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APPENDIX 7

HUMAN RESOURCES DOCUMENTS

PROPOSAL

FOR

EXTERNAL PROVIDER OF EDUCATIONAL SERVICES

Applicants:

EDUCATION REVOLUTION, INC.

And

THE MCKINLEY-GOODE CHARTER SCHOOL

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Job Description

(Charter School)

Job Title – Principal

Salary/Pay Range – *To Be Negotiated

Reporting Supervisor –

Board of Trustees

Hours –

7:30 am – 3:45 pm

Characteristics of Work

To serve as educational leader of the Charter School. To manage the policies, procedures and

regulations to ensure that all students are supervised in a safe learning environment. To work

collaboratively to direct and nurture the students and all school staff hired by the Board of Trustees. To

assist partnering organizations in implementation of school design, strategy and professional

development.

Examples of Work

1. Promote high standards and expectations for all students and staff including academic

performance and responsible behavior.

2. Manage, evaluate and supervise effective and clear procedures for the operation and function of

the school, consistent with the mission and goals including instructional programs, extracurricular

activities, and discipline systems to ensure a safe and orderly climate, program evaluation,

personnel management, office operations and emergency procedures.

3. Ensure compliance with all laws, board policies and civil responsibilities.4. Collaborate with Success for All (SFA) and New Tech Network (NTN) to create the annual master

schedule for instructional programs, ensuring sequential learning experiences for students

consistent with the curriculum.

5. Maintain the posted master schedule.

6. Implement the approved induction plan and all other teacher certification programs.

7. Work collaboratively with the human resources department to implement a teacher leadership

initiative and succession planning strategies.

8. Supervise the instructional programs and observe classes on a regular basis.

9. Collaborate with SFA and NTN concerning the evaluation and implementation of teaching

strategies.10. Collaborate with SFA & NTN in implementing procedures for student evaluation and selection of

instructional materials and equipment, approving all recommendations.

11. Establish a professional rapport with students, staff and parents.

12. Consult with Education Revolution (ER) when appropriate.

13. Conduct daily and weekly staff meetings.

14. Develop clearly understood procedures and provide regular drills for emergencies and disasters.

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15. Establish schedules and procedures for the supervision of students in non-classroom activities.

16. Maintain visibility with teachers, students and parents.

17. Complete in a timely manner all assigned reports.

18. Identify, recruit and oversee planning and policy making committees.

19. Communicate regularly with ER and the Board of Trustees about the needs, successes and

general operation of the school.

20. Protect the confidentiality of records.

21. Supervise the discipline of students including suspensions.

22. Comply with any additional duties requested by ER and the Board of Trustees.

Requirements

PA Principal Certification

Prior experience in a school leadership role

Must attend all required PDE school leadership training

Strong commitment to helping students succeed in an innovative education program to reorienttheir lives, nurture their leadership skills, and enable them to make a difference in their schools

and communities

Strong technology skills (especially with Microsoft OS and MS Office programs)

Excellent communication skills, both oral and written

Ability to communicate with students, parents and staff in a manner that conveys a willingness to

partner with them.

Ability to relate sensitively to a multiracial and multicultural population.

Respect for the ideas and intelligence of the students we serve.

Customer focused approach.

High degree of flexibility.

Demonstrated ability to work well in fast paced environment. Team player track record.

Willingness to travel on occasion for marketing and state testing events (may require occasional

overnight travel).

Ability to work some occasional evening hours, as needed to support some families.

An understanding of and the willingness to accurately portray the mission and vision of the

Charter School.

Physical Demands The physical demands described here are representative of those

that must be met by an employee to successfully perform the essential functions of this

job. Reasonable accommodations may be made to enable individuals with disabilities toperform the essential functions.

