified of a nonrenewal decision 150 days before the end of his or her contract.)
Because of many important similarities between a thorough end-of-contract evaluation and
a thorough annual evaluation, we often refer the reader back to relevant steps in the
description of an effective annual evaluation process, in explaining how to carry out the endof-contract evaluation.
September-October
x LSC reviews the principal evaluation criteria and evaluation form for the end-of
contract cumulative evaluation, reviews addenda that the LSC added to the
principal’s contract, and discusses this information with the principal. Refer to Step
1 of the annual evaluation process for more details. The LSC should request the
following information from the principal:
9
9
9
9
9
x
x
The School Improvement Plan and School Budget for the last three years.
The Area Instructional Officer’s evaluation report and work-through report for
each year.
The LSC’s evaluations for the last three years.
A copy of the principal’s portfolio, except for confidential information pertaining
to individual personnel or students.
Documentation of at least twenty (20) hours per year of professional
development in accordance with his or her Administrator’s Recertification Plan,
which may include but is not limited to attendance at education workshops,
Chicago Leadership Academies for Supporting Success programs, university
conference or other professional seminars and LSC training.
LSC decides how they will structure their principal evaluation. See the earlier
discussion of options. Although the LSC may choose to carry out their evaluation in
several ways (including the involvement of non-LSC members), we refer to the
“LSC” as carrying out the evaluation in the rest of the suggested calendar.
LSC endorses a code of conduct for the process (including confidentiality, nondiscrimination, and compliance with the Open Meetings Act, as explained on
p. 5-12).
34
x
LSC develops and begins to carry out a calendar of activities for completing the
evaluation, which includes a strategy for gathering several different types of
information for completing the evaluation from various stakeholders in the school.
Refer to Step 2 of the annual evaluation process for more details.
x
LSC members participate in training to learn more about how to carry out an
effective end-of-contract evaluation. The LSC may also receive ongoing assistance
throughout the entire process.
x
LSC fills any vacancies, so that they are not hindered in taking action while
completing the evaluation.
November
x LSC completes the data-gathering process to prepare the principal’s end-of-contract
cumulative evaluation.
December
x LSC must complete the required ratings in the Principal Performance Evaluation
form, with respect to the principal’s performance during the contract to date (in
closed session). Refer to Step 3 of the annual evaluation process for more details.
x
LSC must vote to approve the evaluation in open session.
x
LSC must deliver a copy of the evaluation to the principal.
January
x LSC must votes in open session to; (1) retain the current principal or (2) to begin
the search for a new principal.
x
If the principal’s contract is not renewed, the LSC should ask the principal in writing
whether or not the principal wants a written statement of reasons for non-renewal.
The LSC must provide a statement of written reason for their decision if the principal
requests them. If the principal makes this request, the LSC should consult with an
attorney, because this statement of reasons will be important if the principal
requests arbitration.
February
x February 1 is the deadline for the LSC to deliver notification in writing regarding the
renewal or non-renewal of his or her contract for contracts that expire on June 30
(or the deadline is 150 days before the contract expires, if the contract has another
expiration date).
35
x
If the principal requests a statement of reasons for non-renewal, the LSC must
provide this statement by February 22 (or 128 days before the contract expires).
Chapter 6 discusses the processes of principal contract renewal and new principal
selection.
36
APPENDIX I
Principal Performance Evaluation Form
37

CHICAGO PUBLIC SCHOOLS
PRINCIPAL PERFORMANCE EVALUATION
Principal Evaluation Form
School
Area
Principal
Signature
Date
LSC chair
Signature
Date
Date of LSC/Principal Feedback Session
Area Instructional Officer
Signature
Date
Principal Contract Period
Number of Years as Principal
Each of the Chicago Standards for Developing School Leaders represents one aspect of a principal’s job that
is important to school success. They were developed from the Interstate School Leaders Licensure
Consortium (ISLLC) standards, the “Five Essential Supports” and the state Standards for School Leaders.
The Standards link to all CLASS (Chicago Leadership Academies for Supporting Success) programs, which
are sponsored by the Chicago Public Schools and the Chicago Principals and Administrators Association.
1.
School Leadership
2.
Instructional Leadership: Improving Teaching and Learning
3.
Student-Centered Learning Climate
4.
Professional Development and Human Resource Management
5.
Parent Involvement and Community Partnerships
6.
School Management and Daily Operations
7.
Interpersonal Effectiveness
INSTRUCTIONS: RATING STANDARDS
Both the Local School Councils and Area Instructional Officers evaluate the principal on each of the 7
Standards. The Key Behavioral ratings under each Standard will help determine the appropriate rating for
each Standard overall. To determine an appropriate rating for each Standard, complete pages 2-8. Each page
includes:
a definition of the Standard;
two or three categories under the Standard;
a set of 10 Key Behaviors that describe actions that demonstrate skill in the Standard; and
a numbered rating scale with behavior descriptions for each rating.
Rate each of the Key Behaviors using the scale below, based on how frequently the Key Behavior is
demonstrated. As you complete each rating, please consider the principal’s work on behalf of special populations, including children with disabilities, children who are bilingual and those who are homeless.
On each page, circle the rating number (1 to 4) that is most accurate. If you are unable to rate a Key
Behavior, please refer to Appendix 2, the list of principal performance evaluation support materials, on pages
16 and 17 to help determine the materials you need to gather to complete the rating.
Key Behavior Rating Scale:
1 = Rarely (Almost never)
2 = Occasionally (Every now and then)
3 = Often (Usually)
4 = Most of the time (Almost always)
Once you have rated each Key Behavior, add the points and divide the total by 10 to get the Average Rating
for that Standard. The Average Rating should be between 1.0 and 4.0.
The Average Rating corresponds to the rating scale on the bottom of each Standard worksheet. Circle the
rating number that equals your Average Rating. If the rating is a number like 2.6 that falls between two
ratings, read the description of the rating above 2.6 (the rating for a 3) and the description of the rating below
2.6 (the rating for a 2) and circle the rating whose description best fits. (For example, a 2.6 can be changed to
either a 2 or a 3.) That number will be your principal’s rating in that Standard.
After completing pages 2-8, and after holding the Feedback Session with your principal, please transfer the
final ratings for each Standard to the Evaluation Summary on page 11. Additional Evaluation criteria may also
be added. For details about adding criteria, see page 9.
1
CHICAGO PUBLIC SCHOOLS PRINCIPAL PERFORMANCE EVALUATION
A LOOK AT PRINCIPAL LEADERSHIP: THE 7 STANDARDS
1. SCHOOL LEADERSHIP
Definition: Leads the school by building high performing teams, responsibly managing work and people, and
enlisting others in the school vision.
3 = Often (Usually)
2 = Occasionally (Every now and then) 4 = Most of the time (Almost always)
1
1
1
1
2
2
2
2
3
3
3
3
4
4
4
4
1
2
3
4
1
1
2
2
3
3
4
4
1
2
3
4
1
2
3
4
1
2
3
4
+
+
+
Builds High Performing Teams
Encourages and responds to input from team members
Works with staff and students to establish and build teams within the school
Helps the team set inspiring goals
Focuses the team on achieving specific, measurable results
Coordinates the Work of Others
Works in close partnership with the LSC and others on items such as SIPAAA
development and school budget
Involves teachers, staff, parents, and community appropriately in decision making
Delegates responsibility and tasks well by setting and communicating expectations
and timelines
Implements the Vision
Develops the school vision with stakeholders (for example: LSC, parents, staff, and
community members)
Directs the development of the SIPAAA, and ensures that the SIPAAA furthers the
school vision
Communicates and demonstrates a clear personal vision for improving the school
=
Total of Key Behavior Ratings (add the four column totals)
+10 =
Average Rating (Between 1.0 and 4.0)
Rating Scale for School Leadership:
Circle the rating number that equals your Average Rating. (See page 1 for further instructions)
4 = Exceeds: Has a track record of successful school leadership by consistently building high-performing
teams, delegating responsibility, and implementing the school vision.
3 = Meets: Often demonstrates school leadership, but is sometimes not strong at building high-performing
2 = Needs Improvement: Sometimes shows basic school leadership skills but is often ineffective at building
high-performing teams, delegating responsibility, and implementing the school vision.
1 = Unsatisfactory (does not meet): Rarely leads the school, and is not effective at building high-performing
2
Definition: Promotes the success of all students by creating an instructional program that continually strives
to improve teaching and learning.
1
1
1
2
2
2
3
3
3
4
4
4
1
2
3
4
1
2
3
4
1
2
3
4
1
2
3
4
1
2
3
4
1
2
3
4
1
2
3
4
+
+
+
3 = Often (Usually)
Assessment
Evaluates student learning using a variety of techniques and sources of information
Analyzes and communicates data about students, staff, and community
Uses school and student data to create programs and activities that serve student needs
and support the curriculum
Monitors the implementation of the SIPAAA using school data and other resources and
provides monthly reports to the LSC
curriculum
Supports the Professional Personnel Advisory Committee (PPAC) and/or other
staff committees to develop curriculum
Uses research, teacher expertise, and recommendations from professional associations to
make curriculum decisions
Works with staff to align curriculum with city and state standards
Instruction
Makes improvement of instruction his/her primary responsibility by monitoring instruction
across classrooms and the school
Supports and promotes innovative teaching methods (including the use of technology) and
encourages teachers to pilot appropriate innovative programs to engage students
Provides programs to meet the needs of special education and limited English
proficient students
=
+10 =
Rating Scale for Instructional Leadership:
4 = Exceeds: Has a track record of improving teaching and learning by getting input on curriculum,
supporting a variety of teaching methods, and creating learning programs that are appropriate to the students.
3 = Meets: Often successfully improves teaching and learning, but is sometimes not strong at getting input on
curriculum, supporting a variety of teaching methods, and/or creating learning programs that are appropriate to
the students.
2 = Needs Improvement: Sometimes improves teaching and learning, but is often ineffective at getting input
on curriculum, supporting a variety of teaching methods, and/or creating learning programs that are
appropriate to the students.
1 = Unsatisfactory (does not meet): Rarely improves teaching and learning, and does little to promote
student success.
3
2. INSTRUCTIONAL LEADERSHIP—IMPROVING TEACHING AND LEARNING
3. STUDENT-CENTERED LEARNING CLIMATE
Definition: Creates and maintains a school environment that focuses on students and emphasizes high
academic expectations, personalism, caring, discipline, and order.
3 = Often (Usually)
1
2
3
4
3
4
3
4
3
3
4
4
3
4
1 2
1
2
3
3
4
4
1
2
1 2
3
3
4
4
1 2
1
2
1
2
1 2
1 2
+
+
+
High Academic Expectations
Works with groups (such as the Professional Personnel Advisory Committee [PPAC], the
Professional Problems Committee [PPC], staff, parents/community, and other committees)
to set and communicate high academic expectations
Creatively develops and implements programs and policies to encourage, recognize and
reward students’ effort, success, and achievement
Helps teachers set and meet high expectations for themselves and their students
Personalism and Caring
Creates an atmosphere of respect among and towards students
Helps students and staff form productive and respectful relationships, which will,
in turn, help improve academic achievement
Ensures that staff feel respected, valued, and important
Discipline and Order
Develops and implements a plan to maintain and/or increase student attendance
Implements and enforces policies and procedures, such as the school safety plan and staff
handbook, consistently and responsibly to help ensure an environment that is safe, stable,
and conducive to learning
Follows uniform discipline code and security plan, which are on file
Creates a school environment that supports students through crisis and other challenges
=
+10 =
Rating Scale for Student-Centered Learning Climate:
4 = Exceeds: Has a track record of creating a student-centered climate by setting and communicating high
academic expectations, creating an atmosphere of respect and caring, and maintaining discipline and order.
3 = Meets: Often successfully creates a student-centered climate, but is sometimes not strong at setting and
communicating high academic expectations, creating an atmosphere of respect and caring, and/or maintaining
discipline and order.
2 = Needs Improvement: Sometimes creates a student-centered climate, but is often ineffective due to an
inability to set and communicate high academic expectations, create an atmosphere of respect and caring,
and/or maintain discipline and order.
1 = Unsatisfactory (does not meet): Rarely creates a student centered learning climate, and is not effective
at setting and communicating high academic expectations, creating an atmosphere of respect and caring,
and/or maintaining discipline and order.
4
Definition: Encourages professional development, recruits and selects outstanding staff, and effectively
supervises teachers and staff in order to improve student learning and academic achievement.
3 = Often (Usually)
1
2
3
4
1
2
3
4
1
1
2
2
3
3
4
4
1
2
3
4
1
2
3
4
1
1
1
2
2
2
3
3
3
4
4
4
1
2
3
4
+
+
+
Professional Development
Encourages teachers to participate in staff development and provides them with the
means to do so
Demonstrates a commitment to continually improve his/her knowledge, skills, and
capabilities (e.g. attends in-service sessions, belongs to professional organizations or
mentors other principals)
Develops and utilizes the human resource skills needed to manage teachers and staff
Links professional development with the SIPAAA goals
Recruitment and Hiring
Keeps track of personnel needs, moves quickly to fill vacancies with excellent teachers
and staff (recognizing system-wide teacher shortage in some subject areas) and provides
recommendations to the CEO about promotions and assignment of personnel
Involves staff and any LSC personnel committee in recruiting, hiring, and supporting
new teachers and staff
Staff Observation/Evaluation and Instructional Supervision
Engages teachers in goal setting to improve classroom practice
Regularly reviews, revises and communicates expectations of teacher performance
Supports teachers, particularly new hires, by providing constructive feedback on a regular
basis
Supervises and evaluates teachers, staff and assistant principals on their competence
and productivity in accordance with Board rules, policies and procedures, and collective
bargaining agreements
=
+10 =
Rating Scale for Professional Development and Human Resources Management:
4 = Exceeds: Has a track record of promoting professional development and managing teachers and staff by
consistently demonstrating a commitment to self-improvement, encouraging others to develop, providing
feedback, and reviewing expectations with staff.
3 = Meets: Often succeeds at promoting professional development and managing teachers and staff, but is
sometimes not strong at self-improvement, encouraging others to develop, providing feedback, and/or
reviewing expectations with staff.
2 = Needs Improvement: Sometimes succeeds at promoting professional development and managing
teachers and staff by demonstrating a commitment to self-improvement, encouraging others to develop,
providing feedback, and/or reviewing expectations with staff.
1 = Unsatisfactory (does not meet): Rarely succeeds at promoting professional development and managing
teachers and staff, and is not effective at developing self or staff.
5
4. PROFESSIONAL DEVELOPMENT AND HUMAN RESOURCES MANAGEMENT
5. PARENT INVOLVEMENT AND COMMUNITY PARTNERSHIP
Definition: Collaborates with families and community members, responds to diverse community interests and
needs, and uses community resources.
3 = Often (Usually)
1
2
3
4
Parent Involvement
Creates programs that address parent needs
1
2
3
4
Encourages teachers to regularly communicate and meet with parents about classroom
expectations/activities, student progress and suggestions for improvement
1
2
3
4
Removes obstacles for parents to get involved at school 4 Works with parents and
community members as a member of the LSC and performs related duties
1
2
3
4
Communicates regularly to parents what is happening at the school
1
2
3
4
Links professional development with the SIPAAA goals
Community Partnerships
1
2
3
4
Creates effective partnerships with businesses, community organizations, and agencies
1
2
3
4
Enlists help from the business community for the school
1
2
3
4
Makes the community feel welcome and encourages community participation
1
2
3
4
1
2
3
4
Establishes relationships and works cooperatively with community leaders, LSC members,
and area schools
Invites feedback from the community
+
+
+
=
+10 =
Rating Scale for Parent Involvement and Community Partnerships:
4 = Exceeds: Has a track record of successfully involving parents and creating community partnerships by
consistently providing helpful parent programs, making parents and community feel welcome, and establishing
relationships with the community.
3 = Meets: Often involves parents and creates community partnerships, but is sometimes not strong at
providing helpful parent programs, making parents and community feel welcome, and/or establishing
relationships with the community.
2 = Needs Improvement: Sometimes involves parents and creates community partnerships, but is often
ineffective due to weakness in providing helpful parent programs, making parents and community feel
welcome, and/or establishing relationships with the community.
1 = Unsatisfactory (does not meet): Rarely involves parents and creates community partnerships, and is
not effective at providing helpful parent programs and making parents and community feel welcome.
6
Definition: Manages school resources and facilities effectively, uses knowledge of policies and procedures to
make sound decisions, and ensures the efficient operation of the school.
1
1
1
2
2
2
3
3
3
4
4
4
1
2
3
4
1
2
3
4
1
2
3
4
1
2
3
4
1
1
1
2
2
2
3
3
3
4
4
4
+
+
+
3 = Often (Usually)
Daily Operations
Supervises personnel and resources to ensure facilities management
Organizes school resources to address instructional needs
Consistently prepares and files reports according to the instructions, guidelines and
timelines of Board rules, policies and procedures, existing laws, and labor agreements
to ensure smooth daily operations
Uses available technology to improve school administration and operations (such as
attendance and budgets)
Maintains high standards and acts to ensure a clean school
Fiscal Management
Develops a budget that is tied to instruction and then manages the budget so that funds are
spent responsibly and in a timely manner
Secures supplemental funding (such as grants, discretionary funds) from outside
sources to enhance school programs and ensures these resources are used for their
designated purposes
Coordinates the budget and resources with the SIPAAA
Ensures fiscal policies are followed
Provides the LSC with budget and internal accounts reports on a monthly basis
=
+ 10 =
Rating Scale for School Management & Daily Operations:
4 = Exceeds: Has a track record of ensuring successful school operation by consistently managing the
budget and ensuring the safe and efficient operation of the school.
3 = Meets: Often succeeds at managing school resources and daily operations, but is sometimes not
strong at managing the budget and/or ensuring the safe and efficient operation of the school.
2 = Needs Improvement: Sometimes succeeds at managing school resources and daily operations
effectively but is often ineffective at managing the budget and/or ensuring the safe and efficient operation of
the school.
1 = Unsatisfactory (does not meet): Rarely manages school resources or daily operations effectively, and
is not effective at managing the budget and/or ensuring the safe and efficient operation of the school.
7
6. SCHOOL MANAGEMENT & DAILY OPERATIONS
7. INTERPERSONAL EFFECTIVENESS
Definition: Communicates well with diverse groups by understanding and responding to their values, goals,
needs, concerns, feelings, and agendas, resolves conflicts productively, and engages others, as appropriate,
in decision making.
