Leadership Team Membership

Composition of staff membership:

• School Principal –
• Members of the professional staff to include the following:           
  • One Assistant Principal,
  • Instructional Staff,
  • Instructional Support Staff,
  • Instructional Assistants
  •  
• Composition of Parent Membership:
• The parent membership must reflect the racial, geographical and socioeconomic status of students in that school.
• One parent must be the PTA President or designee.

Duties of the School Leadership Team

Although the School Leadership Team is not directly involved in the day-to-day operations of the school, it is involved in a number of tasks that affect the operation of the school.

The School Leadership Team:

Facilitates the development of the School Improvement Plan

Monitors, assesses and amends the School Improvement Plan

Advances policies and procedures that enhance achievement and meet educational, safety and parent involvement goals

Facilitates communication within the professional learning community

Builds the capacity of the school to address parent and staff concerns

Builds the capacity of the school to improve in the following areas:

High Academic Achievement

Effective Educators o Adequate Resources and Facilities

Safe and Orderly Schools o World-Class Service

Strong Parent and Community Relations

THE S.L.T. Q&A

THE BASICS of School Leadership Team  

 Q1: Does my school need to have an SLT?

A1: Yes. There must be an SLT in every New York City Public School. SLTs are important structures for collaborative school-based decision making. (See CR A-655, Section I). back to top

Q2: I am part of a new school community? 
How do we establish our SLT?

A2: The school must establish a PA/PTA before establishing the SLT. The PA/PTA is established following the process contained in Chancellor’s Regulation A-660. Once the PA/PTA is established, the school must take the following steps: 1. The principal, UFT Chapter Leader and PA/PTA President must work together to draft bylaws for the SLT. 2. Each of the constituent groups must elect member representatives based on the team composition established in the newly drafted bylaws and Chancellor’s Regulation A-655 (which outlines the required composition for SLTs). 3. Once all team members have been identified, the SLT must review and adopt the team’s bylaws (the bylaws may be amended at this time to meet the needs of the team). back to top

Q3: How do SLT members receive annual remuneration? 

A3: SLT members, including students and Community Based Organization (CBO) representatives, are eligible to receive an annual remuneration of $300 for completing 30 hours of service on the SLT and attending a training session. Team members may satisfy this training requirement by attending a live training session or viewing a webinar training. Team members who serve less than 30 hours may request remuneration on a pro-rata basis. However, team members who contribute more than 30 hours will not receive more than the $300 allotment. Team members are responsible for ensuring that all records documenting the number of hours served are submitted to the chairperson for processing. Team members will be asked to complete a remuneration log form, provided by the school, in the spring of each school year. Individual team members may choose whether to accept or waive the annual remuneration and donate the funds to be used for other school purposes. back to top

Q4: Are there leadership positions on the SLT? 

A4: The SLT uses consensus-based decision making to ensure that all voices are heard and all members have an equal opportunity to participate. There are, however, positions to help the SLT operate effectively. The SLT must have a chairperson or co-chairpersons and a secretary. Many SLTs decide to establish additional positions to fulfill other duties for the team. Check your team’s bylaws to see which positions your school’s SLT has established and to read the duties of each position. The SLT must reach consensus to select members to serve in these roles. back to top

Q5: What is the role of the SLT chairperson? 

A5: The chairperson is responsible for: · scheduling meetings · ensuring that team members have the information necessary to guide their planning · focusing the team on educational issues of importance to the school · ensuring that all team members have an opportunity to be heard · other duties, as defined in the SLT bylaws back to top

Q6: What is the role of the SLT secretary? 

A6: The chairperson is responsible for: · sending SLT meeting notices · recording the minutes of SLT meetings · maintaining the meeting minutes at the school and providing a copy to the school’s PA/PTA · other duties, as defined in the SLT bylaws. back to top Team Composition

Q7: How many people should be serving on my school’s SLT? 

A7: The SLT should have a minimum of 10 members and a maximum of 17 members. The exact number of members on your school’s SLT is set forth in the team’s bylaws. However, the SLT must have an equal number of parents and staff members. back to top

Q8: Who is eligible to serve on my school’s SLT? 