While performing the duties of Principal, the employee is regularly required to talk or

hear. The employee is frequently required to stand; walk; sit; use hands to finger,

handle, or feel and reach with hands and arms. The employee is occasionally required to

stoop, kneel, crouch, or crawl and smell. The employee must regularly lift and /or move

up to 10 pounds, frequently lift and/or move up to 25 pounds and occasionally lift

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and/or move up to 50 pounds unassisted. Specific vision abilities required by this job

include close vision, distance vision, color vision, peripheral vision, depth perception and

ability to adjust focus.

Work Environment The work environment characteristics described here are

representative of those an employee encounters while performing the essential

functions of this job. Reasonable accommodations may be made to enable individuals

with disabilities to perform the essential functions.

While performing the duties of Principal, the employee is occasionally exposed to

outside weather conditions. The noise level in the work environment is usually

moderate.

I have read the Principal job description, understand my responsibilities, and am willing

to perform the duties requested of me to the best of my knowledge and ability.

Principal: Date:

Board President: Date:

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Requirements

3-5 years accounting experience preferably in a school environment.

MBA in accounting, finance or business administration.

Technology skills (QuickBooks, Microsoft OS, general office equipment)

Excellent communication skills, both oral and written.

Customer focused approach. Work cohesively with the Board of Trustees and other departments.

Ability to monitor and report financial status to Board of Trustees, ER and outside entities.


Ability to evaluate and make decisions concerning financial matters.

Ability to plan and organize scope of work assigned.

Demonstrated ability to work in fast paced environment.

Ability to work occasional evening hours, as needed.

An understanding of and the willingness to accurately portray the mission and vision of the Charter

School.

Supervisory Responsibilities - Directly supervises 1 support employee.



job. Reasonable accommodations may be made to enable individuals with disabilities to

perform the essential functions.

While performing the duties of Controller, the employee is regularly required to talk or





and/or move up to 50 pounds unassisted. Specific vision abilities required by this jobinclude close vision, distance vision, color vision, peripheral vision, depth perception and






The noise level in the work environment is usually moderate.

I have read the Controller job description, understand my responsibilities, and am willing to perform theduties requested of me to the best of my knowledge and ability.

Employee: ___________________________________________ Date: _______

Board President: ______________________________________ Date: _______

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Job Description

(Charter School)

Job Title –

Director of Special Education

Salary/Pay Range –

*To Be Negotiated


Principal

Hours –

7:30 am – 3:45 pm


To ensure compliance with all state regulations and established Special Education policies, procedures

and systems that effectively meet the needs of special education and exceptional students.

Examples of Work

1. Perform educational assessment of students, including an observation of the student, review of

the student’s educational history, conferences with the student’s teachers, and an evaluation and analysis of the student’s academic performance and learning/behavior characteristics.

2. Report educational assessment findings at meetings as appropriate.

3. Actively participate in the deliberations and classification of educationally disabled students and

assists in the planning of Individual Educational Programs (IEP).

4. Act as a liaison with the classroom teacher(s) for the purpose of ensuring the implementation of

the established IEP of an assigned student.

5. Assist in coordinating, developing, monitoring and evaluating the effectiveness of the IEP.

6. Assist in the identification of all types of exceptional students within the school.

7. Maintain confidential records on all referred students and student/parent contacts in

accordance with federal and state law, Board policy and the procedure of the school’s special

education program.

8. Assess student readiness for entry in the school program in accordance with policies established

by the Board of Trustees.

9. Provide thorough and timely reports, data, and information as requested.

10. Consult with the appropriate school personnel directly responsible for the implementation of

the IEP.

11. Serve as a resource and/or consultant to school personnel on the nature, causes, and solutions

to the learning problems of children.

12. Identify and foster professional growth opportunities for direct reports and department staff .

REQUIREMENTS

Pennsylvania Instructional II certification in Special Education and 5-7 years of experience in aleadership role.

Supervisor certification

Maintain all Pennsylvania certification requirements



Ability to communicate with parents in a manner that conveys a willingness to partner with them.