3 = Often (Usually)
1
1
2
2
3
3
4
4
1
2
3
4
1
1
2
2
3
3
4
4
1
2
3
4
1
1
1
1
2
2
2
2
3
3
3
3
4
4
4
4
+
+
+
Communication
Confronts and resolves problems in a timely manner
Builds collaboration, understanding, and respect between different groups (LSC, staff,
parents, teachers, students, and community)
Effectively responds to concerns and issues of the LSC, parents, teachers, staff, students,
and community when appropriate
Promotes active communication among teachers, parents and students
Uses ongoing written and oral communication to effectively communicate with different
groups about school learning activities and student achievement, among other topics
Interpersonal Sensitivity
Communicates an understanding of others’ points of view, including the LSC, students,
staff, parents, and community members
Maintains honesty and integrity in dealing with people
Honors confidences and confidential information, within the limits of the law
Follows through on promises and commitments
Motivates and inspires staff to contribute to the success of the school
=
+10 =
Rating Scale for Interpersonal Effectiveness:
4 = Exceeds: Has a track record of successfully understanding and interacting with diverse groups by
consistently communicating an understanding of other points of view, responding to parent and community
concerns, and facilitating collaboration, understanding and respect.
3 = Meets: Often understands and interacts effectively with diverse groups, but is sometimes not strong at
communicating an understanding of other points of view, responding to parent and community concerns,
and/or facilitating collaboration, understanding and respect.
2 = Needs Improvement: Sometimes interacts effectively with groups, but is often ineffective at
communicating an understanding of other points of view, responding to parent and community concerns, and
facilitating collaboration, understanding and respect.
1 = Unsatisfactory (does not meet): Rarely interacts with diverse groups, and is seldom able to understand
other points of view or respond to parent and community concerns.
8
The Local School Council and principal may decide to add additional evaluation criteria to the principal’s
annual performance evaluation. If the LSC and principal add evaluation criteria, the principal and LSC should
develop and agree upon those criteria by November 4. These criteria should be recorded here and written as
Principal Performance Goals for the year with meets and exceeds criteria clearly defined. The meets and
exceeds criteria answer the questions: What does it mean to meet the goal? What does it mean to exceed the
goal? For examples of goals and meets and exceed criteria, please refer to the LSC training materials. If
more than two goals are selected, please attach additional pages.
Evaluate achievement of the goals using the meets and exceeds definitions 1-4 and the rating scale. Circle
the Goal Rating for each goal. The ratings for the principal performance goals should be averaged to reach a
final 1-4 rating. (To calculate the average rating, add the goal ratings together and divide by the number of
goals rated.) This final rating should be circled at the bottom of this page and then transferred to page 11.
Rating Scale
1 = Made little progress
2 = Made progress
3 = Met goal
4 = Exceeded goal
Principal Performance Goal #1
Circle the Rating for Goal #1
1
2
3
4
Circle the Rating for Goal #2
1
2
3
4
Goal
Corresponding Standard (1-7)
Meets Criteria
Exceeds Criteria
Principal Performance Goal #2
Goal
Corresponding Standard (1-7)
Meets Criteria
Exceeds Criteria
AVERAGE RATING FOR ADDITIONAL CRITERIA
1
2
3
4
9
ADDITIONAL EVALUATION CRITERIA: PRINCIPAL PERFORMANCE GOALS (OPTIONAL)
INSTRUCTIONS: RATING PERFORMANCE MEASURES
Evaluators will use the performance measures data sheet provided by the CPS Department of Research and
Evaluation to complete the evaluation summary on page 11. This data sheet will be distributed to schools in
April. Detailed look-up tables that explain how your school’s ratings were determined appear in Appendix 3
(pages 18 and 19).
Test Scores
The performance measure rating (“Exceeds”, “Meets” and “Does Not Meet”) for test scores will be determined
by comparing the percentage in the most recent year to an average of percentages of scores for the previous
three years. For tests administered in consecutive years, gains in test scores will also be evaluated by
comparing the percentage in the most recent year to an average of percentages for the previous three years.
This rating approach emphasizes improvement in each area and rewards principals accordingly.
Elementary School Test Scores
ITBS Reading and Math*
ISAT Composite
High School Test Scores
TAP Reading*
Prairie State Achievement Exam composite results will also be provided to high schools for
evaluators’ reference. When enough years of data are available, PSAE results will be evaluated for
the purpose of principal evaluation.
Other Performance Measures
As with test scores, attendance rate (elementary and high schools), dropout rate (high schools) and
four-year graduation rate (high schools) are evaluated based on the current rate compared to the
amount of improvement from an average of the three previous years. Again, this rating approach
rewards for improvement in each area.
* Schools will receive results for students traditionally included in reporting and results for all students,
including those tested with minor or major accommodations. Evaluators should consider both sets of results
when completing the principal’s evaluation. However, only the results from traditional reporting will be used to
determine the performance measure rating this year. When legal requirements for testing change, principal
evaluation will be based on results of all students.
10
Standards Overall Rating
Please transfer the rating for each of the 7 Standards, multiple by either 1 or 2 as defined in the chart and then
add the numbers in the Result column. Check the Standards overall rating, using the range below the chart.
Rating(1-4)
Standards
Standard 1:
School Leadership
Standard 2:
Instructional Leadership Improving Teaching and Learning
Standard 3:
Student-Centered Learning Environment
Standard 4:
Professional Development and Human Resource Management
Standard 5:
Parent Involvement and Community Partnerships
Standard 6:
School Management and Daily Operations
Standard 7:
Interpersonal Effectiveness
Additional Evaluation Criteria* (OPTIONAL)
Grand
Multiply
Result
X1
X2
X1
X1
X1
X1
X1
Total
Rating Ranges for Standards (check one)
Exceeds 28-32
Meets 21-27
Does Not Meet 8-20
*If the LSC and the principal choose to rate additional evaluation criteria, please contact the Area Instructional
Office for the rating ranges that incorporate the 7 Standards plus the additional evaluation criteria.
Performance Measures Overall Rating
Please use the lookup tables to determine the “Exceeds”, “Meets” or “Does Not Meet” rating for each
performance measure. Write the corresponding value in the columns below. Add the values in all three
columns. Use this final value to determine the overall rating for performance measures by reading the ranges
below the chart. Check the final rating.
Elementary Schools’ Performance Measures
Exceeds(2)
Meets (1)
Does Not Meet (0)
ITBS
ISAT
Attendance Rate
Grand
Total
Elementary School Rating Ranges for Performa Measures (check one)
Exceeds 5-6
Meets 2-4
High Schools’ Performance Measures
Does Not Meet 0-1
Exceeds (2)
Meets (1)
Does Not Meet (0)
TAP Reading
Attendance Rate
Graduation Rate
Dropout Rate
Grand
Total
High School Rating Ranges for Performance Measures (check one)
Exceeds 6-8
Meets 3-5
Does Not Meet 0-2
11
EVALUATION SUMMARY
PRINCIPAL EVALUATION COMMENTS
Local School Council Comments
Signature
Date
Name
Title
12
Principal’s Response
Signature
Date
Name
Title
13
Area Instructional Officer’s Comments
Signature
Date
Name
Title
14
1. SCHOOL LEADERSHIP
Definition: Leads the school by building high performing teams, responsibly managing work and people, and
enlisting others in the school vision.
1
1
1
1
2
2
2
2
3
3
3
3
4
4
4
4
3 = Often (Usually)
4 = MOST OF THE TIME (ALMOST ALWAYS)
Encourages and responds to input from team members
Works with staff and students to establish and build teams within the school
Helps the team set inspiring goals
Focuses the team on achieving specific, measurable results
1
2
3
4
1
1
2
2
3
3
4
4
1
2
3
4
1
2
3
4
1
2
3
4
Works in close partnership with the LSC and others on items such as SIPAAA
development and school budget
Involves teachers, staff, parents, and community appropriately in decision making
Delegates responsibility and tasks well by setting and communicating expectations and
timelines
1 + 6 + 15 + 4
Develops the school vision with stakeholders (for example: LSC, parents, staff, and
community members)
Directs the implementation of SIPAAA, monitors progress and provides monthly reports to
LSC
Communicates and demonstrates a clear personal vision for improving the school
= 26
+10 =
2.6
Rating Scale for School Leadership:
4 = Exceeds: Has a track-record of successful school leadership by consistently building high-performing
teams, delegating-responsibility, and implementing the school vision.
3 = Meets: Often demonstrates school leadership, but is sometimes not strong at building high-performing
2.6
2 = Needs Improvement: Sometimes shows basic school leadership skills but is often ineffective at building
high-performing teams, delegating responsibility, and implementing the school vision.
1 = Unsatisfactory (does not meet): Rarely leads the school, and is not effective at building high-performing
15
Appendix 1
Appendix 2
PRINCIPAL PERFORMANCE EVALUATION SUPPORT MATERIALS
This list of support materials is provided to assist LSCs as they look for evidence of work in the 7 Standard
areas. This list contains examples and suggestions; it is not all inclusive. The exact types of supporting
materials will vary from school to school. LSCs should consider both the quantity and quality of these
materials and the activities and programs they reflect.
Standard 1: School Leadership
Lists of all teams and their members
Team meeting sign-in sheets and/or minutes from meetings
Minutes from grade-level team meetings
List of SI PAAA meetings and attendance rosters
List of budget meeting and attendance rosters
Current SIPAAA
Written vision and/or mission statement
Principal’s monthly reports to the LSC
Standard 2: Instructional Leadership – Improving Teaching and Learning
Assessment
Sample of student data analysis with goals identified
Schedule of teacher observations by principal
Curriculum
Agendas and minutes of curriculum development meetings
PPAC reports
Instruction
Technology plan
List of innovative supplemental programs
Standard 3: Student-Centered Learning Climate
High Academic Expectations
Lists of student clubs/after school activities and samples of minutes from meetings, as appropriate
Lists and descriptions of student recognition or award programs
PPAC reports
Sample student learning contracts
Discipline and Order
Safety and security plan is on file
Copy of staff handbook
Discipline reports
16
Staff development agendas, attendance rosters and workshop evaluations
List of completed staff development activities (conferences, workshops, CASL, Administrator’s Academy,
etc.)
List of state-required and other in-services/conferences attended by principal
List of principal’s professional memberships
List of principal’s mentoring activities
Recruitment and Hiring
Summary of staff hired and fired, with sample exit survey
List of referral contacts
Teacher Observation and Instructional Supervision
Record of teacher goals
Calendar of pre-conference, visitation and post-conference meetings
Copies of teacher lesson plans
Standard 5: Parent Involvement and Community Partnerships
Parent Involvement
Lists of parent activities/volunteer opportunities/meetings and names of participants
Parent surveys and corresponding summaries of responses
Newsletters, bulletins or flyers sent to parents
Numbers of parents who attended report card pick-up days
Community Partnerships
Lists and descriptions of community partnerships
List of community use of school
Community surveys and corresponding summaries of responses
Visitor sign-in book
Standard 6: School Management & Daily Operations
Daily Operations
Facilities, safety and security reports
Fiscal Management
Monthly budget reports to LSC
Monthly Internal Accounts statements to AIO and LSC (in LSC minutes)
Inventory of school materials
Standard 7: Interpersonal Effectiveness
Communication
Copies of letters and flyers sent home with students
Bulletins and e-mails to staff
17
Standard 4: Professional Development and Human Resource Management
Professional Development
Appendix 3
PERFORMANCE MEASURES LOOK-UP TABLES: ELEMENTARY SCHOOLS
ITBS — Iowa Tests of Basic Skills
ITBS results are reported as a percentage at or above national norms for grades 3 through 8 combined.
Results reflect scores for all students traditionally included in reporting. For the purpose of principal
evaluation, the absolute scores for math and reading and the gains for math and reading are each rated
individually, and are then combined to return an overall rating.
ITBS ABSOLUTE SCORES FOR READING & MATH
Percent At or Above National Norms
Amount of Change
Below 25%
25% to 37.4%
37.5% to 49.9%
50% to 62.4%
62.5% to 75%
Greater than 75%
Improved more than 6%
Meets
Meets
Exceeds
Exceeds
Exceeds
Exceeds
3.0% to 5.9%
Meets
Meets
Meets
Exceeds
Exceeds
Exceeds
0.0% to 2.9%
Does Not Meet
Meets
Meets
Meets
Exceeds
Exceeds
-3.0% to –0.01%
Does Not Meet
Does Not Meet
Does Not Meet
Meets
Meets
Exceeds
-6.0% to –3.01%
Does Not Meet
Does Not Meet
Does Not Meet
Meets
Meets
Meets
Decreased more than -6%
Does Not Meet
Does Not Meet
Does Not Meet
Does Not Meet
Meets
Meets
ITBS READING & MATH GAINS
Gains are currently being calculated using developmental standard scores instead of the grade-equivalent
scale historically used by CPS. A chart for ITBS reading and math gains will be distributed to schools by April.
ISAT-Illinois Standards Achievement Test
The ISAT score is the percent of students who meet or exceed state standards. It is a composite of all five
subjects on the exam.
Percent of Students that Meet or Exceed State Standards
Amount of Change
Below 25%
25% to 37.4%
37.5% to 49.9%
50% to 62.4%
62.5% to 75%
Greater than 75%
Meets
Meets
Exceeds
Exceeds
Exceeds
Exceeds
3.0% to 5.9%
Meets
Meets
Meets
Exceeds
Exceeds
Exceeds
0.0% to 2.9%
Does Not Meet
Meets
Meets
Meets
Exceeds
Exceeds
-3.0% to –0.01%
Does Not Meet
Does Not Meet
Does Not Meet
Meets
Meets
Exceeds
-6.0% to –3.01%
Does Not Meet
Does Not Meet
Does Not Meet
Meets
Meets
Meets
Does Not Meet
Does Not Meet
Does Not Meet
Does Not Meet
Meets
Meets
Attendance Rate
Attendance rate is the average percentage of students attending school each day.
Attendance Rate
Amount of Change
Below 91%
91% to 91.9%
92% to 92.9%
93% to 93.9%
94% to 94.9%
95% and Above
Meets
Meets
Meets
Exceeds
Exceeds
Exceeds
.5% to .99%
Does Not Meet
Meets
Meets
Meets
Exceeds
Exceeds
0% to .49%
Does Not Meet
Does Not Meet
Meets
Meets
Meets
Exceeds
-.5% to -.01%
Does Not Meet
Does Not Meet
Does Not Meet
Meets
Meets
Exceeds
-1% to -.49%
Does Not Meet
Does Not Meet
Does Not Meet
Meets
Meets
Exceeds
Does Not Meet
Does Not Meet
Does Not Meet
Meets
Meets
Meets
18
TAP Reading
TAP results for Reading Comprehension are reported as a percentage at or above national norms. The results
are for grades 9 and 10 combined. They reflect scores of only those students traditionally included in reporting.
Percent At or Above National Norms
Amount of Change
Below 25%
25% to 49.9%
50% to 74.9%
Greater than 75%
Meets
Meets
Exceeds
Exceeds
3.0% to 5.9%
Meets
Meets
Exceeds
Exceeds
0.0% to 2.9%
Does Not Meet
Meets
Exceeds
Exceeds
-3.0% to –0.01%
Does Not Meet
Does Not Meet
Meets
Exceeds
-6.0% to –3.01%
Does Not Meet
Does Not Meet
Meets
Meets
Does Not Meet
Does Not Meet
Meets
Meets
Attendance Rate
Attendance rate is the average percentage of students attending school each day.
Attendance Rate
Amount of Change
Below 75%
75% to 79.9%
80% to 84.9%
85% to 89.9%
90% to 94.9%
95% and Above
Meets
Meets
Exceeds
Exceeds
Exceeds
Exceeds
3% to 3.99%
Meets
Meets
Exceeds
Exceeds
Exceeds
Exceeds
2% to 2.99%
Meets
Meets
Meets
Exceeds
Exceeds
Exceeds
1% to 1.99%
Does Not Meet
Meets
Meets
Exceeds
Exceeds
Exceeds
Exceeds
0% to .99%
Does Not Meet
Meets
Meets
Meets
Exceeds
-1% to -.01%
Does Not Meet
Does Not Meet
Meets
Meets
Exceeds
Exceeds
-2% to -1.01%
Does Not Meet
Does Not Meet
Meets
Meets
Meets
Exceeds
Does Not Meet
Does Not Meet
Does Not Meet
Meets
Meets
Exceeds
Graduation Rate
The graduation rate for a particular class is calculated by dividing the number of students who graduated from
a school in June by the number of students who entered that school in the fall, four years earlier. Students
transferring out of a school are excluded from the calculation.
Graduation Rate
Amount of change
Below 55%
55% to 59.9%
60% to 64.9%
65% to 69.9%
70% to 74.9%
75% to 79.9%
80% and Above
Meets
Meets
Exceeds
Exceeds
Exceeds
Exceeds
Exceeds
5% to 9.9%
Meets
Meets
Meets
Exceeds
Exceeds
Exceeds
Exceeds
0% to 4.9%
Meets
Meets
Meets
Meets
Exceeds
Exceeds
Exceeds
-5% to -.01%
Does Not Meet
Does Not Meet
Meets
Meets
Exceeds
Exceeds
Exceeds
-10% to -5.01%
Does Not Meet
Does Not Meet
Meets
Meets
Meets
Meets
Meets
Does Not Meet
Does Not Meet
Does Not Meet
Does Not Meet
Meets
Meets
Meets
Dropout Rate
This one-year dropout rate is the percentage of students grades 9 through 12 (or equivalent) who dropout in a given school
year. The formula includes students in all CPS schools except the Cook County jail and juvenile detention center schools
that serve students from all of Cook County and not just CPS students. The rate also includes high school students in
elementary units with high school grades. Finally, the population used in the calculation includes all students enrolled in a
school during the school year except those who validly transferred out of the school.
Dropout Rate
Amount of Change
0% to 9.9%
Increased more than 10%
10% to 19.9%
20% to 29.9%
30% and Above
Meets
Does Not Meet
Does Not Meet
5% to 9.9%
Exceeds
Meets
Does Not Meet
Does Not Meet
0% to 4.99%
Exceeds
Meets
Does Not Meet
Does Not Meet
-5% to –.01%
Exceeds
Meets
Does Not Meet
Does Not Meet
-10% to –5.01%
Exceeds
Exceeds
Meets
Meets
Exceeds
Exceeds
Meets
Meets
19
PERFORMANCE MEASURES LOOK-UP TABLES: HIGH SCHOOLS
APPENDIX 2
Confidentiality Agreement and Code of Conduct
Agreement for Principal Evaluation
61
Confidentiality Agreement and Code of Conduct for Principal Evaluation
There are some key specifics your Principal Evaluation Team must abide by when they are
involved in the evaluation process, which are incorporated into the agreement below.
You may want to have each of the individuals who will be involved in your principal
evaluation process sign this agreement, which incorporates these requirements. Your LSC
chairperson should collect the signed agreements during your first LSC meeting regarding
principal evaluation. In addition, members should also monitor each other to ensure that all
members are adhering to the following conditions.
I agree that I will not make any evaluation decisions on the basis of a person’s race,
color, ethnicity, national origin, religion, age, sex, marital status, parental status,
mental or physical disability (unrelated to job performance), finances, or sexual
orientation. Furthermore, I will not ask any questions or make any comments during
the evaluation that pertain to these topics.