A8: There are three members of the school community who are mandatory members of the SLT: (1) the principal, (2) the Parent Association/Parent-Teacher Association President, and (3) the United Federation of Teachers Chapter Leader. The balance of the team is comprised of elected parents and staff members. The SLT must have an equal number of parents and staff. The SLT may also include students (a minimum of two students is required in high schools) and representatives from Community Based Organizations (CBOs) that work with the school. Students and CBO representatives do not count when determining if a team has an equal number of parents and staff. The exact composition of your school’s SLT is set forth in the team’s bylaws. back to top

Q9: I’ve heard that SLTs must be balanced. What does that mean? 

A9: It means that your school’s SLT must have an equal number of parents and staff members. Don’t forget to count the mandatory members when determining if the team is balanced. For example, the diagram below represents a balanced, thirteen-member team: 5 parents, 5 staff members, 1 CBO representative, and 2 students. back to top

Q10: How are members elected to serve on the SLT? 

A10: Parents and staff are elected by their own constituent groups in a fair and unbiased manner determined by each constituent group. Elections must be advertised widely with reasonable advance notice. Elections must be open to all members of the constituent group (e.g., PA/PTA, CSA, UFT, DC-37). back to top

Q11: Who is eligible to be elected by the school’s PA/PTA to serve on the SLT? 

A11: Parents from the school are eligible to be elected to the school’s SLT by the PA/PTA. A parent is defined as a parent (by birth or step-parent), legally appointed guardian, foster parent or person in parental relation to a child. A person in parental relation refers to a person who has assumed the care of a child because the child’s parents or guardians are not available, whether due to, among other things, death, imprisonment, mental illness, abandonment of a child, or living outside of the state. Parents may not serve on the SLT as a parent member in school in which they are employed. Parents who have children attending more than one school may be elected to serve on each school’s SLT. back to top SLT: 13 Members Parents PA/PTA President* Elected Parent Elected Parent Elected Parent Elected Parent Staff Principal* UFT Chapter Leader* Elected UFT Member Elected UFT Member Elected DC-37 Member Other CBO Member Student Member Student Member

Q12: Can the school’s parent coordinator serve on the SLT? 

A12: No. The parent coordinator may not serve as a member of the SLT in any capacity in the school where they are employed. However, the parent coordinator may be invited to attend meetings as an observer or presenter. The parent coordinator may also be asked to serve on an SLT subcommittee

Q13: I don’t think my school’s SLT bylaws are compliant with Chancellor’s Regulation A-655. What should we do? 

A13: Chancellor’s Regulation A-655 governs the formation of SLTs in every New York City public school. CR A-655 requires SLTs to develop bylaws to provide clear and consistent direction about team organization and responsibilities. The SLT should review the bylaws at least every two years. If, after a review, the team concludes that the bylaws must be amended, the team may do so by following the amendment provision included in the bylaws. All amendments must be made by consensus and may not conflict with CR A-655. The team should review the SLT Bylaws Template, included as Attachment 4 of CR A-655, when developing bylaws or making amendments. For more information about areas that must be addressed in the SLT bylaws, view the “SLT Foundations” webinar training on the SLT webinar training page. back to top

Q14: How often should my school’s SLT meet? 

A14: The SLT should meet at least once a month during the school year. The team may find that monthly meetings provide sufficient opportunity to achieve its goals. However, many SLTs find it necessary to schedule more frequent meetings. SLT meetings must take place on school or DOE premises and be scheduled at a time convenient to the parent members. The SLT bylaws should specify the day and time of the monthly meeting (e.g., “The SLT shall meet on the first Thursday of every month from 4:00pm – 6:00pm”). The SLT should make every effort to adhere to the bylaws when scheduling meetings. For more information about areas that must be addressed in the SLT bylaws, view the “SLT Foundations” webinar training on the SLT webinar training page. back to top

Q15: At the last SLT meeting, the team voted to do something I don’t agree with. What should I do? 

A15: SLTs must use consensus-based decision making as their primary means of making decisions. Using this type of collaborative problem-solving helps ensure that team members do not feel left out. Consensus-based decision making keeps members from disconnecting from the work of the team. If SLT decisions are made by only a few team members (i.e., majority rules), those left out of the process will not feel invested in the final work product and will have no incentive to see that the team is successful. The responsibilities of the SLT are too important to students for even one member to feel disenfranchised. For more information about implementing a successful consensus-based decision making model, view the “SLT Foundations” webinar training on the SLT webinar training page. back to top

Q16: What is the quorum for SLT meetings? 