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Respect for the ideas and intelligence of the students we serve.



Demonstrated ability to work well in fast paced environment.

Team player track record.

Willingness to travel on occasion for marketing and state testing events (may require occasionalovernight travel).



Charter School





While performing the duties of Dir. of Special Education, the employee is regularly

required to talk or hear. The employee is frequently required to stand; walk; sit; use

hands to finger, handle, or feel and reach with hands and arms. The employee is

occasionally required to stoop, kneel, crouch, or crawl and smell. The employee must

regularly lift and /or move up to 10 pounds, frequently lift and/or move up to 25 pounds

and occasionally lift and/or move up to 50 pounds unassisted. Specific vision abilities

required by this job include close vision, distance vision, color vision, peripheral vision,

depth perception and ability to adjust focus.





While performing the duties of Dir. of Special Education, the employee is occasionally

exposed to outside weather conditions. The noise level in the work environment is

usually moderate.

I have read the Special Education Director’s job description, understand my responsibilities, and am willing


Employee: ___________________________________________ Date: _______

Principal: _________________________________ Date: _______

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Job Description

(Charter School)

Job Title –

Dean of Students K-5

Or 6-8


*To Be Negotiated


Principal

Hours –

7:25 am – 3:40 pm


To perform duties related to discipline

To provide support to the Principal

To provide ongoing counseling, advocacy and guidance to students

To assist staff in providing support to students

To network with agencies and ascertain appropriate services for students

To maintain consistent, ongoing contact with parents

Examples of Work

1. Responsible for the day to day discipline of the Charter School.

2. Supervises paraprofessionals and meets with them daily and weekly.

3. Complete paperwork as needed or assigned.

4. Complete staff evaluations according to policy and procedure.

5. Assist in the investigation and processing of student discipline and attendance.

6. Assist in the investigation processing of student discipline and attendance.

7. Coordinate the duties of Hall Monitors to ensure effective use of Support Staff.

8. Assess personal needs of the Charter School students and assist

in finding resources to meet stated needs.

9. Advocate with human service, health, court and criminal justice systems to resolve

issues facing students.

10. Participate in parent meetings in conjunction with the teachers and Principal.

11. Resolve discipline issues in a manner in which the student gains an understanding

of appropriate behaviors.

12. Make home visits, as appropriate, to assess the needs and support students and

their families.

13. Provide support to classroom teachers in their efforts to effectively manage

classroom behavior.

14. Assist in providing targeted training to struggling teachers, as assigned by Principal.

15. Assist in presenting professional development in discipline and classroom management for

teachers and support staff.16. Complete required paperwork and/or state reporting in a timely manner.

17. Identify and foster professional growth opportunities for direct reports and department staff.

18. Perform other duties as requested by the Principal or Administration.

Requirements

Bachelor’s degree in social services or related field and 3 years experience working with children

in counseling or crisis intervention, or 5 years in a relevant field without a Bachelor’s degree

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Help students position themselves for admission into a post-secondary institution or the military.



Ability to communicate with parents in a manner that conveys a willingness to partner with them.


Respect for the ideas and intelligence of the students we serve. Customer focused approach.





overnight travel).



Charter School.

Physical Demands The physical demands described here are representative ofthose that must be met by an employee to successfully perform the essential

functions of this job. Reasonable accommodations may be made to enable

individuals with disabilities to perform the essential functions.

While performing the duties of Principal, the employee is regularly required to

talk or hear. The employee is frequently required to stand; walk; sit; use hands

to finger, handle, or feel and reach with hands and arms. The employee is

occasionally required to stoop, kneel, crouch, or crawl and smell. The employee

must regularly lift and /or move up to 10 pounds, frequently lift and/or move up

to 25 pounds and occasionally lift and/or move up to 50 pounds unassisted.

Specific vision abilities required by this job include close vision, distance vision,

color vision, peripheral vision, depth perception and ability to adjust focus.



functions of this job. Reasonable accommodations may be made to enable

individuals with disabilities to perform the essential functions.