I agree to adhere to the requirements of the Open Meetings Act.
I agree that I will conduct the principal evaluation process and make a retention
decision based on the best interests of the school as determined by the standards
stated in the Illinois School Code.
I agree that I will not conduct this principal evaluation process or make a retention
decision based on personal issues not related to standards stated in the Illinois
School Code.
Furthermore, I agree to keep all discussion, documentation, and information related
to the principal evaluation process completely confidential.
Name: ________________________________________
Date:
________________________________________
Agreement based on materials developed by Designs for Change and PENCUL.
62
VI
CHA
APTER 6
PRINC
CIPAL RET
TENTION
N AND SELECTION
N
“The future depend
ds on what we do in th
he present.””
Mahatm
ma Gandhii
“Who is the principal is
i the bigge
est decision
n
we had to make. Every
E
day th
he principall
makes decisions
d
th
hat affect ev
veryone in the
t school.””
High School LS
SC Memberr
“Wh
hen our prin
ncipal’s contract was going
g
to end
d
at th
he end of th
he school year,
y
we me
et to talk abo
out our cho
oices. We lo
ooked at alll
ourr school had
d accomplis
shed and alll we wanted
d to do, and
d we decide
ed to renew
w
the contract. W
We made a new contra
act up, thou
ugh, and it has
h goals in
n it that help
p
us all work on
n what we need
n
to get done now.””
Elem
mentary LS
SC Memberr
Contentt
x
x
x
x
Leg
gal responsibilities and
d authority of
o the LSC to
t renew the
e principal’s
s contract
Leg
gal responssibilities and
d authority of the LSC
C to select and contract with the
sch
hool principa
al
Pro
ocess for renewing a principal’s co
ontract
Pro
ocess for se
electing a ne
ew principa
al
Key Poin
nts
x
x
x
Durring the fou
urth year off a principa
al’s term, th
he LSC com
mpletes an evaluation
thatt leads to a decision about contra
act renewal..
The
e LSC hass to follow the Open Meetings requiremen
nt for the evaluation
process unlesss the meeting is discus
ssing confid
dential personnel matte
ers.
The
ere are a se
eries of steps that the LSC takes
s whether re
enewing a contract
c
or
sea
arching for a new princ
cipal.
1
Chapter 6 | Principal Retention and Selection
TABLE OF CONTENTS
Schools on Probation ............................................................................................................ 3
Alternative and Small Schools .............................................................................................. 3
Principal Retention and Selection: A Critical LSC Opportunity to Improve Your
School ................................................................................................................................... 4
Principal Retention
Legal Requirements of Principal Retention ....................................................................... 7
Formal Action to Rehire or Not to Rehire a Contract Principal ........................................ 10
Rehiring the Present Contract Principal .......................................................................... 15
Renewal/Non-Renewal of Principal’s Contract ............................................................... 16
Quick Review of Principal Retention Process ................................................................. 17
Principal Selection
Selecting a New Principal ............................................................................................... 20
Legal Requirements of Principal Selection ..................................................................... 21
Possible Steps in the Principal Selection Process .......................................................... 24
Step 1. Organize the Leadership Search .................................................................. 27
Step 2. Establish Operating Agreements .................................................................. 28
Step 3. Confidentiality Agreement and Code of Conduct for Principal
Evaluation ................................................................................................................... 29
Step 4. Determining Your School’s Priority Leadership Needs Linked to
Research about Effective Urban Schools and Principals ........................................... 30
Step 5. Preparing and Advertising Your Position Announcement .............................. 31
Step 6. Screening Candidates’ Resumes .................................................................. 32
Step 7. Principal Competencies ................................................................................ 34
Step 8. Conducting Competency-Based Interviews .................................................. 36
Step 9. Gathering Further Information about Promising Candidates/
Conducting Competency-Based Reference Checks on Finalists ............................... 43
Step 10. Completing Your Principal Selection Process ............................................. 44
Connections .................................................................................................................... 46
Appendix 1
Forms ............................................................................................................................. 48
Appendix 2
Tip Sheets ...................................................................................................................... 68
Appendix 3
Interview Questions Based on CPS Principal Competencies ......................................... 90
2
In most instances, the LSCs of schools placed on probation retain the authority to retain or
select a new contract principal. However, if the Board of Education has removed a school’s
contract principal pursuant to its powers over schools on probation under the Illinois School
Code, the school will remain on probation until it makes Adequate Yearly Progress for two
(2) consecutive years or five (5) years pass from the date the Board takes such action,
whichever occurs later. While the school remains on probation, the LSC will not have the
authority to select a new contract principal. Once the school is no longer on probation, the
LSC will have the authority to select a new contract principal and to decide four years later
whether or not to retain that contract principal.
LSCs of schools on probation also retain the authority to conduct annual and cumulative
evaluations of the school’s contract principal. However, again, if the Board has removed the
school’s contract principal pursuant to its powers over schools on probation, the LSC will not
have the authority to evaluate the performance of the school’s interim principal appointed by
the CEO, who will serve until the school is no longer on probation.
Pursuant to 105ILCS 5/34.2.4(b), schools designated by the Board of Education as
alternative or small schools have governing bodies appointed by the Board. Those
appointed bodies do not have the authority to select or retain contract principals. Instead,
they have the authority to recommend up to 3 candidates to the Chief Executive Officer to
select a candidate as their school’s contract principal. After the CEO selects a contract
principal for a small or alternative school, the school’s appointed governing body has the
authority to recommend to the CEO whether the contract principal should be retained or not
for a new contract term. The powers of appointed governing bodies of alternative and small
schools are not otherwise covered in this manual. Please refer to the Board’s Policy on the
Governance of Alternative and Small Schools, included in the Appendix to Chapter 2.
3
PRINCIPAL RETENTION AND SELECTION:
A CRITICAL LSC OPPORTUNITY TO IMPROVE YOUR SCHOOL
A significant power granted to Local School Council (LSC) members is the power to
evaluate, select, and contract with the school’s principal.
x
Near the end of a principal’s contract, the LSC must decide whether or not to renew
the contract of their current principal, as discussed in Chapter 5.
x
If the LSC decides not to renew the current principal’s contract, the LSC has the
authority under the Illinois School Code to select a new “contract principal” for a fouryear contract (even in most cases in which the school is on probation, as explained
later in this chapter).
x
LSCs also have the right to choose a contract principal when their current contract
principal resigns or retires and in a few other specific circumstances explained later.
As explained in Chapter 5, the LSC must conduct a thorough evaluation of their current
contract principal before making the retention decision. If the principal is performing well
and indicators of educational quality and student achievement are improving, continuity of
principal leadership is a critical consideration that the LSC should weigh.
The Illinois School Code requires the LSC to use the same criteria in principal renewal as in
principal evaluation:
(i) student academic improvement, as defined by the school improvement plan, (ii) student
absenteeism rates at the school, (iii) instructional leadership, (iv) the effective implementation of
programs, policies, or strategies to improve student academic achievement, (v) school
management, and (vi) any other factors deemed relevant by the local school council, including,
without limitation, the principal’s communication skills and ability to create and maintain a
student-centered learning environment, to develop opportunities for professional development,
and to encourage parental involvement and community partnerships to achieve school
improvement. (105 ILCS 5/34-2.3).
Three sources of information that the LSC should consider in making this decision include
the following:
x
The vision, mission, student results, priorities, and strategies of the most recent the
School Improvement Plan (SIPAAA). Has the current principal demonstrated the
skills to carry out the school’s vision, mission, priorities, and strategies embodied in
the SIPAAA and to attain planned student results spelled out in the SIPAAA?
4
x
The principal’s 4-year annual performance evaluation and the cumulative evaluation
x
The principal’s level of collaboration with the LSC in improving the school, consistent
with the relevant provisions of the Uniform Principal’s Performance Contract that are
discussed in Chapter 5 and appear in Section II of the contract (see the “Uniform
Principal’s Performance Contract” in the Resources section of this Guide).
The LSC’s decision either to retain or not to retain their current contract principal can be
challenged through an independent arbitration process, in which the LSC must provide
evidence to support its decision. If an independent hearing officer (appointed by the
American Arbitration Association) finds that the LSC’s decision was “arbitrary and
capricious” (in other words, without a basis), the principal can remain as contract principal
for a period not to exceed two years. The arbitration process is explained in more detail
later in Chapter 6.
5
PRINCIPAL RETENTION
6
LEGAL REQUIREMENTS OF PRINCIPAL RETENTION
In public meetings with a quorum present, the LSC must vote to determine if the principal’s
contract is to be renewed. The LSC must evaluate the principal prior to retention decision.
The LSC should give serious consideration to previous years’ evaluations.
x If a teacher representative decides to become a candidate for the principalship,
he/she must abstain from voting on the question of whether the current principal’s
contract shall be renewed and must resign from the LSC prior to the start of the
principal selection process. Otherwise, the teacher representative shall be ineligible
to apply for the position of principal at that school.
x The LSC must be careful not to base its decision for non-renewal on reasons that
could be considered discriminatory. An LSC cannot consider any of the following
characteristics when reviewing its principal or hiring a new one: gender, race, color,
ethnicity, national origin, religion, creed, age, marital status, parental status, physical
or mental disability (if the person can still execute the responsibilities of the position),
or sexual orientation.
x Notify the principal in writing of its renewal/non-renewal decision no later than
February 1 of the calendar year in which the contract expires, unless the contract
does not expire on June 30.
x Notice of the LSC decision shall be made by personal delivery to the principal or by
registered or certifies mail and shall be deemed to have occurred on the date the
principal receives the notice.
x The principal shall have no right to demand that the LSC make this decision earlier.
In the event that the LSC fails to provide written notice of its decision in the manner
described above by February 1, or, if the principal’s term expires on a date other than June
30, 150 days before the contract expires, the Board may extend the contract for an
additional year.
If the LSC decides to renew the contract, the Board, the LSC and the principal shall enter
into a new four-year performance contract, upon approval by the Board of Education and
subject to the following conditions:
x The LSC shall have no right to renew the contract if the principal fails to meet any
requirement that is established or imposed by the Board of Education as a condition
of the continued employment of the principal or the renewal of the contract with the
principal. For more information, contact the Office of Local School Council
Relations.
7
x
x
x
x
x
If the principal failed to obtain a rating of “meets expectations” or “exceeds
expectations” in the CEO’s evaluation for the previous year, the CEO, within 15 days
after the LSC retention decision may request a review of that decision, by a hearing
officer, to be conducted in accordance with 105 ILCS 5/34-2.3.
Such a review may be requested only once for that principal at that school.
If the hearing office determines that the LSC’s retention decision is arbitrary and
capricious, the LSC’s decision will be set aside.
If the hearing officer decides that the principal shall be retained, the existing
principal’s contract shall be automatically extended for a period of four (4) years.
The decision of the hearing officer is final and may not be appealed.
If the LSC decides not to renew the contract, the LSC shall be free to select another
principal to serve under a four-year performance contract as principal of that school, subject
to the following conditions:
x If the principal requests, the LSC must provide written reasons for its non-retention
decision.
x The written reasons shall be provided to the principal, with a copy to the
CEO/General Superintendent, no later than February 22 of the calendar year in
which the contract expires or, if the principal’s term expires on a date other than
June 30, 128 days before expiration of the contract.
x If the principal was rated by the CEO in the previous years’ evaluations as meeting
or exceeding expectations, the principal, within 15 days after the LSC’s nonretention decision may request a review of that decision, to be conducted in
accordance with 105 ILCS 5/34-2.3.
x Such a review may be requested only once for that principal at that school.
x If the hearing officer determines the LSC’s retention decision is arbitrary and
capricious, the LSC’s decision will be set aside.
x If the hearing officer decides that the principal shall be retained, the existing
principal’s contract shall be automatically extended for a period of two (2) years.
x The decision of the hearing officer is final and many not be appealed.
8
Principal Retention Disputes
The LSC must evaluate the principal prior to the retention or non-retention decision.
Consideration should be given to previous evaluations. In cases where the LSC’s decision
to retain or not retain a principal at the conclusion of his or her contract is inconsistent with
that principal’s performance evaluation conducted by the CEO, the principal or the CEO
may request a review of the LSC’s decision by an independent arbitrator.
The specific grounds for requesting a review of the LSC’s decision are:
•
the LSC did not renew the contract of a principal who received an evaluation of
“meets expectations” or “exceeds expectations” in the previous years' evaluations by
the CEO or AlO; or
•
the LSC renewed the contract of a principal who did not receive an evaluation of
“meets expectations” or “exceeds expectations” in the previous year's evaluation by
the CEO or AIO; or
The arbitrator may reverse the decision of the LSC if the decision was arbitrary and
capricious and not based on the criteria on the evaluation form.
9
FORMAL ACTION TO REHIRE OR NOT TO REHIRE
A CONTRACT PRINCIPAL
Since the principal rehiring decision is so important, the LSC must be careful to follow a set
of procedures, which are described below.
Notification Deadline
The LSC must decide whether to rehire the principal by voting about whether or not to
renew the principal’s contract and by notifying the current contract principal no later than
150 calendar days prior to the expiration of the principal’s contract (February 1, if the
contract expires June 30).
This vote should be taken as early as possible in January for contracts expiring June 30, to
ensure that the deadline is met.
Quorum Needed
The quorum needed to vote on whether or not to rehire the principal must be based on the
following rules:
x
x
x
x
x
x
In order for the LSC to vote on rehiring the current principal, a quorum of LSC
members who are eligible to vote must be present.
The principal (and on high school LSCs, the student representative) may not be
counted for determining a quorum for a vote to rehire the principal, and they may not
vote.
A quorum for a high school LSC is always 7, and a quorum for an elementary LSC is
always 6 (not counting those ineligible to vote).
To be rehired, the principal must receive a majority of the votes of the serving
members who are eligible to vote.
For a high school principal rehiring decision, the LSC must have a minimum of 7
members eligible to vote. If the LSC has only 7 members eligible to vote, the
principal must receive 4 votes to be rehired. In general, the principal must receive a
majority vote of the serving members eligible to vote to be rehired.
And for an elementary school principal rehiring decision, the LSC must have a
minimum of 6 members eligible to vote. If the LSC has only 6 members eligible to
vote, the principal must receive 4 votes to be rehired. In general, the principal must
receive a majority vote of the serving members eligible to vote to be rehired.
Further, if a teacher representative intends to become a candidate for the principal ship, he
or she can be counted in establishing a quorum, but must abstain from voting on the
question of whether the current principal’s contract should be renewed. Otherwise, the
teacher representative is ineligible to apply for the position of principal at the school.
10
The need to fill LSC vacancies, in order to have sufficient members to vote, is once again
illustrated by the principal retention vote.
Adding “Additional Criteria” to the Principal’s Performance Contract
The Illinois School Code permits the LSC and principal to add “additional criteria” to the
principal’s contract of a rehired or new contract principal, but only when the contract is
negotiated. (These additional criteria are often referred to as “addenda”). Proposed
addenda must not be discriminatory and must be consistent with other provisions of the
Principal Performance Contract and with provisions of state law concerning the authority
and responsibility of the principal. Proposed addenda must be approved by the CPS Law
Department. Thus, addenda can be initially approved as part of the contract renewal vote,
but must await review by the Law Department before final approval.
Such addenda might focus on a key practice that the LSC wants the principal to follow
during the contract or one or two key initiatives that the LSC wants the principal to carry out.
Examples of addenda are, for example:
x
The principal shall allow LSC members reasonable access to the school building in a
manner that does not disrupt the educational process, so that the LSC can make
informed judgments regarding the principal’s performance, the implementation of the
school improvement plan, the nature of teaching and learning, and other school
issues.
x
The principal agrees to develop within the first year of the contract a proposal for
LSC review and approval and for implementation no later than the second year of
the contract that provides a comprehensive computer technology program that
engages fourth to eighth graders in activities designed (1) to develop student
competence in the use of computers as research tools and (2) to perform
demanding academic tasks, such as the preparation of research papers, using
computers.
x
The principal agrees to develop within the first year of the contract a proposal for
LSC review and approval and for implementation no later than the second year that
provides a comprehensive discipline program reflecting input from all stakeholders
and specifically addressing classroom management, school discipline in all areas of
the school and its grounds, related education for all staff, and the reduction of
suspensions. The roles of the assistant principal, staff, students, parents, and other
pertinent parties shall be clearly stated in the plan.
11
Stating the Renewal Motion Properly
The LSC should be careful about the wording of the motion to rehire the current principal.
The motion should be stated positively, such as “I move that the LSC renew the principal
contract of
.”
If the current principal is retained, and the LSC and principal have agreed to add addenda to
the contract, the motion should be stated, for example: “I move to renew the principal
contract of
, including agreed upon addenda items being added to the contract.”
The LSC should complete the “Principal Renewal Record of Action” form (in Appendix 6-1),
in order to create a clear record of the LSC’s vote and intent.
Documenting and Communicating the LSC’s Action
Notice of the LSC’s action about the principal’s contract renewal decision must be
communicated by personal delivery to the principal or by registered or certified mail no later
than l50 days before the expiration of the principal’s contract. A “Sample Letter to the
Principal Regarding the Contract Renewal Decision” appears in Appendix 6-1. (Form 2)
The parties to the contract must sign and submit 5 original copies to the Department of
Human Resources, the Area Instructional Officer, principal, LSC Chair, and Office of Local
School Council Relations. Further, a copy of the final principal’s contract should be sent or
given at the next LSC meeting to each LSC member.
Principal’s Request for Written Reasons for Non-Renewal
If a principal’s contract is not renewed, he or she has a right to receive a statement of
written reasons for the non-renewal decision by 128 days from the expiration date of his or
her contract. For contracts expiring on June 30, the LSC must provide these written
reasons by February 22. We recommend that a notification that the principal’s contract will
not be renewed should be accompanied by a form that requests the principal to either ask
for these written reasons within seven days or release the LSC from preparing written
reasons (see “Principal’s Written Release/Request Form” in Appendix 6-1).
Arbitration
There are two situations in which an LSC might make a retention or non-retention decision
that can be challenged through “arbitration.” Each situation is discussed below. See “The
Arbitration Process” in Appendix 6-1 for a flow-chart of the arbitration process.
12
In both of the situations that might trigger arbitration that are discussed below:
x
An independent hearing officer is appointed who hears and reviews testimony and
renders a decision, in a process carried out by the American Arbitration Association.
x
After receiving or initiating a request for arbitration, the Chief Executive Officer has
14 days to forward the request to the American Arbitration Association.
x
At the same time, the CEO must notify each LSC member of the request for
arbitration and their rights and responsibilities in the arbitration process.
x
These LSCs rights include the right to be represented by a representative of their
choice, with the Board of Education paying reasonable costs for legal
representation.
x
The burden of proof in the arbitration is on the person challenging the LSC’s
decision, and the decision will be overturned only if the hearing officer determines
that the LSC’s decision is “arbitrary and capricious”.
x
The arbitrator’s decision is final and may not be appealed.