A16: The SLT must ensure that the quorum for meetings is specified in the team’s bylaws. The quorum may include requirements such as mandatory representation from all constituent groups, or the presence of the three mandatory members or their designees. However, a simple quorum setting forth the minimum number of members necessary to conduct business is sufficient. For more information about areas that must be addressed in the SLT bylaws, view the “SLT Foundations” webinar training on the SLT webinar training page. back to top

Q17: I was just elected to serve on my school’s SLT. How long is my term?

A17: The term length for elected members must be specified in your school’s SLT bylaws. Most SLTs opt for two-year terms. The term length set in the bylaws does not apply to the mandatory SLT members. . For more information about areas that must be addressed in the SLT bylaws, view the “SLT Foundations” webinar training on the SLT webinar training page. back to top

Q18: I just completed my second term as an elected member on my school’s SLT. Can I run again? 

A18: Maybe, depending on your SLT bylaws. Check the bylaws to see if your school’s SLT has put term limits in place. For more information about areas that must be addressed in the SLT bylaws, view the “SLT Foundations” webinar training on the SLT webinar training page. back to top Team Responsibilities

Q19: What does my school’s SLT do? 

A19: The SLT is responsible for developing the school’s Comprehensive Educational Plan (CEP). The CEP development process requires teams to (1) use relevant data to assess and prioritize school needs, (2) set goals to meet school needs, (3) develop action plans to achieve goals, (4) implement action plans, (5) assess interim progress, and (6) evaluate overall plan effectiveness. The SLT is also responsible for ensuring that the CEP is aligned with the school-based budget. The principal, who is responsible for developing the school-based budget, will consult with the SLT during this development process so that the budget will be aligned with the CEP. The SLT is responsible for using consensus-based decision making to develop the CEP. Additional responsibilities: · The SLT is not responsible for the hiring or firing of school staff. However, consistent with Chancellor’s Regulation C-30, the SLT must be consulted prior to the appointment of a principal or assistant principal candidate to the school. · The SLT shall provide an annual assessment to the community district or high school superintendent of the principal’s record of developing an effective shared decision-making relationship with the SLT members during the year. back to top

Q20: How does the SLT make informed decisions as it develops the CEP? 

A20: SLT members should spend time getting to know the school. The “Statistics & Budget” tab on the school’s portal page is a great place to start. Here, you will find a wealth of data about the school. Team members should review tools such as the Progress Report, Quality Review, and School Survey results. You will also find the CEP from previous years as well as information about the school’s budget. Many SLTs also choose to review other data sources, such as interim assessments, inquiry team reports, and school-developed survey results. SLTs use a variety of information sources to identify school needs, develop priorities and set goals. back to top

Q21: My school’s SLT completed the CEP. Now what do we do? 

A21: The CEP is a living document, which means that the SLT should be continually monitoring progress and making appropriate adjustments to the plan. Set intervals throughout the year for periodic review in order to determine if the actions the SLT is implementing are moving the school towards meeting its annual goals. Include opportunities for periodic data review to find evidence of progress. Action plans and resources may need to be realigned based on the team’s review. For more information about how to assess interim progress, view the “CEP as a Living Document” webinar training on the SLT webinar training page. back to top

Q22: What is the Parent Involvement Policy?

A22: The Parent Involvement Policy (PIP) is a required component of the CEP for all Title I schools. The PIP must describe how the school will build capacity for strong parent involvement to improve student academic achievement, coordinate and integrate all parent involvement programs in the school, involve Title I parents in the annual evaluation of the policy and include them in school activities. The PIP includes a School-Parent Compact, which outlines how parents, the entire school staff, and students will share responsibility for improving academic achievement. The SLT must consult with Title I parents in the development of the PIP. This consultation typically occurs between the SLT and representatives from the school’s Title I Parent Committee. For more information about the PIP and Title I parent involvement requirements, view the “Supporting Title I Programs” webinar on the SLT webinar training page. back to top

Q23: What are some ways the SLT can keep the school community connected to the work of the team? 