While performing the duties of Dean of Students, the employee is occasionally

exposed to outside weather conditions. The noise level in the work environment

is usually moderate.

I have read the Dean of Students’ job description, understand my responsibilities, and am willing toperform the duties requested of me to the best of my knowledge and ability.

Employee: ___________________________________________ Date: _______

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overnight travel). Ability to work some occasional evening hours, as needed to support some families.


Charter School.

Supervisory Responsibilities

This job supervises one support employee.





While performing the duties of Principal, the employee is regularly required to talk or





and/or move up to 50 pounds unassisted. Specific vision abilities required by this job

include close vision, distance vision, color vision, peripheral vision, depth perception and


Work Environment The work environment characteristics described here arerepresentative of those an employee encounters while performing the essential



While performing the duties of Dir. Of Social Services, the employee is occasionally

exposed to outside weather conditions. The noise level in the work environment is

usually moderate.

I have read the Director of Social Services job description, understand my responsibilities, and am willing


Employee: ___________________________________________ Date: _______

Principal: ______________________________________ Date: _______

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Job Description

(ER)

Job Title –

President/CEO


*To Be Negotiated


Board of Directors

Hours –

8:30 am – 5:00 pm


The President/CEO is responsible for providing strategic leadership for the company by working with the

Board and other management to establish long-range goals, strategies, plans and policies.

Essential Duties and Responsibilities

1. Plan, develop, organize, implement, direct and evaluate the organizations fiscal function andperformance in collaboration with the Director of Finance.

2. Participate in the development of the corporation’s plans and program as a strategic partner.

3. Evaluate and advise on the impact of long range planning, introduction of new programs/strategies

and regulatory action.

4. Develop credibility for the company by providing timely and accurate analysis of budgets, financial

reports and industry trends in order to assist the Board and senior leadership in performing their

responsibilities.

5. Enhance and /or develop, implement and enforce policies and procedures of the organization by way

of systems that will improve the overall operation and effectiveness of the company.

6. Access and utilize data to make informed decisions at all levels within the systems.

7. Establish credibility throughout the organization and with the Board as an effective developer of

solutions to business challenges.

8. Hold senior leadership to a high level of accountability in achieving identified outcomes and

deliverables.

9. Be an advisor on any and all contracts into which the company may enter.

10.Manage resources to attain effective results.

11.Evaluation of the leadership team for continual improvement of efficiency and effectiveness

individually and as a group with emphasis on professional and personal growth.

Requirements

An experienced leader with appropriate industry experience.

An energetic, forward-thinking and creative individual with high ethical standards.

A strategic visionary with sound technical skills, analytical ability, good judgment and strong

operational focus.

A well-organized and self-directed individual who is a team player.

Excellent oral and written communication skills

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Excellent oral and written communication skills

Ability to communicate in a positive manner, consistently utilizing a customer service approach

with teachers, support staff, administrators, and partners.

Ability to deliver information and respond to other professionals in a manner that conveys

support and respect.

Ability to perform effectively within the parameters of a team and within a fast paced workenvironment.

High degree of flexibility including the willingness to occasionally work evenings and travel on

school related business.

Commitment to responding to email or other communications within 24 hours.

An understanding of and the desire to carry out the mission and vision of ER and the Charter

School.

Physical Demands- The physical demands described here are representative of those




While performing the duties of this Job, the employee is regularly required to sit and

talk or hear. The employee is frequently required to use hands to finger, handle, or feel.

The employee is occasionally required to stand; walk; reach with hands and arms; stoop,

kneel, crouch, or crawl and taste or smell. The employee must frequently lift and/or

move up to 10 pounds and occasionally lift and/or move up to 25 pounds. Specific

vision abilities required by this job include close vision, distance vision, color vision,

peripheral vision and depth perception.