Situation 1. If the LSC has voted not to retain a principal who received a rating of “meets
expectations” or “exceeds expectations” in the AlO’s evaluation for the previous year, the
principal may request a review of the LSC’s non-retention decision within 15 days after the
notice of non-retention, through the arbitration process.
Such a hearing may be requested only once for that principal at that school.
x
If the LSC prevails in the arbitration, they may proceed to select and hire a new
principal, if they have not already done so.
x
If the principal prevails in the arbitration process, the principal shall be retained for a
period not to exceed two years.
Situation 2. If the LSC voted to retain a principal who did not obtain a rating of “meets
expectations” or “exceeds expectations” in the AlO’s evaluation for the previous year, the
CEO may request a review of that decision within 15 days of the notice of non-retention,
through the arbitration process.
13
x
Such a hearing may be requested only once for that principal at that school.
x
If the LSC prevails in this arbitration, the principal may serve a four year contract.
Failure to Meet the Renewal/Non-Renewal Deadline
If the LSC fails to provide written notice that a contract will not be renewed by the required
date (150 days prior to contract expiration), the Board of Education may extend the contract
for an additional year or appoint the principal or another person on an interim basis to serve
until the LSC selects a new principal.
14
REHIRING THE PRESENT CONTRACT PRINCIPAL
A thorough end-of-contract principal evaluation, (cumulative evaluation) and the deliberation
concerning the decision to retain the school’s principal have created many opportunities for
the LSC to interact with the principal in ways that can improve LSC-principal communication
and can improve the principal’s effectiveness. These opportunities include:
x
The process of gathering information for the end-of-contract (cumulative) principal
evaluation.
x
The exchange of end-of-contract principal ratings between the LSC and principal,
and the meeting in which both the LSC and the principal share their conclusions
about the principal’s areas of relative strength and weakness, with related examples.
x
The LSC’s deliberations about what qualities they are seeking in a principal rehired
to lead the school for the next four years in light of an assessment of school needs,
and about whether the current principal has these qualities.
x
The LSC’s decision to include additional criteria (addenda) to the principal’s contract,
which reflect key actions that the LSC wants the principal to carry out during his or
her new contract.
If the LSC decides to renew their current principal’s contract in January, the balance of the
school year creates more opportunities to work closely with the principal to continue to carry
out all three of the Local School Council’s key responsibilities in cooperation with the
principal:
x
The LSC should work with the principal to assess how well the school improvement
plan (SIPAAA) is being carried out and what modifications are needed in the
SIPAAA for the next school year (see Chapter 3).
x
The LSC should work with the principal to assess the effectiveness of the school’s
budget decision making for the current school year and what changes are needed
for the next school year (see Chapter 4).
The LSC should complete the principal’s fourth year annual evaluation, focusing especially
on the last half of the school year. The LSC should also determine whether there are any
additional annual criteria that should be added to the principal’s annual evaluation for the
next school year (see Chapter 5).
15
RENEWAL/NON-RENEWAL OF PRINCIPAL’S CONTRACT
Recommended and Required Dates to Remember
(assuming a June 30 contract expiration date)
September
Begin work on final (end-of-contract) evaluation.
of prior year
December
Complete final (fourth contract year) evaluation of prior year and vote
to approve it.
January
Vote on whether to renew the principal’s contract.
February 1*
Deadline for the LSC to provide written notification to current principal
of their renewal or non-renewal of his/her performance contract.
February 22*
Deadline for providing reasons for non-renewal in writing, if asked.
May 15*
Deadline for the LSC to select a new principal and sign a four-year
performance contract.
May 30*
If the LSC is unable to directly select a new principal, the LSC may vote
to send a rank-ordered list of three (3) names to the Chief Executive
Officer from which to select. If the LSC is unable or refuses to do so, the
CEO may appoint an interim principal for a period of one year, during
which time the LSC can select a contract principal with 7 votes.
* Asterisked dates are ones that are required by law, assuming a contract expiration date of June 30.
Other deadlines observe the same lead times:
x
150 days before the contract expires, notify the principal if contract will be renewed.
x
128 days before contract expires, respond in writing to request for reasons for
non-renewal.
x
45 days before the incumbent principal’s contract expires, sign a new contract.
x
30 days before the contract expiration date, send three (3) names to the Chief
Executive Officer if the LSC votes to do so.
16
QUICK REVIEW OF PRINCIPAL RETENTION PROCESS
When a principal’s contract is near completion, the first decision the LSC makes is whether
to retain the principal. To make that decision, the LSC evaluates the principal’s
performance. The LSC must inform the principal of its decision 150 days before the
contract ends. If an LSC decides to keep the principal, the LSC needs to prepare a
contract. If the LSC decides to seek a new principal, that is beginning of a series of steps.
A CPS principal has a four-year contract that can be renewed. The LSC must decide
whether to retain the principal and must inform the principal of its decision in writing no later
than 150 calendar days prior to the expiration of the principal’s contract. See Chapter 5 for
the process of evaluating a principal’s performance.
If the LSC does not provide written notice that a contract will not be renewed by that
deadline, then the Board may extend the contract for a year or appoint the principal or
another person on an interim basis to serve until the LSC selects a new principal.
The LSC votes to renew the contract—or not. It requires an affirmative public vote of the
majority of the serving members of the LSC. The principal and a student member cannot
vote. If a teacher member of the LSC intends on applying for the principal position, he/she
cannot vote on the contract renewal. The vote must be clearly stated, such as “I move that
the principal be retained.” If the majority vote is “yes” then the principal is retained. If not,
then the principal’s contract is not renewed. The LSC should sign the Principal Renewal
Record of Action form in order to report the vote.
Evaluate
Performance
Decide
to renew or not
Report
Decision
Prepare New
Contract
Seek New Principal
17
The Contract
If the LSC votes to retain the principal, it must enter into a new Uniform Principal
Performance Contract and may add additional terms (addenda) to that new contract prior to
the vote. The LSC has until 45 days before the expiration of the contract to sign the new
contract and submit originals to Human Resources, AIO, Principal, LSC Chair, and the
Office of Local School Council Relations. Additionally, a copy of the principal’s contract
should be sent or given at the next LSC meeting to each LSC member.
Think About It...
What are the qualities that make a principal an effective leader for school progress?
Types of Principals
Contract
Selected or retained in four-year terms. The contract principal may displace the
incumbent assistant principals and hire new assistant principals.
Interim
Appointed to fill the position when the LSC has not yet selected a contract principal, or
to fill a vacancy, or when the contract principal may be out of the school for an extended
period of time. The interim principal may displace and hire assistant principals.
Acting
May be assigned to the principal position for up to 100 school days.
principal cannot displace incumbent assistant principals.
The acting
Unless the school is on probation and the CEO has removed the principal, the LSC retains the right to
select a four-year principal.
18
PRINCIPAL SELECTION
19
SELECTING A NEW PRINCIPAL
Selecting an outstanding principal for your school is a task that requires a major investment
of time, teamwork in carrying out a complex multi-step process, and a willingness to listen
and compromise.
Local School Councils are urged to rely on the advice and assistance of the outgoing
principal, when available, and of their school’s Chief Area Officer, who are familiar with the
school’s needs, in selecting the best candidate for principal.
One important key to the process is to agree on a set of key qualities that the LSC is
looking for in an excellent principal for your school and then to keep an open mind about
which one of a broad range of candidates has these qualities. Those involved in principal
selection must back away from automatically supporting a candidate whom a person
already knows, without considering whether that person possesses the qualities that the
LSC has collectively agreed are needed.
Another key priority is to determine which candidate will actually follow through in practice,
rather than simply saying what he or she thinks you want to hear and then changing once
they have the job. To clarify the difference between words and deeds, the steps in your
selection process should emphasize such reality checks as:
x
Pressing the candidate to analyze specific incidents in which he or she
demonstrated the knowledge and skills you are seeking.
x
Visiting top candidates’ previous places of employment and talking by phone with
people familiar with their past work.
x
Asking top candidates to visit your school; give them opportunities to talk with
teachers, other staff, students, and parents. Ask the candidate to explain how they
would build on your school’s current strengths and solve concrete problems that you
are facing in your school.
For additional information, please call the Office of Local School Council Relations at
773.553.1400.
20
LEGAL REQUIREMENTS FOR PRINCIPAL SELECTION
Before outlining a recommended step-by-step process that LSCs may, but are not
required to, employ in selecting a new principal, we review key legal requirements that
LSCs are required to follow in selecting a new contract principal.
Local School Councils select contract principals, generally, in two distinct situations:
1. After voting not to renew the contract of the current principal for a new four-year
term;
2. When a vacancy in the contract principal’s position arises due to certain
circumstances, including resignation, death, the principal’s removal and
termination of his or her contract for disciplinary reasons unrelated to the
school being on probation.
I.
LSC votes to begin Principal Selection Process
After voting not to renew the current principal’s contract or once a vacancy in the
contract principal’s position arises, an LSC may begin the process of selecting a new
contract principal to fill the principal’s position. If the LSC does not begin the process of
selecting a new contract principal, the CEO will appoint an acting and/or interim
principal for the school until the LSC selects a new contract principal. If the LSC
decides to begin the process of selecting a new principal, it must make that decision
clear by voting in an open meeting.
II.
Advertising Principal Vacancy in CPS Personnel Bulletin
As the first step after voting to begin the principal selection process, LSCs are required
by Board policy to advertise principal vacancies in the CPS Personnel Bulletin for
10 school days. LSCs may also advertise the vacancies elsewhere.
LSCs must draft and approve the advertisement for their principal vacancy. The
drafting of the ad presents the LSC with the opportunity to list the credentials, skills,
qualifications and the teaching and administrative experience that it seeks in candidates
for the position. The drafting of the advertisement should be a thoughtful and wellthought out process, rather than a hurried process.
21
III.
Resume Review
LSCs are required to review resumes to avoid potential litigation by a candidate not selected
for the position and whose resume was not reviewed by the LSC.
IV.
Selection of Candidates Meeting All CPS Principal Eligibility Requirements
Candidates must have satisfied the Board’s current requirements for CPS principal
candidates in order to be eligible to receive a four-year principal’s contract.
The Office of Principal Preparation and Development (OPPD) manages the CPS principal
eligibility process. For additional information on the CPS Principal Eligibility Process, please
access the OPPD website at http://oppdcps.com.
If a candidate has satisfied all of the CPS principal candidate eligibility requirements, the LSC
will receive a Candidate Profile for the candidate. The LSC may vote to award a principal’s
contract to any candidate for whom it receives a Candidate Profile. If the LSC votes to
award a principal’s contract to a candidate for whom it does not receive a Candidate Profile,
the Board will not staff the candidate in the principal’s position.
IV.
Timeline for Voting to Select a Principal and Number of Votes Required
If an LSC has voted not to renew the contract of its current principal, the Illinois School
Code provides that the LSC “shall” select a new contract principal no later than 45 days
before the current principal’s contract expires (May 15 if it expires on June 30.)
If a vacancy in the contract principal’s position arises due to death, resignation, etc., the
School Code requires that the LSC “shall” select a new contract principal no later than 90
days after the vacancy arises.
The Code also requires that seven (7) members must vote to select a new principal,
regardless of the number of LSC vacancies. Like all formal votes of the LSC, the vote to
offer a four-year contract must be taken in an open meeting.
The current principal and student members of high school LSCs cannot participate in the
vote. Since neither the current principal nor high school LSC student member may vote for
a new principal, it is essential that the LSC fill any vacancies in its membership. Also, if a
teacher LSC member decides to become a candidate for the principalship, he/she must
abstain from voting on the renewal of the current principal’s contract and must resign from
the LSC prior to the start of the principal selection process. Otherwise, the teacher shall be
ineligible to apply for the principalship.
22
The Illinois School Code further provides that if the LSC fails to select a new principal no
later than 45 days before the current principal’s contract expires or within 90 days of the
date a vacancy in the position arises, it “shall” submit a list of three candidates for the
position in order of preference to the CEO.
In the case of the non-renewal of the current principal’s contract, the LSC must submit the
list no later than 30 days before the contract expires. In the case of vacancy, the LSC must
submit the list no later than 90 days after the vacancy arises.
After receiving the list, the CEO has thirty (30) days to select one of the candidates as the
school’s new contract principal for the next four years. If the LSC fails to select a new
contract principal and fails to send the list of candidates to the CEO or the CEO fails to
select one of the candidates as the new contract principal, the CEO shall appoint a principal
for the school on an interim basis to serve from year to year or until the LSC selects a new
contract principal with seven (7) votes.
23
POSSIBLE STEPS IN THE PRINCIPAL SELECTION PROCESS
The following pages and related Forms and Tip Sheets provide you with an in-depth outline
of a selection process you can use as your LSC carries out a principal selection decision.
This information is detailed, but is provided in full so that you can use as much or as little of
the process to assist you in your principal selection work as you choose.
There are several different sources your LSC can use to generate candidates for your
principal opening. You must, however, advertise your opening in the CPS Personnel
Bulletin for 10 school days. You may also advertise your opening elsewhere. Marketing
your vacancy is one way to find good candidates. In addition to the Personnel Bulletin,
where you are required to list your vacancy, some other good places to submit ads and
announcements are:
x
x
x
x
x
x
x
x
x
x
CPS Personnel Bulletin
Midwest National Newspapers (Chicago Tribune, Chicago Sun-Times, Milwaukee
Journal Sentinel, etc.)
Local Community (Exito, LaRaza, The Defender, etc.)
Free City Newspapers (Chicago Reader, New City, etc.)
National Newspapers (New York Times, Wall Street Journal, etc.)
Educational Magazines (Education Week)
Suburban School Districts
The World Wide Web (The Monster Board and other online job posting centers)
Professional and Educational Websites
University Educational Departments of Local Colleges & Universities (Illinois, Indiana,
Michigan, Ohio, Wisconsin)
In the rest of Chapter 6 and in Appendices 1 and 2, we further discuss some of the key
specific steps listed above and provide supportive materials. In some cases, these steps
are similar to steps recommended for carrying out Principal Evaluation in Chapter 5.
While this document provides you with one method for principal selection, there are a
number of other approaches to the process. You need to tailor these and other materials to
your own situation. You are encouraged to contact the Office of Local School Council
Relations and organizations listed in the Resource section of this manual to seek assistance
with your principal search.
24
Below a series of steps that you can take in selecting a principal are explained. As with the
principal evaluation process described in Chapter 5, principal selection is complicated by
the fact that some actions must be taken in closed sessions to preserve confidential
personal information, while other actions must be taken in public meetings, to comply with
the Open Meetings Act.
x
LSC participates in training for effective principal selection.
x
LSC defines how they will structure the selection process, including the potential role
of non-LSC members.
x
LSC votes in open session to approve making non-LSC members a part of
Principal Selection Committee. (While the Committee may include non-LSC
members, we refer to the “LSC” as carrying out the selection in this section.)
x
Each LSC committee member endorses a Code of Conduct.
x
LSC creates a master schedule, outlining the selection process and who will be
responsible for coordinating various activities.
x
LSC receives and screens resumes and ensures that candidates meet all CPS
eligibility requirements in closed session.
x
LSC members conduct telephone interviews and identify 10-12 candidates to
interview in person. LSC votes in open session on candidates to be interviewed
in person.
x
LSC narrows the candidate pool to about five candidates in closed session. LSC
votes in open session to select these candidates for further interviews.
x
LSC discusses final candidates and the information that has been gathered about
them, in closed session.
x
LSC votes in open session on three finalists.
x
The LSC presents the three finalists in a structured public forum and allows those
interested to ask questions of candidates.
x
LSC discusses possible addenda to the principal contract in closed session.
25
x
LSC discusses and votes on addenda to add to the principal contract in open
session. LSC obtains written agreement to contract addenda from each of the three
finalists.
x
LSC discusses final candidates in closed session and prepares to make a final
selection.
x
LSC votes in open session to offer the principalship to their choice, including a
contract with any addenda.
26
Step 1. Organize the Leadership Search
The LSC should determine who will be on your selection committee. There are several
options:
x All of the LSC members can be on the selection committee.
x A committee that includes only some of the LSC members can be created.
x A committee that includes a portion of the LSC, as well as other stakeholders from
the school community who are appointed by the LSC, can be created.
x Similar to principal evaluation, there are several different ways that your LSC can
organize an effective Principal Selection Committee. Your preferred method will
depend on the dynamics of your group and how you best reach consensus. For
example, these methods could include:
x If the LSC involves non-LSC members in a Principal Selection Committee that
employs one of these methods, remember that the committee’s recommendations
are advisory only. Only LSC members can formally vote on key final decisions. And
these key votes must ultimately be taken in open session.
x The method you employ depends on how your LSC best makes decisions. Reach
agreement as a group on the method you will use to carry out principal selection.
27
Step 2. Establish Operating Agreements
To make principal evaluation meetings as productive and efficient as possible, your LSC
can agree to a set of ground rules for proceeding effectively. For example:
x Choose a neutral moderator (who need not be the LSC chair) to help the group carry
out the selection process.
x Base ratings of candidates on mutually agreed on priorities for the principal your
school needs, rather than on personal feelings about individuals.
x Arrive and start meetings on time.
x Raise your hand to be recognized when you wish to speak.
x Ask questions with respect. Speak one at a time, and listen when someone else is
talking.
x Agree to work through disagreements and stay with the selection process from
beginning to end.
x Encourage participation by all. Encourage others who have not yet spoken to voice
their opinions before those who have already spoken speak again.
x Be brief, avoid repetition.
x Respect each other and each other’s points of view and time.
28
Step 3. Confidentiality Agreement and Code of Conduct for Principal Evaluation
You should have each of the individuals who will be involved in your principal evaluation
process sign this agreement, which incorporates these requirements. Your LSC chairperson
should collect the signed agreements during your first LSC meeting regarding principal
selection. In addition, members should also monitor each other to ensure that all members
are adhering to the following requirements. A copy of this agreement is reproduced in
Appendix 6-1 and titled “Code of Conduct Agreement.”
Agreement based on materials developed by Designs for Change and PENCUL
Managing the Selection Process
The suggested steps in the principal selection process listed earlier reflect the complexity of
the task, which includes such activities as screening resumes, arranging candidate
interviews, visiting candidates’ schools, arranging candidate visits to your own school, and
arranging and leading a public forum.
29
Step 4. Determining Your School’s Priority Leadership Needs Linked to Research
about Effective Urban Schools and Principals
In selecting your principal, we suggest that your Principal Selection Committee defines a set
of priority leadership skills linked to research about effective urban schools and principals
that improve educational quality and improve student achievement.
Appendix 6-3 includes “LSC Principal Selection Process: Interview Questions Based on
CPS Principal Competencies.” It incorporates the Principal Competencies that CPS has
adopted as the central component for certifying individuals to become eligible to serve as
principals. Further, these competencies are scheduled to become the basis for annual and
end-of-contract principal evaluation forms in the future.