A23: It is a great idea for team members to spend time thinking about how to share information with their constituents. SLT members must be ever mindful that they were elected by their constituent groups and develop vehicles for meaningful consultation. For example, many PA/PTAs incorporate a School Leadership Team report into the order of business for their general membership meetings, wherein a parent member serving on the SLT presents a brief report and solicits feedback from the membership. This type of consultation ensures that parents have opportunities to impact the work of the SLT through their elected representatives. back to top

Q24: I am a mandatory member of my school’s SLT, but I cannot attend every meeting. What should I do?

A24: Mandatory members may send a designee to attend an SLT meeting in their place. However, mandatory members or their designees are expected to attend all SLT meetings. 

School Leadership Team Glossary of Terms

1. Annual Yearly Progress (AYP) – A standard of student achievement used in the implementation of the No Child Left Behind Act and now ESSA.
2. Baseline Data – Data that reflects status toward goals before initiation of strategies and tasks.
3. Benchmark – Target under a goal in the School Improvement Plan.
4. Block Scheduling – A method of organizing instructional time so that students attend class for 90 minutes every other day (A-Day/B-Day) or Everyday (Double Blocking and 4 by 4). Double Blocking permits students to attend the same class for 90 minutes.  
5. Continuous Improvement – A process, by which school activities are continually planned, acted upon, monitored, and changed for the purpose of achievement.
6. Desired Results – Impacts that are the result of the determination of goals and strategies/tasks with adjustments as needed to achieve them.
7. End of Term Test (EOT) – Comprehensive exams. EOGs are given at the completion of Language Arts (reading test), Math, Social Studies, or Science courses in grades six through eight. The reading, math, and science tests are mandated by the state.
8. Free-Reduced Lunch (FR) – Free reduced priced meal available to families that are approved based on income or financial need.   Limited English Proficient (LEP) – The term identifies those students who have insufficient English to succeed in English-only classrooms. An LEP student is a student whose first primary language is a language other than English, and whose English language ability is below superior.
9. Mission Statement – A statement that reflects the collective vision of the role that the school must assume in providing an education for all of its students.  
10. PID – Promotion in Doubt, Schools must designate students as promotion in doubt (PID) based on a holistic review of their progress in English language arts and math, using multiple measures. For students in grade 8, schools must also review student progress in science and social studies. For high school students, student progress is based upon credit accumulation and exams. 
11. Regents Exams – Comprehensive exams. Regents are given at the completion of some high school level courses. In the middle school they are given to students who take Algebra I or Geometry.
12. School Improvement Plan (SIP) – A comprehensive examination of a school’s programs and practices that align instructional, organizational, and resourced allocation practices with desired standards of student achievement and school mission.
13. School Leadership Team (SLT) – A team composed of the principal, representatives of the assistant principal, instructional personnel, instructional support personnel and teachers assistants assigned to the school and parents of children enrolled in the school.
14. School Profile - Narrative of school that includes demographics for teachers, students and the community plus achievement data.
15. School Quality Review – A comprehensive evaluation of a school performed by a 1-2-person team which provides recommendations for improvement based upon a two day qualitative study that reviews student achievement, curriculum, leadership, instruction, and parental involvement and their impact on learning.
16. Self Evaluation Form (SEF) – A collaborative activity of self-evaluation among staff used to identify the strengths and weaknesses with the school’s effectiveness toward student learning. The results of this effort are used to inform the development of the school improvement plan, as well as to prepare for a school quality review.  
17. Shared Beliefs – A grouping of the beliefs shared by stakeholders in a school that expresses the ideas that drive the decisions that are made and determines how the school will operate.
18. Students with Disabilities – The term “students with disabilities” includes, without limitation, all children who, because of permanent or temporary mental, physical or emotional disabilities, need special education, are unable to have all their educational needs met in a regular class without special education and related services, or are unable to be adequately educated in the public schools. It includes those who are autistic, behaviorally-emotionally disabled, deaf-blind, hearing impaired, mentally disabled, multi-handicapped, orthopedically impaired, other health impaired, pregnant, specific learning disabled, speech-language impaired, traumatic brain injured and visually impaired.
19. Title I School – A school that receives federal Title I funds which are used to support instructional programs, parental involvement and professional development.