Work Environment -The work environment characteristics described here are

representative of those an employee encounters while performing the essentialfunctions of this job. Reasonable accommodations may be made to enable individuals


While performing the duties of Director of Education Administration, the noise level in

the work environment is usually quiet.

I have read the Director of Education Administration job description, understand my responsibilities, and

am willing to perform the duties requested of me to the best of my knowledge and ability.

Employee: ___________________________________________ Date: _______

President/CEO: ______________________________________ Date: _______

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Job Descriptions

(ER)

Job Title –

Director of Community Outreach


*To Be Negotiated


President/CEO

Hours –

8:00am - 5:00pm

Characteristics of Work: Explore and cultivate new opportunities and partnerships to enable Education

Revolution and the Charter School to improve our community through education.

Community Partnerships

1. Evaluate potential partnerships for feasibility and return on investment.

2. Build and maintain relationships with existing and new partner organizations.

3. Communicate with leadership team regarding new opportunities and facilitate discussion

regarding their implementation.

4. Act as the liaison with community organizations and programs operating on campus or in

partnership with the Charter School.

5. Along with leadership identify a point person for long term program management, facilitate this

transition.

6. Troubleshoot issues that arise within partnerships as related to communication, implementation

and evaluation.

Marketing

Act as the liaison with the Marketing and PR Firm.

Meet with the Marketing and PR Firm to identify potential programs and events to highlight inthe media.

Facilitate getting newsworthy items from teachers, administrators and staff to the Marketing

and PR Firm.

Act as the point person for press releases, ensure that they are reflective of our missions and

visions, and get necessary approvals. Write press releases as needed.

Work with Marketing and PR Firm to execute marketing strategies.

Along with Leadership and PR and Marketing Firm, plan and execute short term events and

campaigns in response to community events

Assist with the creation and execution of summer enrollment marketing campaigns including

associated deliverables – postcards, mailings, billboards, videos, etc.

Coordinate any parent and family statements for use in media.

Maintain the Facebook Page.

Write website copy as needed, act as the liaison with the IT department for updates.

Maintain photo database.

Events

Plan and implement events that meet the needs of Charter School students and families.

Work with administration to identify teams of staff to implement the event.

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Communicate regularly with leadership regarding event needs, challenges and outcomes.

Secure vendors, supplies, and volunteers for events.

Manage event timelines and associated deliverables.

Assure that events are advertised and marketed through internal and external channels.

Create a budget for events and work with finance department to ensure that vendors are paid in

a timely manner. Current/Past Programs Facilitated: End of Year Block Party, National Night Out, Open Houses,

Community Meetings, Back to School Night, Financial Aid Night, Parent Resource Fairs, Various

School Speakers, Graduation,

Miscellaneous

Attend leadership meetings

Attend advisory team meetings

Attend community meetings, organization open houses, and partner events to gauge new

partnering opportunities and stay abreast of community needs and changes.

Act as a point of entry for community organizations and leaders to access Charter School

Leadership Additional tasks as assigned





While performing the duties of Dir. of Community Outreach, the employee is regularly

required to talk or hear. The employee is frequently required to stand; walk; sit; use

hands to finger, handle, or feel and reach with hands and arms. The employee is

occasionally required to stoop, kneel, crouch, or crawl and smell. The employee mustregularly lift and /or move up to 10 pounds, frequently lift and/or move up to 25 pounds

and occasionally lift and/or move up to 50 pounds unassisted. Specific vision abilities

required by this job include close vision, distance vision, color vision, peripheral vision,

depth perception and ability to adjust focus.





While performing the duties of Dir. Of Community Outreach, the employee is

occasionally exposed to outside weather conditions. The noise level in the work

environment is usually moderate.

I have read the Director of Community Outreach job description, understand my responsibilities, and am

willing to perform the duties requested of me to the best of my knowledge and ability.