Appendix 5-1 presents the “Principal Performance Evaluation” that is the current basis for
annual principal evaluations, and is grounded in research about successful schools in
Chicago and across the nation.
Appendix 3-5 presents the “Great Schools Model: Five Fundamentals for School Success
Rubric,” which is the basis for developing the school improvement plan (SIPAAA) that is
being employed by the Chicago school system.
These three research-based documents have a great deal of overlap. We recommend that
your Principal Selection Committee reviews these documents and uses them as a resource
to reach a consensus on five to seven top priority skills that you are seeking in a principal
who can significantly improve your school at this point. The LSC is not required by state law
to use any specific set of skills identified by the Chicago Public Schools in choosing a
principal. The LSC can make its own decisions about the top skills that a new principal
needs.
Agree on a list of “Top Priority Principal Skills” and record them. While you should not limit
your focus in your principal search solely to these skills, they can become a central shared
focus for your principal search.
Further, your Principal Selection Committee should reach a consensus about the types of
past experience and accomplishments that would reflect a mastery of these skills.
30
Step 5. Preparing and Advertising Your Position Announcement
Once you are clear about the skills and experience you want your principal to have, you
must prepare a “Position Announcement,” which describes the priorities you have
developed in the form of a job description. You must advertise your principal opening in
the CPS Personnel Bulletin for 10 school days. For more information, contact the
contact the Office of Principal Preparation and Development (OPPD) at 773-553-1515.
We recommend that you request each candidate’s resume, along with a cover
letter explaining how his or her past experiences qualify the applicant for your
position. All candidates should send their letter and resume to the LSC member
designated in the announcement to receive these applications and to OPPD. When
the application period expires, the OPPD will send a list of all candidates for whom
they have received resumes and their eligibility status to become a principal. If an
LSC has questions about the eligibility process, contact OPPD.
We strongly recommend that you circulate your advertisement to universities,
national professional organizations, and other potential sources of candidates over
the Internet and that you search the websites of such Internet sources looking for
potential candidates.
While advertising in newspapers is desirable, school system policy requires that
LSC members pay for such newspaper advertisements themselves. Advertising
on the Internet is a free alternative that can effectively target some potential
principal candidates who don’t read the “CPS Personnel Bulletin.”
31
Step 6. Screening Candidates’ Resumes
Using the “Worksheet for Resume Screening” in Appendix 6-1, have all members of the
Principal Selection Team or a subgroup of the team review all of the resumes and
accompanying letters submitted. Then the group who reads them should discuss them, to
help ensure consistency.
You are looking for the key characteristics of these resumes and letters that you can use to
identify 10 to 12 individuals you want to interview. Here are some steps that you can take in
making decisions, based on these written materials.
x
Remind the group again about the need to avoid discrimination in the screening
process.
x
Refine the form title “Worksheet for Resume Screen,” so that the revised form
actually summarizes “Top Priority Principal Skills” that are specific for your principal
selection process.
Rate each candidate (looking at both the resume and
accompanying letter) on the indicted scale on the form from 1 to 4, with “1”
representing “no evidence that the candidate possesses this skill” and “4”
representing “strong evidence that the candidate possesses this skill.”
x
For the set of skills you have chosen, total up the number of points that the
candidate was given. Since all skills may not be equally important to your school,
this total should not be used as an absolute guide. Nevertheless, the total score
gives some indication as to whether there is a good match between your school’s
needed skills and the candidate’s skill.
x
Finally, note any errors in spelling or grammar-which could indicate that the
candidate has a limited ability to write well or that the writer was careless in
preparing his or her application and letter.
x
At the bottom of the form, indicate whether you conclude that the candidate definitely
should be interviewed, possibly should be interviewed, or should not be interviewed.
Once each member of the group has read the applications individually, divide them into
three groups, based on your enthusiasm about interviewing the person.
x
Identify those applicants for which the decision to interview is unanimous or nearly
unanimous.
32
x
Decide on others to be interviewed, with the group reaching consensus through
discussion.
Discussions about a specific candidate’s qualifications should take place in a closed
meeting but any candidate selections for interview should be voted on in an opening
meeting.
Those candidates who have not been recommended for an interview should be notified
as soon as possible that they are not being considered for the principal position at your
school. This notification should be sent within 3 business days of the selection committee’s
decision/recommendation.
Those candidates who have been recommended should be notified by phone and mail as
well. As you call them, you should find out when they are available over the next few weeks
to come in for their first interview.
Prior to an interview, you may want to do a telephone screen. Getting basic information
over the telephone before the initial interview can save you time during the interview.
33
Step 7. Principal Competencies
Develop and Articulate Belief System through Voice and Actions
x Engage staff, students, parents, local school council and community to work toward
developing and implementing a common vision
x Have ability to engage broad representation of school in strategic planning
x Lead by example, exhibiting high ethics and moral leadership and a strong belief
that all children can learn, regardless of perceived ability, gender, race, ethnicity,
color, sexual orientation, religion, and socioeconomic status.
x Involve parents and community in supporting and enhancing the instructional
programs of the school
Engage and Develop Faculty
x Develop teacher leadership within school
x Support staff development strategically to build internal capacity and capability
x Align staff development with school goals and district priorities
x Establish a community of learners
x Recruit and retain competent teachers and counsel out low performers
Assess the Quality of Classroom Instruction
x Know and have the ability to direct the implementation of successful literacy and
mathematic strategies school-wide
x Possess expert knowledge of a range of effective learning theories and practices,
with the ability to model practice, and coach and assist teachers to support
instructional improvement
x Have an understanding of and ability to lead standards-based instruction
x Be able to use data to improve instruction and student achievement
Facilitate/Motivate Change
x Possess an understanding of the change process both for individuals and for
organizations
x Possess a commitment to children and set high expectations for all students
x Be a self-starter and solid problem solver
x Possess strong interpersonal skills and be able to work with a diverse group of
people
x Be a reflective learner, consistently assessing his or her own work with an analytical
eye in order to continuously grow
x Facilitate shared accountability for results
x Possess the ability to use data in strategic planning, demonstrating the ability to
influence people to improve their practice
34
Balance Management
x Delegate effectively to achieve school objectives
x Manage budget, aligning resources with instructional priorities
x Manage operations to support instruction
x Have ability to analyze, design and implement classroom and school-wide
management and safety plans to create a safe, student-centered environment
35
Step 8. Conducting Competency-Based Interviews
Before the Interview
You will want to choose at least four to six people to ask the interview questions during the
first round of interviews. These interviewers will recommend candidates for the second
round of interviews. Other LSC and/or selection committee members may observe the
interviews. In deciding who should be part of the first interview team, think about whether or
not there is anyone who has had previous interviewing experience, and who has the
available time to participate in all the interviews? If possible, it is a good idea to require that
the all members of the interview team attend all interviews so that they are in a position to
compare the candidates with each other. Remember to abide by your operating
agreements to help you make the best decision. Review Tip Sheet on “Organizing Your
Selection Committee for Each Round of Interviews.”
x Determine which committee members will be conducting interviews.
x
Determine interview times.
x
Determine who will call the candidates to schedule the interviews.
x
Determine how your committee would like to conduct the interviews — for example,
one person asks all the questions or a panel takes turns asking questions.
Make certain that roles are assigned to members. There should be at least one member
of the panel who is responsible for each of the following tasks:
x Facilitating introductions between the candidate and the rest of the panel.
x
Asking the technical skill and competency-based questions.
x
Asking the follow-up questions.
x
Taking notes on the candidate’s responses.
x
Asking the candidate if he/she has questions, and answering them.
x
Keeping time to ensure that all the necessary information is covered within the
available amount of time.
36
x
Closing the interview, discussing next steps and letting the candidate know when
he/she should hear from the LSC, and thanking the candidate for his/her time.
Be sure that all interviewers have the materials needed for each candidate you will be
interviewing:
x
The candidate’s resume.
x
The Worksheet for Resume Screen (in case you have particular questions or issues
about the resume you need the candidate to address).
x
Your school’s list of “Top Priority Principal Skills.”
x
Reference Authorization Form.
You may want to practice doing competency-based interviews with your fellow committee
members.
Make sure you know which interview questions you are supposed to ask each candidate.
Remember that all candidates should be asked the same key questions about your “Top
Priority Principal Skills.” However, you will want to ask follow-up questions and additional
questions about individuals, based on their past experience.
Ask every candidate the same interview questions, based on your “Top Priority Principal
Skills.”
Make sure that you have a good understanding of how to conduct a competency-based
interview.
Make certain that you understand how you will be “scoring” each candidate on the
competencies.
Remember that you are gathering information about the candidate, but the candidate is also
gathering information about you and your school. Review your School Strengths Worksheet
so that you are aware of the selling points of your school.
37
Determine who will collect the Interview Competency Assessment Forms from each ot
the interviewers at the end of each round of interviews.
Assign someone to take detailed notes on what candidates say.
Review Tip Sheet on “Conducting Successful Competency-Based Interviews,” and Review
CPS (Office of Principal Preparation and Development) Interview Questions Based on CPS
Principal Competencies.
During the Interview
Do not pre-judge candidates.
x
Begin the interview by introducing yourself and your relationship to the school and
LSC. After the introductions, let the candidate do most of the talking while you
listen.
x
Appoint a timekeeper to manage the pace of the interview.
x
To ensure that you get complete answers, be prepared to ask follow-up questions.
x
Remember that all candidates should be asked the same key questions about your
“Top Priority Principal Skills.” However, you will want to ask follow-up questions and
additional questions about individuals, based on their past experience.
x
Do not ask discriminatory or illegal questions, if you do, you can open your
selection process to a legal challenge.
x
Have handouts available for candidates, such as the school’s mission statement,
the school paper, Web site address, local news articles on your school, information
about interesting school programs, etc.
x
Involve students in the process. Use students to tell candidates about the school,
conduct tours or serve refreshments.
x
Establish rapport with the candidate. When candidates feel relaxed and comfortable
in an interview, they often reveal more about themselves. The more information you
have about the candidates, the better your decisions will be.
38
x
Don’t forget to tell the candidate about your school. At the beginning of the interview
one of the interviewers should give a brief introduction of the structure of the
interview process. This is a good time to discuss your school’s strengths with the
candidates.
x
Since you have identified Top Priority Principal Skills that your are seeking in
candidates, the candidate interview is a chance to learn more about whether each
candidate is highly proficient in these skills.
To help the applicant focus, begin by saying something like the following:
We have reviewed your resume, and we are familiar with the major steps in your career. Could you
focus in on a few examples of professional activities in which you were involved that related to the
skills that we believe are most important in a leader for our school, as we described them in the job
announcement? Could you give us some very specific examples of how you have demonstrated that
you have used some of these hey skills effectively?
x
Does the applicant focus in to answer this question, or does he or she simply
summarize a set of experiences in his or her career?
x
Politely press the candidate for specific examples of real events from his or her
experience.
See if the candidate can go beyond general statements and
hypothetical examples to real examples based on actual experience.
x
You are trying to lead candidates to tell you specific stories about their own past
experiences. What people have done in the past is one of the best predictors of
what they will do in the future. If you can learn about the experiences candidates
have had with developing curriculums, establishing community relations programs,
or dealing with gang violence in their schools, then you will have a better idea of how
they might handle those issues within your school.
x
Turn the need into a question that begins with a phrase like: “tell me about a time
when...,” or “Give me an example of...” or “Describe a situation where you...”
x
Think of follow-up questions you can ask to get even more detail about the
candidate’s experience.
For example: What was the situation? What was your role? How were you able to...?
What was the result of? What were the difficulties you faced in ....? What did you
learn?
39
x
Repeat this same process of selecting and developing questions and follow-up
questions for all the key skills that your LSC has identified.
x
Another useful area you can explore is to ask: “What are some of the things you
would like to know about our school that would allow you to be an effective leader
here?” You can pursue this line of questioning by providing some data and/or by
citing some specific real problems you are trying to solve.
x
End the interview by asking whether there are questions that the applicant would like
to ask about the school that he or she hadn’t had a chance to discuss.
x
Spend most of your time listening to what the candidates have to say.
x
Recognize when candidates are not answering your questions directly and dig
deeper for the facts. As you will probably experience, some candidates like to speak
in generalities or tell you their opinions and wishes instead of telling you about
specific experiences they have had. Frankly, their opinions and future plans might
sound terrific, but you want to hear about what they have actually accomplished.
x
Remember to have each candidate sign the “Reference Authorization Form,” to
ensure that you have the candidate’s permission to interview individuals familiar with
his or her past experience.
After the Interview
Assess your top priority principal skills for each candidate directly after each of your
interviews while the information the candidate shared is still fresh in your mind. You may
want to build in 5 to 10 minutes to discuss your first impressions.
This form (or one you create) provides you with a place to score candidates on the
competencies, technical skills and specific experiences your LSC has chosen as selection
criteria. In addition, it provides you with a place to write your observations about the
candidate’s strengths and weaknesses, your concerns about the candidate, and your
recommendation for whether or not the candidate should be invited back for the next round
of interviews. Give the “Interview Competency Assessment Form” to the person on your
committee who is responsible for collecting them.
40
Hold a meeting to discuss the results of the interviews. You can learn more about this in the
Tip Sheet on “Analyzing the Results of Your Interviews and Selecting Candidates for the
Next Round.”
Determine who will call and send letters to inform the candidates who have not been
selected for future round of interviews.
Which candidates will you invite back for the next round of interviews?
x Does he/she meet the needs and requirements your LSC has established? (Be
prepared to discuss specific evidence.)
x
If yes, what are his/her strengths and weaknesses?
Keep these questions in mind as you proceed with your discussion.
Process for discussing the results of your interviews and selecting candidates for the
next round of interviews:
Each interviewer should review his/her interview notes (from Interview Worksheets if used)
in order to reacquaint themselves with the candidates’ qualifications.
Each interviewer should determine which candidates are not worth pursuing before the
selection committee begins their discussion.
Each interviewer should bring all notes, including their Interview Competency
Assessment Forms and Interview Worksheets, to this meeting so that they can cite
specific stories or examples given by candidates if necessary.
During the meeting where you are selecting candidates for the next round of
interviews:
x Review your summary of survey data (including school strengths, issues,
problems and needs) as a reminder of what you identified as school priorities and
what you identified as leadership skills your new principal needed before you began
to interview candidates.
x
Have everyone briefly share their opinions about how the interviews went. Solicit
comments on how using the competency-based interview questions felt and in
general what “worked well” and what “needed improvement.”
41
x
Determine which candidates received the highest ratings. Usually you can save
some time by eliminating the lowest rated candidates and only concentrating on
discussing the highest rated candidates. You can use the same technique that you
did when you were screening the candidates’ resumes.
A = Candidates that you are definitely interested in pursuing
B = Candidates that you have not made up your mind about
C = Candidates that you are not interested in pursuing
Discuss “A” candidates first, then the “B” candidates, and if necessary, move
on to the “C” candidates.
x
Discuss the positive things about these candidates.
Interviewers who gave the candidates particularly high scores in certain areas should
explain why they did so by sharing some of the examples of specific answers the
candidates gave during the interviews.
x
Discuss the negative things about these candidates.
Interviewers who gave a candidate a particularly low score in certain areas should
explain why they did so, based on what the candidate said or how she/he behaved
during the interview.
x
Discuss any mitigating factors that might have affected the scores given.
Discuss and record any concerns, questions, or issues you have about each of the
candidates so that these things can be addressed in the next round of interviews.
Determine which candidates you would like to invite back for the next round of interviews.
Invite 5 or 6 candidates back for the second round of interviews.
After each round of interviews, you should inform every candidate whether or not they will
be invited back for the next round. Inform them by telephone and by mail within 3-5 days of
the LSC’s recommendation/decision.
Remember: All votes related to candidate selection must be taken at an open meeting.
You do not, however, need to refer to candidates by name until your final decisions. You
can refer to them by number.
42
Step 9. Gathering Further Information about Promising Candidates Conducting
Competency-Based Reference Checks on Finalists
This part of the process is fairly simple and straightforward. However, it a critical step in the
hiring process and should not be skipped.
Use the Tip Sheet on “Conducting Successful Reference Checks.” Determine who will
conduct the reference checks. You should do this during the meeting where you are
selecting candidates to invite back for a second round of interviews.
Conduct
the references during the same time period that the second round of interviews is taking
place. Members of the committee who are not participating in the interviewing can do the
reference checking.
Get references from 3 sources:
x Contact the references the candidate provided.
x Contact an LSC member or members at the candidate’s former school to get
references.
x Contact one or more people at the candidate’s school you learn about through
investigation to get a reference — not named by the candidate.
Conducting a School Visit and Community Forum
x Get the school community involved in the principal selection process.
x Determine how you would like to conduct the school visit(s) and community forum
Use Tip Sheets on “Conducting a School Visit to Your Candidates’ Schools,” “Conducting a
School Visit at Your School,” and “Conducting a Community Forum.”
Be observant and pay attention to how well the candidates communicate and relate to staff,
students’ and parents.
The Community Forum allows you to see how well your finalist candidates think on their
feet and interact with staff, students, parents, business leaders, and other individuals from
the community.
If you are planning a visit to your candidates’ current schools, clear your visit with the
principal for 2 to 3 possible days but do not disclose the exact date of your visit.
When inviting the candidates to visit your school, utilize some of your school’s students to
assist in conducting the tours.
43
Step 10. Completing Your Principal Selection Process
If you have a selection committee that is not exclusively a committee of the whole LSC,
hold a closed meeting to do the following:
x
x
x
x
x
Discuss the principal’s traits; observe during the school visits and community forum.
Share and discuss your overall impressions of the candidates. Review all the
information you have gathered about each candidate to help you in making your final
selections.
Take a straw poll on the candidates, ranking them in order from 1 to 3, 1 being your
top candidate.
Discuss what addenda to the contract would be appropriate, either for all candidates
or for particular candidates.
Get the three finalists’ signed agreement to any addenda to the contract.
Hold an open meeting to do the following:
x Approve the final recommendations of the selection committee, indicating the three
finalists in order of preference.
If the entire LSC is on the selection committee, the LSC should hold a closed meeting to
do the following:
x
x
Discuss and decide upon addenda you would like to make to the Uniform Principal
Contract, for all candidates or for individual candidates. (We have discussed the
issue of developing addenda on page 6-6.. Also review the Tip Sheet on “Making
Additions to the Uniform Principal Contract and Negotiating Them with Candidates.”)
Take a straw poll on the candidates, ranking them in order from 1 to 3,1 being your
top candidate.
The entire LSC should hold an open meeting to take a formal vote to:
x
x
Determine which candidate to offer a contract to.
Approve contract addenda you have negotiated with that candidate.
Remember that the appointment of a new principal requires a public affirmative vote of
7 members of the LSC, excluding the student member of high school councils and the
current principal.