Employee: ___________________________________________ Date: _______

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President/CEO: ______________________________________ Date: _______

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works with the Solicitor on personnel issues.

Verify staff degrees and experience.

Maintain compliance with federal and state regulations.

Supervisory Responsibilities: Directly supervises one support employee.

Qualifications- To perform this job successfully, an individual must be able to perform

each essential duty satisfactorily. The requirements listed below are representative of

the knowledge, skill, and/or ability required. Reasonable accommodations may be made

to enable individuals with disabilities to perform the essential functions.

Education and/or Experience - Minimum of a BS in Human Resources, Business

Administration or Related Field. 2-5 years HR experience. PHR Certification preferred.

Other Qualifications - Knowledge of for-profit and non-profit entities helpful.

Physical Demands- The physical demands described here are representative of those




While performing the duties of this Job, the employee is regularly required to sit and

talk or hear. The employee is frequently required to use hands to finger, handle, or feel.

The employee is occasionally required to stand; walk; reach with hands and arms; stoop,

kneel, crouch, or crawl and taste or smell. The employee must frequently lift and/or

move up to 10 pounds and occasionally lift and/or move up to 25 pounds. Specific

vision abilities required by this job include close vision, distance vision, color vision,peripheral vision and depth perception.

Work Environment -The work environment characteristics described here are




While performing the duties of Director of Human Resources, the noise level in the work

environment is usually quiet.

I have read the Director of Human Resources job description, understand my

responsibilities, and am willing to perform the duties requested of me to the best of my

knowledge and ability.

Employee: Date:

President/CEO: Date:

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Criteria for Hiring Teachers, Administrators, and other school staff that will meet or exceed NCLB

requirements

Policies and procedures in accordance with Part A, Section 1119 (Qualifications for Teachers and

Paraprofessionals) of the No Child Left Behind Act 2001.

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BOARD OF TRUSTEES

Section: Administration

Title: Employment of Administrators/NCLB

Date Adopted:

Revised On:

Section I. Purpose

The Board places substantial responsibility and authority for the effective management of the Charter

School with the school administrators and subtracted educational administrators.

Section II. Authority

The Board shall, by a majority vote of all members, approve the employment, set the compensation, and

establish the term of employment for each administrator employed by the school.

SC 508, 1106, 1142

If the district is placed on the Education Empowerment List, the Board may employ certificated

administrators who do not possess Pennsylvania certification if it deems that such individuals satisfy the

applicable criteria in Section 1724-A of the School Code.

SC 1704-B, 1724-A

If the district is placed on the Education Empowerment List, the Board may rescind without penalty the

contract of an administrative employee entered into after July 1, 2014.

SC 1704-B

Section III. Guidelines

It is the policy of the school to seek the most highly qualified person for each position as defined by

NCLB of 2001. Applicants from within the school will be given consideration for a vacancy for which

they are properly certified. The Board will be seeking the most highly qualified person per state and

federal law and therefore will not restrict itself to selecting from inside the school system alone.

Approval shall normally be given to the candidates for employment as recommended by the school

administrators.

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The school administrators, subcontracted educational administration or designee shall develop

procedures for the recruitment, screening and recommendation of candidates for employment as

administration, in accordance with Board policy and state and federal law and regulations. The school

administrators, subcontracted educational administration or designee shall, in the conduct of recruiting

activities, seek applicants who have graduated from a variety of public and private institutions of higher

education in accordance with Board policy, and state and federal law.

P.L. 88-352

P.L. 92-318

If the Board has rejected a recommended candidate, the school administrators and subtracted

educational administrators shall make substitute recommendations.

Candidates shall be recommended on the basis of references, as well as demonstrated lessons and/or

other appropriate activities.

The school administrators and subtracted educational administrators shall seek recommendations fromformer employers and others to assess the candidate’s qualifications. Recommendations and

references shall be confidential and for official use only.

The school administrators and subtracted educational administrators or designee may apply necessary

screening procedures to determine the candidate’s ability to perform the tasks of the job for which the

candidate is being considered.

All individuals wishing consideration for employment shall request information and application from the

Administration Office.

Complete applications, letters of reference, criminal and child abuse clearances, fingerprintrequirements, TB Test, and official transcripts shall be necessary for employment.

Political patronage or favoritism based on family relationships at no time will enter into the

employment, assignment or promotion of individuals.

A Board member may not vote on a motion to employ a relative for any position. Candidates must

receive a majority of affirmative votes of Board members other than those abstaining because of this

relationship.

No candidate shall be employed until such candidate has complied with the mandatory background

check requirements for criminal history and child abuse.

SC 111

24 Pa. C.S.A.

6301

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Any employee’s misstatement of fact material to qualifications for employment or determination of

salary shall constitute grounds for dismissal by the Board.

Utilization of administration prior to employment approval by the Board is authorized when necessary

to maintain continuity in the educational program. Retroactive employment shall be recommended to

the Board at the next regular meeting.

In order to continue employment in the school, certificated employees are required to meet all

obligations necessary to maintain valid, active Pennsylvania certification. Failure to maintain the

required certification for employment may be cause for disciplinary action including possible

termination of employment.

A letter informing the candidate of such shall notify the candidates elected to a position on the

administration and a contract, to be signed and returned, shall accompany the letter.

The school shall submit a New Hire Report for each employee to be reported by law.

42 U.S.C.

Sec. 653a

Section IV. Delegation of Responsibility

The school administrators and subtracted educational administrators or designee shall develop

procedures for the recruitment, screening and recommendation of candidates for employment as

administrators. The school administrators and subtracted educational administrators or designee shall

recruit and recommend applicants in accordance with Board policy and state and federal laws and

regulations.

P.L. 88-352P.L. 92-318

The school administrators and subtracted educational administrators or designee shall seek candidates

of good moral character who possess the following attributes:

1. Successful educational training

2. Scholarship and intellectual prowess

3. Ability to interact with parents/guardians, students, and staff in a manner that

demonstrates respect and dignity

4. Emotional and mental maturity and stability

Staff vacancies that represent opportunities for professional advancement or diversification shall be

made known to school personnel so they may apply for such positions. Application is not a guarantee of

appointment to the new professional opportunity. The Charter School reserves the right to hire the

most “highly qualified” candidate for any and all positions under the requirements of No Child Left

Behind.

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The school administrators and subtracted educational administrators or designee may apply necessary



The school administrators and subtracted educational administrators or designee shall seek

recommendations from former employers and others in assessing the candidate’s qualifications.Recommendations and references shall be retained confidentially and for official use only.

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BOARD OF TRUSTEES

Section: Professional Employees

Title: Employment of Professional Employees

Date Adopted:

Revised on:

Section I. Purpose

The Board is committed to providing the best possible educational program for the children of the

Charter School. One of the most, if not the most, important factors in facilitating the desired program is

the effectiveness of the instructional personnel.


The Board, by a majority of vote, shall approve the employment, set the compensation, and establish

the term of employment for each professional staff member employed by the school.

SC 508, 1106, 1142, 1146

No teacher shall be employed who is related to any member of the Board, as defined in Statute, unless

such teacher receives the affirmative vote of the majority of the Board other than the member related

to the applicant who shall not vote.

SC 1111


It is the policy of the school to seek the most highly qualified person for each position as defined by

NCLB of 2001. Applicants from within the school will be given consideration for a vacancy for which

they are properly certified. The Board will seek the most highly qualified person per state and federal

law and therefore will not restrict itself to selecting from inside the school system alone. Approval shall

normally be given to the candidates for employment as recommended by the administration and

subcontracted educational administration.