44
If your top candidate has received the required seven votes, complete the “Certification of
Principal Selection by Local School Council” and the Principal’s Performance Contract
during the meeting to make the vote official.
If no candidate receives the required seven votes, decide whether to submit the list of
your three finalists to CPS. This requires a majority vote of the council. If you do submit
the list and a principal candidate is selected by the CEO, this is your contract principal for
four (4) years.
If you do not submit the list, the CEO can pick an interim principal for your school who can
serve while you continue your search. You may begin your principal search process again.
If you have selected a candidate who gains the seven needed votes, you need to do the
following:
x
x
Have your top candidate sign five copies of the contract, as well as the addendum
that includes any additions your LSC has made to the contract.
Determine who will send the certification form and the signed contract (including
approved addenda) to CPS.
Ensure that CPS has received documentation of your selection on or before your deadline.
Congratulations! Your principal selection process is complete.
45
CONNECTIONS
For more information about principal selection, contact the Office of Local School Council
Relations, 773-553-1400.
Principal Selection Resources Online
The following websites provide information and resources to assist with this process.
From Chicago Public Schools
Description
CPS Office of Principal Preparation and
Development (773) 553-1515 Resources related to
eligibility and approved preparation programs for
CPS principals.
x Eligibility Requirements for Chicago
Public Schools Principalships Policy
x CPS Principal Competencies and
Success Factors
x Overview of CPS Principal Eligibility
Process
URL
http://www.oppdcps.com/
http://policy.cps.k12.il.us/documents/504.1.pdf
http://www.oppdcps.com/downloads/CPS_
Principal_Competencies_Success_Factors.pdf
http://www.oppdcps.com/downloads/Overview.pdf
Human Capital Initiative
Description of partners for and accomplishments of
initiative to recruit high-quality principals and
teachers.
http://www.hci.cps.k12.il.us
CPS Education Plan: Goal 2
Effective human resources strategies to help schools
meet Education Plan Goal 2—High Quality Teaching
and Leadership; how the district will support these
strategies.
http://www.edplan.cps.k12.il.us/goal2.html
Budget Training Resources for New Principals
Resources for budget monitoring and planning, and
who to contact at CPS and externally for budget
training resources.
http://bsc.cps.k12.il.us/budget.shtml
Contact the Office of Local School Council Relations, Chicago Public Schools, 125 S.
Clark Street, 5th Floor, 773.553.1400 for additional resource information. Also check the
Directory of Resources in this guide for information on how to contact organizations listed
here and in other sections of the guide.
46
From the Illinois State Board of Education
Description
No Child Left Behind/ISBE
Includes information and resources for implementing
and understanding all aspects of this legislation.
URL
ISBE Rules
Rules of the Illinois State Board of Education that are
currently in effect. With the exception of the items
discussed under “Rules Affected by Federal Court
Action,” the rules are listed in the order of their
appearance within the Illinois Administrative Code.
http://www.isbe.net/rules/archive/
http://www.isbe.net/nclb
47
APPENDIX 1
FORMS
48
Form 1
Sample Letter to the Principal Regarding the Contract Renewal Decision
Form 2
The Arbitration Process
Form 3
Code of Conduct and Confidentiality Agreement
Form 4
School Needs Questionnaire
Form 5
School Strengths
Form 6
Worksheet for Resume Screen
Form 7
Interview Competency Assessment Form
Form 8
Authorization for Reference Check
Form 9
Competency-Based Form for Reference Check
Form 10
Worksheet for School Visit to Candidate’s School
Form 11
Worksheet for School Visit at Your School
Form 12
Scheduling Form for Community Forum
Form 13
Certification of Principal Selection by Local School Council
49
Form 1
Sample Letter to Principal Regarding the Contract
Renewal/Non Renewal Decision
Date
Dear
,
The
Local School Council appreciates your
hard work and dedication to our students, staff, parents and community. We are very grateful to you
for your accomplishments in
According to the Principal’s Uniform Performance Contract and the Illinois School Code, the Local
School Council is required to notify you in writing of our decision regarding the renewal of your
contract at least 150 days before it expires. It is further required that a cumulative evaluation of the
past three years of performance be completed prior to that decision and serve as a basis for that
decision.
After complying with all aspects of the Principal’s Uniform Performance Contract and the Illinois
School Code, the
Local School Council’s renewal decision is as follows:
Renewal of the Principal’s Uniform Performance Contract for a four-year period
Non-Renewal the Principal’s Uniform Performance Contract for a four-year period
A copy of the recorded vote is attached.
The
Local School Council will evaluate you again regarding the
remaining term of your contract by May 1st of this year, according to the Principal’s Uniform
Performance Contract and the Illinois School Code. Therefore, we would appreciate your full
cooperation during the remaining term of your contract in maintaining an optimum learning
environment for our staff, students, parents, and community.
In closing, we appreciate your commitment to our school and look forward to opportunities to
collaborate as we further implement our vision.
For Non-Renewal Decisions Only
As you are aware the Principal’s Uniform Performance Contract and the Illinois School Code allow
for a review of this decision known as the Arbitration Process. You may contact CPS for more
information. Additionally, you are entitled to written reasons for our non-renewal decision by
February 22nd or 128 days before the expiration date of the contract. Please complete the attached
form with-in seven days of the date of this letter to allow the Local School Council sufficient time to
prepare these written reasons, if you wish to receive them. We wish you the best in your future
endeavors.
Sincerely,
LSC Chair
LSC Secretary
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Form 2
The Arbitration Process
In 1999 and 2000, the Illinois State Legislature changed the law regarding Local School Council’s
renewing of the principal’s contract to allow for a review-known as arbitration-of an LSC’s decision.
The following diagram outlines key activities and deadlines relevant to the arbitration process.
The Local School Council Decides Not to
Renew the Principal’s
The Local School Council Decides to
Renew the Principal’s Contract
Within 15 days of the LSC’s decision not
to renew, if the principal has received
a meets or exceeds from the general
superintendent or his designee, the
principal may request a review of the
LSC’s non-renewal decision by the
American Arbitration Association from
the general superintendent. This may
be done only once for this principal at
this attendance center.
Within 15 days of the LSC’s decision to
renew the principal contract, if the principal
failed to obtain a meets or exceeds from
the general superintendent or his designee,
the general superintendent may request a
review of the LSC’s renewal decision from
the American Arbitration Association. This
may be done only once for this principal at
this attendance center
Within 14 days, the general superintendent
forwards the request for arbitration to the
American Arbitration Association. Copies
are sent to the principal and each LSC
member.
During the period of the hearing officer’s
review of the decision, the LSC continues
the process to choose a contract principal
with the understanding that any contract
entered into is voidable or modified by the
hearing officer’s decision.
The Board will pay reasonable fees
for councils to LSCs.
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The Arbitration Process (Continued)
Parties to the arbitration are established
and a hearing officer is chosen and
agreed upon by each party.
Within 45 days after the request has been:
a. Made by the principal to the superintendent
OR
b. Made by the superintendent and is mailed to
the American Arbitration Association the
hearing shall begin.
The hearing officer shall conduct a hearing, which shall include:
a. A review of the principal’s performance evaluations, and other evidence
of the principal’s service at the school
b. Reasons provided by the LSC for its decision
c. Documentation evidencing views of interested persons, including,
without limitation, students, parents, LSC members, school faculty and
staff, the principal, the general superintendent or designee, and
members of the community
In light of the record developed the hearing officer shall decide:
a. That the decision of the LSC was arbitrary and capricious and the
principal shall be retained for a period not to exceed 2 years. OR
b. That the decision of the LSC shall stand as voted.
The decision of the hearing officer is final and may not be appealed to the Board
of Education or the State Board of Education.
Source: Illinois School Code Section 34-2.3
52
Form 3
Code of Conduct Agreement
I agree that I will not make any selection decisions on the basis of a person’s race,
color, ethnicity, national origin, religion, age, sex, marital status, parental status,
mental or physical disability (unrelated to job performance), finances, or sexual
orientation. Furthermore, I will not ask any questions or make any comments during
the evaluation that pertain to these topics.
I agree to adhere to the requirements of the Open Meetings Act.
I agree that I will conduct the principal evaluation process and make a selection
decision based on the best interests of the school as determined by the standards
stated in the Illinois School Code.
I agree that I will not conduct this principal evaluation process or make a retention
decision based on personal issues not related to standards stated in the Illinois
School Code.
Furthermore, I agree to keep all discussion, documentation, and information related
to the principal selection process completely confidential.
Name:
Date:
Agreement based on materials developed by Designs for Change and PENCUL
53
Form 4
School Needs Questionnaire
1. What are the school’s biggest problems, challenges, or needs?
2. How do you think a principal can best help us overcome those challenges or needs?
3. What are our school’s greatest strengths or success?
4. Is there anything else you can think of that will help us to find the best possible principal
for our school?
54
Form 5
School Strengths
The purpose of this worksheet is to identify selling points you can use to help candidates
become excited about the opportunity to be your school’s principal. You can use the
responses people gave on the School Needs Questionnaire/Survey and/or conduct a
brainstorming session to create your list of school strengths.
Some great things about our school are:
55
Form 6
Worksheet for Resume Screen
Complete this form as you review the resumes of potential candidates.
Your Name:
Candidate Name:
Date:
Top priority principal skills
Points
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4 Quality of Candidate Letter
1 2 3 4 Quality of Candidate Writing
Total Score =
Categorize the candidate in one of the following three groups by writing a letter on the
line below:
A = Candidates that you are definitely interested in pursuing
B = Candidates that you have not made your mind up about
C = Candidates you are not interested in pursuing
56
FORM 7
INTERVIEW COMPETENCY ASSESSMENT FORM
PRINCIPAL
Your School:
Interviewer:
Candidate’s name:
Date:
Stage of process just completed: 1st round interviews 2nd round interviews
Technical Skills and Specific Experience
Please rate the following skills according to this scale:
0 None 2 Minimal 4=Moderate 6
Good
8
Excellent
10
Exceptional
Behavioral Competencies
Please rate the following competencies using the competency scales
— 1.
— 2.
— 3.
— 4.
— 5.
— 6.
— 7.
— 8.
— 9.
Educational/Curriculum Leadership
Administrative Skills
Community Awareness/Involvement
Visionary Leadership/Change Management
Prioritizing Planning, and Organizing
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Communication Skills
Influencing/Motivating
Interpersonal Sensitivity
Results Orientation
SUMMARY
Candidates Strengths
Candidate Weaknesses
Key Concerns
Recommendations
Recommend to continue interviewing
Recommend not to continue interviewing
58
FORM 8
Reference Authorization Form
This form is to be signed by candidates during the first interview.
I hereby authorize
(name of your school) to investigate, discuss and verify my
educational and employment background with anyone, including but not limited to information
regarding my character, general reputation, and personal characteristics.
Candidates signature
Date
59
FORM 9
Competency-Based Reference Form
Use this form in contacting the references of your active candidates. You will be conducting the
reference checks for those candidates you have chosen to invite back for a second interview.
Reference name:
Candidate’s name:
Completed by:
Date:
Phone number of reference: ( )
Nature and length of the relationship:
What are the [candidate’s name]’s strengths?
What are the [candidate’s name]’s weaknesses?
One of our most important school needs is
are looking for someone who has a strong competency in:
, so we
How well would [candidate’s name] help us meet this need and in what ways?
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What difficulties would [candidate’s name] have in helping us meet this need?
Would you hire [candidate’s name] if you were in our position?
If not, why?
Yes No
If you were going to give us advice about how to work well with [candidate’s
name], what would it be?
[Ask about any concerns, issues or questions that arose during the
interview process here.]
Do you have any additional comments about [candidate’s name]?
61
FORM 10
Worksheet for School Visit to the Candidate’s School
This worksheet is to be filled out by the individuals who visit the candidate’s school.
Your name:
Date of visit:
Candidate’s name:
Name of school:
What observations did you make about the ways in which the candidate interacted with other members of
the school-administrators, teachers, and students?
How did the other members of the school seem to react to him/her?
In what ways did the candidate conduct him/herself that you particularly liked?
How did the candidate conduct him/herself differently than what you would have liked?
Are there any concerns or questions you had that were addressed during the visit. If so, what were they
and how were they addressed?
62
FORM 11
Worksheet for School Visit At Your School
Worksheet is to be filled out by the individual who escorts the candidate on the school visit at
your school. The worksheet contains two sections: the first section should include the escort’s
impressions of the candidate and how he/she conducted themselves throughout the visit; the
second section should contain the general impressions of those people who met the candidate
during the visit.
Your name:
Date of visit:
Candidate’s name:
For the escort:
In what ways did the candidate conduct him/herself well? (For example, the way that he/she interacted
with the children, the initiative he/she took in introducing themselves to the staff)
How did the candidate conduct him/herself differently than what you would have liked?
Do you have any concerns that arose from the school visit about the candidate and his/her ability to be
an excellent principal for your school?
63
For those who met the candidate during the visit:
Name:
Role (teacher, student, etc.):
Comments:
Name:
Comments:
Name:
Comments:
Name:
Comments:
Name:
Comments:
Name:
Comments:
64
FORM 12
Scheduling Form for Community Forum The following worksheet is to be used when
you call the finalist candidates to schedule the community forum. You should write in the
dates and times your LSC is available to host the community forum before you call the
candidates. Then, present those options to each of the candidates to see when they are
available. Finally, once you have matched everyone’s schedules, write in the final date,
time and location of the forum at the bottom of the page.
Your name:
Date:
To be completed before you call the candidates:
Dates & times LSC is available to host the community forum:
To be completed with candidates:
Candidates’ names:
Dates & times from the above list that each candidate is available for the forum:
Final date and of forum
Location of forum
65
FORM 13
CERTIFICATION OF PRINCIPAL SELECTION
BY LOCAL SCHOOL COUNCIL
66
Important Note: This form must accompany all Local School Council
Official actions pertaining to the principalship at the school.
Certification of Principal Selection by Local School Council
(Please type or print)
School:
Unit No.
Area:
Candidate’s Name:
Classifications for Contractual Principal:
New
Renewal
We, the members of the Local School Council, hereby certify that at our meeting of
,
Date
We voted*
to
(yes)
to
(no)
to select
(abstain)
.
Candidate
*(Please refer to the Guidelines for Principal Evaluation and Selection regarding the number of votes
legally required.)
There are
members currently serving on the LSC. There were
member(s) absent.
(Please indicate the number of LSC members, excluding the principal and, if a high school, the student
representative.)
The candidate is currently a(n)
Employee
Non-employee of the cps
Assistant Principal at above school
Name of departing principal:
Effective Departure Date:
We further certify that, as required by the Illinois School Code, a quorum was present, 6 for elementary
schools not including the principal or 7 for high schools not including the principal and student representative.
Further, we certify that we complied with the Open Meetings Act by posting public notice and an agenda for
the meeting at least 48 hours in advance (and, if a special meeting, provided written notice to each member);
and further, that the principal (and student representative if a high school) did not vote in the selection process
and was (were) not counted for the purpose of determining whether a quorum existed at the above meeting.
Signatures of Local School Council Members Voting for Candidate Named Above: Date:
1.
6.
2.
7.
3.
8.
4.
9.
5.
10.
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APPENDIX 2
TIP SHEETS
68
Tip Sheet 1
What Are Operating Agreements And How Do We Create Them?
Definition and purpose of operating agreements:
Operating agreements are standards that a group establishes for itself
Some of the reasons a group should create operating agreements are:
x to foster accountability among members of the group;
x to ensure that its meetings and processes run as efficiently and effectively as
possible.
Examples of operating agreements are:
x Be on time for meetings.
x Do not interrupt others while they are speaking.
x Tell the truth.
x Treat others with respect.
How to establish operating agreements
Think of operating agreements that you consider to be important in having a highly
functional group. If you have trouble coming up with ideas:
x Remember a time when you were part of a group process that was frustrating to
you. Why were you frustrated? What were the problems within the group?
x Remember a time when you were part of a group that functioned very well
together? Why was the group so successful?
9 Share your ideas with other members of the group.
9 Appoint someone to record everyone’s ideas.
9 Brainstorm with the group about any other operating agreements that have not yet been
mentioned.
x
x
x
After you finish brainstorming, review the list you have created to make certain that
everyone agrees that each of the ideas listed is important and should become
formal operating agreements for the group.
Appoint someone to write the final list and distribute it to all the members of the
group at the next meeting.
Having this list should remind each of you of the conditions and standards you
have agreed to follow throughout the selection process.
9 Agree that the group will be governed by these agreements.
9 Agree that the agreements will be in operation at all meetings and will be enforced by the
President or his/her designee.
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Tip Sheet 2
Learning How to Read and Analyze A Resume
Purpose of screening resume:
Most likely, your LSC will receive many resumes from candidates interested in your
principal position. You will have to use those resumes as a tool for narrowing your pool
of candidates. You need to be able to read and analyze a resume and identify whether
or not a candidate meets the minimum requirements.
Tips for analyzing a resume:
x Notice the grammar and spelling on the candidate’s cover letter and resume.
x Notice whether or not the person’s career path seems to demonstrate a track
record of advancement and successful leadership.
x Notice the length of time he or she has spent at all of his/her jobs.
9
9
9
9
x
Pay attention to the detail of the position descriptions.
x
Notice their educational background.
x
Notice the date that they began their most recent job.
x
How many jobs has he had compared to the total number of years he has worked?
At how many jobs has she remained for less than 3 years? Why were those jobs so brief?
Notice the job titles.
Do the titles indicate advancement?
9 Do the duties they describe seem to fit the duties of your opportunity?
9 Do their accomplishments indicate that they are superior performers?
9 Do the descriptions of their responsibilities match the level and seniority of their
positions?
9 Can you see, feel, and understand what they did on the job from day to day?
9 Are their degrees listed?
9 What is the quality of the schools they have attended?
9 Compare the dates of their degrees with their career history.
9 Do they list their certifications?
9
9
9
9
9
9
9
9
9
Is it recent? If yes, then this triggers a lot of questions:
Why are they interested in leaving their current position so quickly?
Does this indicate a problem in terms of their decision-making process?
Did they exercise poor judgment in making their last move?
If they were employed at their last company for more than seven years:
The likelihood that they will make a move of their own free will is significantly diminished.
The decision to leave their current employer will tend to be very difficult.
They are likely to be vulnerable to counter-offers.
If they have been with only one employer, they are more likely to have difficulty making a
decision to leave.
Is the candidate still employed? If not, is there any indication why?
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Tip Sheet 3
Organizing Your Selection for Each Round of Interviews
Now that you have begun screening candidates, it is time to get your selection committee
organized for the interviewing process. The following is a step-by-step process for how
to successfully organize your committee for each round of interviews.
x Decide which committee members will be conducting interviews.
x Block out times that those committee members are available to interview
candidates.
9 Keep in mind that, committee members could use a Saturday to do all of
the interviews for one round in one day.
x Decide who will call the candidates to schedule interviews.
x Decide how your committee would like to conduct the interviews: individual
interviews or panels.
9 If you are conducting panel interviews, make certain that roles are
assigned to members. There should be at least one member of the panel
who is responsible for each of the following tasks:
Facilitating introductions between the candidate and the rest of the panel
Asking the technical skill and competency-based interview questions
Taking notes on the candidate’s responses
Keeping time to ensure that all of the information is covered within the appropriate

x
Be sure that you have all of the interview materials you will need for each
candidate you will be meeting:
9
9
9
9
x
x
x
amount of time
Closing the interview, letting the candidate know when he/she should hear from
the LSC, and thanking the candidate for his/her time
The candidate’s resume;
The Worksheet for Resume Screen (if you have particular issues or questions about the
resume that you would like to address);
Interview Competency Assessment Form;
Reference Authorization Form.
Make certain you know and have marked on the Interview Competency
Assessment Forms which Technical Skills and Specific Experience and which
Principal Competencies you are responsible for assessing for each candidate.
Make certain you know which interview questions you are supposed to ask each
candidate. Remember that all candidates should be asked the same questions.
Make certain that you have received enough training and have a good
understanding of how to conduct a competency-based interview. If you have any
questions, now is a good time to ask!
71
Tip Sheet 3-Continued
x
x
x
x
Make certain that you understand how you will be using the scales to score each
candidate on the competencies.
Remember that you are gathering information about the candidate but the
candidate is also gathering information about you and your school.
Decide who will do the following task:
9 Collect Interview Competency Assessment Forms from the interviewers
at the end of each round.
As you conduct the interviews, remember to do each of the following tasks:
9
x
Ask about all of the technical skills and competencies you are responsible
for assessing;
9 Take good notes during the interview;
9 Complete the Interview Competency Assessment Form directly after
the interview is finished;
9 Hold a meeting to discuss the results of the interviews. You can learn
more about this in Tip Sheet 4: Analyzing the Results of Your
Interviews and Selecting Candidates.
Decide who will call and send letters to inform the candidates who have not been
selected for future rounds of interviews.
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Tip Sheet 4
ANALYZING THE RESULTS OF YOUR INTERVIEWS AND SELECTING
CANDIDATES FOR THE NEXT ROUND
Now that you have conducted your interviews, it’s time to decide which candidates you
will invite back for the next round of meetings. Remember that all votes related to
candidate selection must be taken at an open meeting.
This tip sheet will provide you with some hints about how to analyze the results of your
interviews and select those candidates you would like to meet again. The information
that follows applies to each round of interviews you conduct.
Through analyzing the interview results and discussing the candidates’ qualifications,
there are two questions that each of you will want to answer for yourselves about each
candidate the committee has interviewed:
x
x
Does he/she meet the needs and requirements your LSC has established?
If yes, what are his/her strengths and weaknesses?
Keep these questions in mind as you proceed with your discussion.
Process for discussing the results of your interviews and selecting candidates for
the next round of interviews:
(i) Obtain the Interview Competency Assessment Forms and Interview
Worksheets.
(ii) Take a few minutes to review the scores given to each candidate and the
comments written about each candidate in order to review the candidates’
qualifications.
(iii) Determine which candidates should not be pursued.
(iv) Contact the candidates and let them know through appropriated
correspondence whether or not you will be continuing the interview process
with them.
During the meeting when you are selecting candidates for the next round:
(i)
Everyone briefly share their opinions about how the interviews went, how they
felt using the competency-related questions and the kinds of problems or
difficulties they had.
(ii) Take a few minutes to review the compilations.
(iii) Determine which candidates received the highest ratings.
(iv) Usually you can save yourselves time by eliminating the lowest rated
candidates and only concentrating on discussing the highest rated individuals
in the group.
73
x
You can have the same technique that you did when you were screening the
candidates’ resumes.
9 A = Candidates that you are definitely interested in pursuing
9 B = Candidates that you have not made up your mind about
9 C = Candidates you are not interested in pursuing
x
Discuss the “A” candidates first, then the “B” candidates, and if necessary, move
on to the “C” candidates.
x
Remember that PENCUL recommends that, when possible, you select:
st
9 Up to 10 to 12 candidates for 1 interviews
nd
9 Up to 5 to 6 candidates for 2 interviews
9 3 finalist candidates
x
x
Discuss the positive things about these candidates.
Interviewers who gave the candidates particularly high scores in certain areas
should explain why they did so by sharing some of the examples the candidates
gave during the interviews.
Discuss the negative things about these candidates.
Interviewers who gave candidates particularly low scores in certain areas should
explain why they did so by sharing some of the examples the candidates gave
during the interviews.
Discuss any mitigating factors that might have affected the scores given.
Share any concerns, questions, or issues you have about each of the candidates
so that these things can be addressed in the next round of meetings.
Decide which candidates you would like to invite back or the next round of
interviews/meetings.
x
x
x
x
x
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Tip Sheet 5
Conducting Successful Competency-Based Interviews
There are several steps to be taken in conducting a successful competency-based
interview. The following information covers the basics you will need to remember as you
begin interviewing candidates. Try to review this tip sheet before each round of interviews
to refresh your memory about how to conduct a successful interview.
Step 1:
Why?
Establish rapport with the candidate
x
x
x
When candidates feel relaxed and comfortable in an interview, they often
reveal more about themselves. The more information you have about the
candidates, the better informed your decisions will be.
When you take the time to establish rapport, candidates feel more
positive about you and the interview.
Since one of these candidates could possibly be your next principal, you
want to give them a good impression by showing that you are interested
in them and what they have to say.
How?
x
x
x
x
x
x
x
Put candidates at ease by making “small talk” at the beginning of the
interview.
Treat them with complete respect.
Establish frequent eye contact with them.
Compliment them on anything appropriate that will encourage them to feel
good about themselves in the interview.
Listen and respond empathetically so that candidates feel as though you
understand their circumstances, feelings, and actions.
Encourage them to ask questions at any point during the interview.
Avoid using body language that might indicate to candidates that you are
not interested in them or what they are saying.
Step 2: Focus on gathering information about the candidates’ past experience
Why?
x As you have already learned, competency-based interviews should focus
on what candidates have done in the past because that is one of the best
predictors of what they will do in the future.
x Often times interviewers get caught up in candidates’ opinions about
certain issues, their wishes for what they will do on the job, or how friendly
they are. None of these things represent the candidates’ actual
experiences or abilities, which will be the best indicators of how they will
perform as your principal.
75
How?
x Draw candidates out as much as possible to gather information you need.
x Ask questions such as:
9
9
x
“Would you tell me about a time when...”
“Give me a specific example of...”
Ask follow-up questions that focus on the facts and details of the examples
candidates have given:
9 “What was the situation?”
9 “What did you do?”
9 “How did you feel?”
9 “What happened?”
9 “Walk me through exactly what you did next.”
9 “Why did you do that?”
9 “What were the results?”
9 “What did you learn?”
Take detailed notes on what candidates say.
These notes will be invaluable when it is time for you to rate candidates on
competencies, as well as when you discuss the candidates as a group to make
decisions about which individuals to invite back for the next round of interviews. Write
your questions down in advance of the interview so that you will be familiar with them.
Spend most of your time listening to what the candidates have to say.
Confirm your understanding of what they say by:
x Asking them questions
x Summarizing what they say and asking for confirmation. For example;
x “Let me make sure I understand. In the situation you described, first you... then
you...?”
Manage the pace of the interview so that you have enough time to cover all of the areas
that you are responsible for assessing.
Use complements as a means of redirecting the conversation and moving on to other
topics. For example:
x “Well it sounds like you did a great job with that. But I wanted to go back and
ask you about...”
x Be silent when necessary. There are times when you will learn much more by
silence than by talking.
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STEP 3: Recognize when candidates are not answering your questions directly
and dig deeper for the facts
Why?
As you will probably experience, some candidates like to speak in generalities or tell
you their opinions and wishes instead of telling you about specific experiences they
have had. Frankly, their opinions and future plans might sound terrific, but you want to
hear about what they have actually accomplished.
How?
When candidates speak in generalities:
Ask them to describe exactly what their own role was in the situation
You want to hear about what he/she did as distinguished from what other
members of a group did.
If candidates use terms like “always”, “usually”, and “never”:
Try to steer them away from generalizing and move them back to the details
of the particular situation they are describing.
x For both situations described above, use the question:
“Can you tell me exactly what you did in the situation you are
describing?”
When candidates give opinions rather than facts:
x Sometimes candidates will express their philosophies by saying things like,
“It is my belief that the student always comes first.”
9 When you hear statements like this, try to bring them back to specific
stories or examples.
9 Ask them to provide a specific example that will show their
philosophy in action.
x Sometimes candidates will offer opinions as a way to demonstrate their
abilities. They might say something like, “I don’t think we handled the
situation in the best way. I think we should have...”
9 When you hear statements like this, ask them to describe a situation
or experience where they took a proactive role and acted according
to their opinions.
77
STEP 4: Complete the Interview Competency Assessment Form
Why?
The Interview Competency Assessment Form provides a place for you to score
candidates on technical skills and specific experience and competencies your LSC has
chosen as selection criteria. In addition, it provides you with a place to write your
observations about the candidate’s strengths and weaknesses, your concerns about
the candidate, and your recommendation for whether or not the candidate should be
invited back for the next round of interviews. All of this information is critical to have
when you are making your selections.
How?
a. You should complete and Interview Competency Assessment Form for
each candidate directly after each of your interviews. This is the best time to
complete the form because the information the candidate has shared with you
is still fresh in your mind.
b. Write in the name of your school, your name, the candidate’s name, the date,
and which round of interviews you are conducting on the top of the form.
c. Rate the candidate on the Technical Skills and Specific Experience, using the
scale provided on the form.
d. Rate the candidate on the Behavioral Competencies you are responsible for
assessing. Refer to the Chicago Principal Competency Scales to help you
determines the numeric rating you would like to give.
e. Write down any strength you think the candidate possesses that will make
him/her an effective principal for your school.
f. Write down any weaknesses the candidate demonstrates.
g. Write down your key concerns about the candidate and his/her ability to be an
excellent principal at your school.
h. Indicate whether or not you recommend that the candidate continue in the
interview process.
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Final Tips about conducting competency-based interviews:
x Do not pre-judge candidates. Give every candidate a fair chance and listen with
an objective ear.
x Always begin the interview by introducing yourself and your relationship to the
school and LSC. But after introductions, let the candidate do most of the talking
while you listen.
x Be aware of how much time you will be able to spend with the candidate during
the interview so that you can manage the pace.
x Ensure that you get complete answers. You should feel comfortable asking
follow-up questions or pressing for specific examples if something is not clear or
if an answer is incomplete.
x Ask every candidate the same questions during the interview.
x Do not ask questions about a person’s race, color, ethnicity, national
origin, religion, age, sex, marital status, parental status, mental or physical
disability (unrelated to job performance), finances, or sexual orientation.
This is discriminatory and illegal.
x Have handouts available for candidates, such as: the school paper, website
address, local news articles on your school and other, information about
interesting school programs and activities.
x Thank candidates for taking the time to meet with you.
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Tip Sheet 6
Conducting Successful Reference Checks
References can provide meaningful insight to a candidate’s ability to perform a job
successfully. The types of candid insights you can obtain in the referencing process are
difficult to learn from a resume or from the interview process. Just as with interviewing,
gathering information from references is all about asking the right questions and
listening closely to the answers.
Process for conducting reference calls:
1. Decide who will conduct the reference calls.
2. Conduct the reference calls on all active candidates between the first and second
rounds of interviews.
3. Before you begin each of your calls, complete the top of the Competency-Based
Reference Form with the candidate and reference’s information.
4. Call the individual.
a. Tell him or her that you are calling to conduct a reference on
(candidate’s name) and ask if s/he has about 10 to 15 minutes to spend
with you. If not, ask when a better time would be to call back.
b. If s/he is not there, leave a detailed message about why you are calling
to make certain that s/he call you back promptly.
c. If s/he doesn’t call you back within a couple of days, call again.
5. When you begin the actual reference, introduce yourself, your relationship to the
school, and, in case s/he doesn’t know already, state the position for which
(candidate’s name) is being considered.
6. Give a little introduction to the type of referencing process you are conducting.
Inform him/her that you will be asking him/her to talk about the candidate’s
strengths, weaknesses, and work style.
7. Ask the individual what his/her relationship to the candidate is-how long they
have known/worked together, in what capacity, and specific projects they have
worked on together.
8. Proceed to ask the individual all of the questions listed on the CompetencyBased Reference Form.
9. Ask about any additional concerns, issues, or questions that your selection
committee have that might have arisen during the interview process.
10. Ask the individual for any additional comments he/she might have.
11. Once the reference seems to be complete, thank the individual for his/her time.
12. As you conduct the reference, it will probably be easiest to write the information
onto the Competency-Based Reference Form. But, if you choose to take notes
on separate paper, it might be helpful to write the information into the form after
the call is completed.
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Things to remember when making reference calls:
x There are legal issues involved in checking references, so the committee should
consider formally notifying candidates of when their reference check period will
begin. This clears up any confusion about who will be contacted and when
private information about candidates may be shared with others.
x Don’t allow written letters to serve as references. Letters rarely shed negative
light on candidates, and in addition, phone conversations allow you to ask
specific questions, hear verbal responses, detect emotional cues, and probe for
candid opinions. This direct communication is important.
x When you call references, inform them that any information that they share will
be confidential and discussed only among those individuals making the hiring
decision.
x Plan your phone conversation well so that you can listen to the answers rather
than think of the next question. Use the Competency-Based Reference Form
to help you plan.
x Be friendly and courteous on the phone. If you do not have good phone
manners, consider giving this responsibility to someone else. It is a rule of
thumb that people are generally more helpful and open to those with whom they
feel comfortable speaking.
x Don’t let the first reference you contact set the tone for all other conversations.
Regardless of how you feel about the candidate at the end of your first
conversation, you should be objective in your approach to each reference.
x Don’t be afraid to ask difficult and probing questions because they often provide
the most information.
Common problems with checking references:
Some references do not want to talk to you about former employees because:
x The might be following a policy that instructs them not to give any
information about former or current employees.
x They may fear that if they talk to you, they will reveal negative things about the
candidate and damage his/her chances for getting the position.
9
These are very difficult situations. You should try to relax, remain
positive, and get as much information about the candidate as you can. If
you are not able to properly conduct the reference interview, you might
consider asking the candidate for someone else to contact.
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x
x
“Smooth Talkers” will make any candidates look like the candidate of your
dreams. Try to listen closely to what these people are saying and detect
instances where they side step your question. Side-stepping questions means
the response to your question is positive but does not give you the information
you requested. Keep track of the issues these people try to evade.
Be sure to check all of the references, especially if your candidate gets mixed
reviews. If you feel as though one of your conversations was particularly
unusual, either unusually negative or unusually positive, use other references to
uncover inconsistencies.
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Tip Sheet 7
Conducting a School Visit to Your Candidates’ Current Schools
Visiting a candidate’s school and observing him or her at work is a great way to do a
first-hand reference check. It allows you to see how the candidate interacts with other
school administrators, teachers, and students. You can obtain a better understanding
of the candidate and the ways in which their experience at this school will or will not
contribute to their success as the principal of your school.
This type of school visit is optional. If you feel that you need additional information
about a candidate, then visiting the candidate’s school and observing the person at
work might be worthwhile. However, you might encounter some situations and schools
where this type of visit would be very difficult to conduct. Remember, the more
information you have to make your final selection, the better!
Process for conducting a school visit to a candidate’s current school:
Before the school visit:
x
x
x
x
x
Obtain permission from the building principal for the visit.
Decide who will conduct the school visit.
Agree on dates and times when you are all available to spend 2 to 3 hours at the
candidate’s school.
Call and inform the candidate that a few members of your LSC would like to visit
his or her school during a school day to observe them “on the job.”
9 Tell him or her the dates and times that you are available and ask for the
best time for him/her.
Assure the candidate that he or she should not schedule any special meetings
or affairs but that you are just interested in observing his/her everyday activity.
During the school visit:
9
9
9
9
9
9
Notice how the candidate interacts with other administrators, teachers,
and students.
Pay attention to how people seem to react to the candidates.
Note any ways in which they conduct themselves that you particularly
like.
Note any ways in which they conduct themselves that you don’t like.
Be aware of any questions or concerns that you have about them and try
to use this as an opportunity to either eliminate or confirm those issues.
Use the Worksheet for School Visit to the Candidate’s School to
write your observations.
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9
Although it may be difficult, try to take some notes as you make your way
through the school visit. Your observations will be much easier to
remember after you leave if you can jot down even small notes to remind
yourself of what happened.
9 If it is too difficult to take notes directly onto the worksheet during the
visit, then use the questions as a guide for the kind of information you are
trying to gather.
Write your notes and observations on the worksheet after the visit is over.
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Tip Sheet 8
Conducting a School Visit at Your School
Conducting a school visit for each of the candidates at your school is a great way for
you to see how well they interface with your school administrators, teachers, and
students. It is also a good way to make the school community feel like they are involved
in the principal selection process.
This type of school visit is optional, depending on the amount of time you have and
whether the circumstances at your school allow for organizing this kind of event. If you
are able to organize and conduct school visits for each of your candidates, keep in mind
that they ca include things like: visits to classrooms, a full tour of the facilities, and/or a
meeting with top administrators. You should only include those aspects of a school visit
with which you feel most comfortable.
Hints for conducting a successful visit:
x Discuss your plans to conduct a school visit well in advance with your current
principal and your Area Instruction Officer.
x Decide who will escort each of the candidates during school visits.
x Schedule separate school visits for each finalist candidate and plan on the visits
lasting up to three hours.
x Call candidates to schedule their visits to your school.
If you are including a classroom visit:
x Allow each candidate to select the classroom he or she would like to visit before
they come.
x Suggest to the teachers of those classrooms that they sit down with their
students and brainstorm about questions to ask the candidates ahead of time.
x If students are reluctant to stand up and ask these questions, present a list to
the candidates and ask that they just speak to the students and answer their
questions.
x Ask the teachers to allow the candidates to ask questions as well.
If scheduling a meeting with staff or school administrators:
x Plan in advance.
x Ask staff and administrators to sign up for the meeting ahead of time and limit
the total number of attendees to 10 people.
x Have the candidates start by saying a few words about themselves and their
vision for the school.
x Allow ample time for staff and administrators to ask questions.
x Allow the candidates to ask questions as well.
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If scheduling a facilities tour:
x
x
x
x
x
x
x
Make it clear that everyone present is free to ask questions and raise issues.
As the candidates are escorted through their visits, remember to write down your
observations about how well each of them maneuvers through all of the different
situations.
If possible, write these notes directly onto the Worksheet for School Visit at
Your School.
If you can’t really take the time to write your notes onto the worksheet, simply
use the questions as a guide for the kind of information you need to gather and
write your observations onto the form after the visit is over.
Be observant and pay attention to how well the candidates communicate and
relate to staff and students.
Talk to each candidate throughout their visit and learn about their impressions of
your school.
A school visit, especially a meeting with school administrators, may be stressful.
Try to make your candidate feel comfortable at all times.
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Tip Sheet 9
Conducting a Community Forum
A forum is the best way for the community to get involved with the selection process. It
is also a time when you can see how well your finalists interact with parents, business
leaders, and other individuals from the community.
You should have a forum in which all of the finalists participate. The location and time
of the forum should be publicized, in accordance with the Open Meetings Act, so that
anyone who would like to attend and gather more information about the candidates can
do so. The forum should take much the same form as a town hall meeting where
individuals can ask questions of each of the candidates.
Process for organizing a community forum:
x Schedule one forum in which all of the candidates will participate. It is a good
idea to stagger the candidates and bring them out in 15-minute intervals. This
way, each candidate can be introduced separately and has the same amount of
time in front of the audience.
x If you have not held a school visit, plan to take the candidates on a mini-tour of
the facilities when they come for the forum.
x Decide who will call each of the candidates to schedule the forum.
x Try to establish several different dates and times when most of the LSC
members are available to participate in the forum. This way, you will have some
flexibility in trying to schedule the forum with the candidates.
x Call the candidates to schedule the forum.
x Be sure to announce the forum at least 3-5 business days before it is schedules
to occur.
x Post fliers at the school, around the community, at the location of the forum, and
send the flier home with students.
9
x
Be sure to put the names of your finalists of the flier, as well as the
location and time of the forum.
9 To guarantee attendance, call a few key community leaders, and request
their presence.
You might want to ask each of the finalists to write a one-page summary of their
background, qualifications, and their vision for the school. If your community is a
bilingual community, ask the candidate to submit the summaries in two
languages. Hand out the summaries to all who attend the forum.
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The selection committee should not attempt to write these summaries. Put the burden
on the candidates to offer any personal information about themselves.
This is important because:
x Candidates are their own best advocates in the final round.
x Candidates must decide which personal information to disclose to the public.
x The selection committee must remain publicly objective, so that it cannot be
blamed for writing a better summary for one candidate than another.
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Tip Sheet 10
Making Additions To The Uniform Principal Contract And Negotiating Them With
Candidates
At this point, your LSC has taken an in-depth look at your school’s problems and needs,
and has determined the kind of principal it will take to successfully lead your school. As
a result of some of the things you have discovered during this process, you might wish
to add your school’s Uniform Principal’s Contract. The following information provides
you with some examples of the kinds of contract additions you might wish to make as
well as the process you should follow in making these additions and negotiating them
with candidates.
Examples of contract additions:
x The principal shall provide a budget performance report at each monthly LSC
meeting.
x The principal shall provide a monthly report on progress made towards meeting
the SIPAA goals.
x The principal shall visit each classroom at least two classroom periods in each
school year.
x The principal shall, by the first day of school, receive training to increase his or
her Spanish speaking proficiency.
Process for making additions:
x Based on what you have determined to be your school’s problems and needs,
brainstorm and discuss contract additions that you believe are integral to the
success of your school’s principal.
x Appoint one person to write down all of the ideas mentioned during the
discussion.
x After your brainstorming is complete, read the list you have created to determine
whether or not each of the ideas is truly important to add.
x Submit the contract additions to the CPS Law Department for review.
x Amend additions as necessary.
x Remember that any formal contract additions must be voted on in an open
meeting of the LSC.
x Present these additions to the finalist candidate(s) you have selected.
Candidates might disagree with some of the additions you have made, or might
suggest that you word them differently. Remember that finalizing your contract
additions should be a collaborative effort between you and the candidate.
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APPENDIX 3
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OFFICE OF PRINCIPAL
PREPARATION AND DEVELOPMENT
LSC PRINCIPAL SELECTION PROCESS
INTERVIEW QUESTIONS BASED ON
CPS PRINCIPAL COMPETENCIES
Note: During the interview, be sure to ask the candidate to explain any terms or concepts s/he uses and to
give specific examples of his/her experience with them, what the results were, and how s/he would apply that
experience to this school. It is up to the candidate to clearly communicate his/her knowledge, understanding,
and experience of school leadership with you. Also, follow up questions are bulleted after each main question.
This document is intended for use by Local School Council members only. It should not be shared, duplicated
or left for view by others.
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DEVELOP AND ARTICULATE BELIEF SYSTEM THROUGH
VOICE AND ACTIONS
Engage staff, students, parents, local school councils and community to work toward
developing and implementing a common vision
Describe your vision for this school.

What are some of the obstacles you have experienced in working towards a
common vision? How have you overcome these obstacles?
Have ability to engage broad representation of school in strategic planning
How would you involve teachers in planning school improvement?
You’ve told us what you would do. Now tell us what you have actually done.
What do you consider to be key decision-making strategies?
Tell us about a difficult decision you have made and what the outcomes were.
How will you involve parents in the work of the school?
What have you done to involve parents? What were the results?
Lead by example, exhibiting high ethics and moral leadership and a strong belief that all
children can learn
Cite a time where you modeled by example a strong belief that all children can learn.
Involve parents and community in supporting and enhancing the instructional programs of
the school
Describe how you have involved parents and/or community in supporting an
instructional program of the school.
Answers that demonstrate competency might include any of the following:
x
Describe your vision
o A sense of urgency and/or passion about providing high quality education for all
children
o Inclusiveness of the LSC, parents, staff, and community
o A desire to motivate others
o A strong belief that what is best for students comes first
o Ability to clearly articulate values and beliefs
o Experiences with collaboration and team building
x
Teacher involvement in planning school improvement
o Inclusiveness of all staff
o Using teacher expertise
o Organizing for effective teamwork
o Encouraging and supporting a belief of what is best for the school/students
o Shared responsibility
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x
Key decision-making strategies
o Involving those who will be affected by the decision
o Using leadership team approach
o Collaboration
o Soliciting input from staff, students, and parents
o Keeping staff and LSC informed of decisions and reasons as appropriate
x
Parent involvement
o An understanding that parents play a key role in supporting academic growth
o An understanding that parents want to feel heard
o A sense of respect
o A willingness to communicate
o Going beyond fund-raising
o Establishing a welcoming school climate
o
Supporting activities that help parents help students (i.e. Family Reading Nights)
o Communications to parents from teachers and principal
o Involving parents as helpers, presenters, tutors, and leaders
o Good listening skills
x
Strong belief that all children can learn
o Inclusion of special needs students, second language learners, etc. in all Programs
o Use of data to analyze and plan for needs of all students
o How high expectations were set and communicated
x
Involving parents/community in supporting the instructional programs
o Supporting activities that help parents help students (i.e. Family Reading Nights)
o Maintaining open communications with parents and community
o Communicating school wide achievement trends to parents
o Involving parents and community members as tutors and classroom assistants
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ENGAGE AND DEVELOP FACULTY
Develop leadership within school
How would you build teacher leadership within the school?

Give an example of when you purposefully planned an opportunity for
teachers to have increased involvement in decision-making.
Support staff development strategically to build internal capacity and capability
How do you make decisions on what professional development teachers need?
Identify a way in which you have helped teachers grow professionally.
Align staff development with school goals and district priorities
Describe a staff development initiative for which you had responsibility in designing and
implementing. Include how decisions were made as to the focus of the staff development.
How would you ensure that staff development is aligned with the SIPAAA and
the goals of the Chicago Public Schools?
Establish a community of learners
What experiences do you have in helping teachers learn and work together?
What were the results? What made this effective?
Recruit and retain competent teachers and counsel out low performers
What essential characteristics would you look for when hiring a teacher?
How would you attract high quality teachers to this school?
Tell us specifically what you would do to retain competent teachers in this school.
How would you deal with a mediocre teacher?
Can you tell us about a specific time you have effectively overcome teacher
resistance to change?
Building teacher leadership
Shared decision-making
Teachers designing the professional development for the staff
Establishing a school leadership team
Providing teachers with the opportunity to lead committee work and school-wide
projects
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Teacher professional development
Using data to make decisions
Understanding adults as learners
Providing regular common planning time for grade level teachers or departments
Discussion on how planning time is used
Teacher involvement with determining and providing staff development
Supporting peer collaborations and projects
Providing formal and informal feedback
Facilitating teacher reflection on their practice
Encouraging teachers to attend educational conferences, pursue additional
certification, and/or graduate degrees
Aligning staff development with school goals and district priorities
Using student achievement data and SIPAAA goals to plan staff development
Working with Area Reading and content specialists in planning and/or
implementation
Visiting classrooms to be sure that staff development is being implemented
Helping teachers learn and work together
Common planning time for grade level teachers or departments
Reasons teacher collaboration is important
A belief that teachers want to be good at their work
Supporting peer collaborations and projects
Regularly reading and discussing professional books, research or educational
articles as a faculty
Essential characteristics when hiring a teacher
A focus on teacher potential to collaborate
A risk taker
Leading others
Integrity and a commitment to students
A willingness to learn
A passion for the work
Ability to communicate effectively
Dealing with a mediocre teacher.
Frequent classroom observation and accurate documentation of key instructional
issues
Concrete feedback to teacher based on observation and focused on specific
strategies to improve
Facilitating support from a lead teacher or a mentor teacher
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Reviewing student work samples, assessments, and lesson plans with teacher to
provide feedback for improvement
Holding all staff accountable for continuous gains in student achievement
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ASSESS THE QUALITY OF CLASSROOM INSTRUCTION
Know and have the ability to direct the implementation of successful literacy and
mathematic strategies school-wide
What have you done specifically to promote literacy as a school leader?
What were the results?
What have you done specifically to integrate the teaching of mathematics and
language arts?
Possess expert knowledge of a range of effective learning theories and practices,
with the ability to model practice, and coach and assist teachers to support
instructional improvement
Identify ways in which a principal can help teachers improve instruction.
Give a specific example of when you have helped a teacher improve. How did
you do it? What were the results?
How will you specifically address the diverse learning needs of this community?
How will you ensure that all students, English language learners and those with
special needs, receive the same rich curriculum and learn in an integrated
environment?
Have an understanding of and ability to lead standards-based instruction
Explain your understanding of standards-based instruction and how you would expect it to
improve instruction?
In what ways have you helped teachers align their work to a learning standard?
What were the results?
Be able to use data to improve instruction and student achievement
How have you helped teachers understand how to use data for decisionmaking?
What data have you used? What were the results?
Actions to promote literacy
o
Establishing a school-wide focus on reading and writing
o
Providing students with opportunities to display and share their writing
o
Being able to describe what good reading and writing instruction looks Like
o
Reviewing classroom-based assessments with the teachers
o
Looking at student work with teachers; conducting teacher observations
o
Providing professional development to staff to support professional growth in
literacy
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Actions to integrate mathematics and language arts instruction
Establishing a school-wide focus on mathematics, and the integration of math
and language arts
Being able to describe what good mathematics instruction looks like Reviewing
classroom-based assessments with the teachers
o
Looking at student work with teachers; conducting teacher observations
o
o
o

Helping teachers improve instruction
Classroom observations and follow-up teacher conferences
Reviewing and discussing lesson plans and student assessments
Looking at and discussing student work samples with teachers
Formal and informal feedback
Forming teacher collaborations to support professional growth
Facilitating teachers’ reflection on their practice
Expecting active student learning
Expecting students to talk about their learning
Teachers evaluating student work products together
Diverse learning and leadership needs
Inclusiveness
Efforts to reach out to stakeholders
Experiences in supporting multicultural education, English language learners and
special education students
o
Soliciting feedback from the LSC on unique needs of school
o
Examples of collaboration
o
Building trust
o
Setting and ensuring a tone of respect
o
o
o
o
o
o
o
o
o
o
o
o
o
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Understanding of standards-based instruction
Experiences in helping teachers know the learning targets for which they are
responsible each year
o
Ensuring teachers know how to use standardized test data to target instruction
o
Initiating and supporting curriculum committee work to ensure instructional
coherence
o
Integrating technology into teaching and learning
o
Establishing and supporting student-centered learning environments
o
Expecting to see displays of authentic student work
o
Clearly communicating academic expectations to students and Parents
o
Publishing and celebrating student work and progress
o
Using data to improve instruction
o
Using ITBS, ISAT (elementary) or PSAE, ACT (high school) data
o
Ensuring teachers know how to use standardized test data to target Instruction
o
Using student work samples, teacher-made assessments
o
Disaggregating data to analyze needs of student subgroups
o
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FACILITATE/MOTIVATE CHANGE
Possess an understanding of the change process both for individuals and for organizations
In what ways can a principal help a school make purposeful and sustained academic
improvement?

Describe an experience you have had in facilitating and motivating a specific change
in a school. What were the results?
Possess a commitment to children, setting high expectations for all students
Why do you want to be the principal of this school?

What specific experiences do you have that have prepared you to take on the
role of principal in this school?
How can a principal raise academic expectations?
Describe the discipline program you would implement in this school.
Be a self-starter and solid problem solver
Describe a time in which you have initiated something you believed was important.
What obstacles did you have to overcome?
How would you go about solving a challenging problem in the school?
Describe a time you have involved others in solving a specific problem.
were the results?
What
Possess strong interpersonal skills and an ability to work with a diverse group of people

What are your strengths in communicating and working with people?
What one area of interpersonal skill would you improve about yourself? How do you
plan on doing so?
Be a reflective learner, consistently assessing his or her own work with an analytical eye in
order to continuously grow

What do you do to maintain your own professional growth?
What professional book are you reading right now? How will you apply your new
knowledge to this school?
What do you believe are the characteristics of a great principal?
How have you demonstrated these characteristics in your work thus far?
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Facilitate shared accountability for results
How do you get faculty and staff to support and actively work on school improvement goals?
x
Give an example of when you have facilitated all teachers taking responsibility for
school-wide goals. What were the results?
Possess an ability to use data for strategic planning, demonstrating the ability to influence
people to improve their practice
How have you used data to strategically plan for a school improvement?
Understanding the change process for individuals and organizations
x
Making decisions based on data
x
Showing an understanding of adults as learners and the adult change process
x
Involvement of teachers and staff in planning for change
x
Management and support of a specific change
x
How change was evaluated for effectiveness
x
Communication and collaboration across the school community
Reasons for wanting to be principal
Knowledge of local school needs
A vision for the school
A strong commitment to school improvement
Specific experiences with the improvement process
An ability to communicate clearly
A willingness to collaborate, take risks, and challenge mediocrity
A respectful and tolerant attitude
A sense of humor
Raising academic expectations
Clearly communicating expectations to students and parents
Establishing and supporting student-centered learning environments
Expecting to see displays of authentic student work
Expecting to see active student learning
Expecting to see students talking about their learning
Teachers evaluating student work products together to discuss level of rigor and
challenge in an assignment
Ensuring all faculty members have high expectations for all students
Setting a tone of respect for students, teachers, and parents
Expecting professional and courteous behavior from faculty and staff at all times
Expecting faculty conversations to be about teaching and learning
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Experience as an initiator
Maintaining a focus on student achievement
Bringing in additional human and financial resources to improve achievement
Thinking outside the box
Encouraging innovation
Overcoming obstacles to taking action
Solving a challenging problem
A clear and logical process for addressing problems
Evaluates possible solutions before acting
Analyzes results
Follows through as needed with communication and support
Solicits input from relevant parties
Strengths in communicating and working with people
An ability to reflect
A commitment to self-improvement
Honesty and integrity
Self-awareness
A realistic sense of limitations
A sense of humor
Tolerance
An understanding of adults as learners
Acceptance of others
Listening skills
Empathy
Maintaining professional growth/Keeping up in your field
Maintaining a grasp of current educational research and trends
Specific experiences in professional organizations as leader or participant
Life-long learner
Characteristics of a great principal A strong focus on instructional leadership
An understanding of staff development and adult learning
Respect
Dedication
Tenacity
Courage
Knowledge of the roles and responsibilities of the principalship
Integrity
Student-centeredness
Sharing responsibility
An ability to communicate clearly
Inclusiveness of the LSC, staff, and parents
Passion/commitment
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A sense of urgency for the work
Organizational skills
Shared decision-making
A willingness to take risks and make hard decisions
Having high expectations for students and staff
Holding others accountable for the quality of their work
Facilitating shared accountability
Encouraging and promoting a sense of ownership for what happens in the school
Building teams and collaborations within and across grade levels
Acknowledging and celebrating student work and successes
Whole group faculty meetings focused on school-wide improvement goals
Establishing a climate of teamwork, collaboration, and shared responsibility for
every student
Setting the focus on learning
Using data for school improvement
Using a variety of data to help make instructional decisions
Expecting teachers to use data regularly to target the needs of students
Ongoing monitoring of progress in programs aimed to improve student
achievement
Ensuring the use of multiple assessments, including performance-based
assessment
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BALANCE MANAGEMENT
Delegate effectively to achieve school objectives
Describe the school leadership team you would form.
x
What do you think is the role of the leadership team?
What are some responsibilities or decisions that you feel are the sole responsibility of the
principal?
x What kind of feedback will you seek before making these decisions?
Manage budget, aligning resources with instructional priorities
What will you do to ensure that the budget supports the school’s instructional priorities?
x What are your experiences with developing a school budget?
Manage operations to support instruction
How do you keep a school running smoothly so no interruptions of learning are permitted?
x
For what management and operations tasks have you had school-wide responsibility?
How will your experience benefit this school?
Have ability to analyze, design and implement classroom and school-wide management and
safety plans to create a safe, student-centered environment
Describe any involvement you have had in writing and/or implementing your school’s safety plan.
Forming the school leadership team
Sharing responsibility
Involving staff is decision-making
Encouraging brainstorming, problem-solving and decision-making among staff
Maintaining a focus that all roles and responsibilities support the instructional
goals
Delegating effectively
Informing the LSC of school programs, projects, and progress
Realistic about the focus on accountability
Knowledgeable of Board policies and procedures
Understanding of what can be delegated and what can not be delegated
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Budget supporting the school’s instructional priorities
Experience in developing a school improvement plan and aligning the budget to
that plan
Experience in monitoring a budget
Collaborating with others on budget decisions
Communicating budget priorities and limitations to staff and LSC
Keeping a school running smoothly
Developing schedules that maximize learning time
Knowledge of establishing safe school environments
Efficient use of time
Appropriate use of technology resources
Ensuring a clean and secure environment
Ensuring staff mastery of classroom management strategies
Ability to anticipate, prevent, and/or deflect crises or issues that interrupt the
school day
School safety plan
Knowledge of establishing safe school environments
Strategies for establishing a safe and secure environment
Ensuring staff mastery of classroom management strategies
Knowledge of CPS’ safe school plan expectations and procedures
Knowledge of emergency and crisis management
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