The administration and subcontracted educational administration or designee shall develop procedures

for the recruitment, screening and recommendation of candidates for employment as professionals, in

accordance with Board policy and state and federal law and regulations. The administration and

subcontracted educational administration or designee shall, in the conduct of recruiting activities, seek

applicants who have graduated from a variety of public and private institutions of higher education in

accordance with Board policy, and state and federal law.

P.L. 88-352

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P.L. 92-318

If the Board has rejected a recommended candidate, the administration and subcontracted educational

administration shall make substitute recommendations.

Candidates shall be recommended on the basis of references, as well as demonstrated lessons and/or

other appropriate activities.

The administration and subcontracted educational administration or designee shall seek

recommendations from former employers and others to assess the candidate’s qualifications.

Recommendations and references shall be confidential and for official use only.

The administration and subcontracted educational administration shall seek candidates of good moral

character who possess the following:

1. Successful educational training and experience.

2. Scholarship and intellectual prowess.

3. Ability to interact with parents/guardians, students, and staff in a manner that

demonstrates respect and dignity.

4. Emotional and mental maturity and stability.

The administration and subcontracted educational administration or designee may apply necessary



All individuals wishing consideration for employment shall request information and application from the

Administration Office.

For certified teachers and instructors, the school shall use the Standard Application Form for Teaching

Positions in PA Public Schools, but may establish and implement other application requirements.

SC 1204.1

Complete applications, letters of reference, criminal and child abuse clearances, fingerprint

requirements, TB Test, and official transcripts shall be necessary for employment.

Political patronage or favoritism based on family relationships at no time will enter into the

employment, assignment or promotion of individuals.

A Board member may not vote on a motion to employ a relative for any position. Candidates must

receive a majority of affirmative votes of Board members other than those abstaining because of this

relationship.

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No candidate for professional employment shall receive recommendation for such employment without

evidence of his/her certificate. Each professional teacher or instructor employed by the school shall be

responsible for maintaining a valid teaching certificate.

SC 1201

Title 22Sec. 49.81 et seq

No candidate shall be employed until such candidate has complied with the mandatory background

check requirements for criminal history and child abuse.

SC 111

24 Pa. C.S.A.

6301

Any employee’s misstatement of fact material to qualifications for employment or determination of

salary shall constitute grounds for dismissal by the Board.

Utilization of professional employees prior to employment approval by the Board is authorized when

necessary to maintain continuity in the educational program. Retroactive employment shall be

recommended to the Board at the next regular meeting.

In order to continue employment in the school, certificated employees are required to meet all

obligations necessary to maintain valid, active Pennsylvania certification. Failure to maintain the

required certification for employment may be cause for disciplinary action including possible

termination of employment.

A letter informing the candidate of such shall notify the candidates elected to a position on the

professional staff and a contract, to be signed and returned, shall accompany the letter.

The school shall submit a New Hire Report for each employee to be reported by law.

42 U.S.C.

Sec. 653a

Title I Teachers

All teachers working in a program supported with Title I funds that were hired after January 8, 2002 shall

be highly qualified, as defined by federal law and regulations.

20 U.S.C.Sec. 6319

The administration of the school providing Title I programs to students shall annually attest that the

professional teaching staff in such positions are highly qualified, in accordance with federal and state

law and regulations. The written certification shall be maintained in the Administrative Office and shall

be available to the public, upon request.

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CHARTER SCHOOL Board Policy Number:


Title: Employment of Professional

Employees

Approved by the Board of Trustees on:

Revised:

EMPLOYMENT OF PROFESSIONAL EMPLOYEES PROCEDURES

Purpose:

The Board is committed to providing the best possible educational program for the children of the CharterSchool. One of the most, if not the most, important factors in facilitating the desired program is the

effectiveness of the instructional personnel.

Procedures:

A. The HR Professional or designee searches for candidates of good moral character who possess

the following attributes:

1. Successful educational training and experience

2. Scholarship and intellectual prowess

3. Appreciation of children

4. Emotional and mental maturity and stability

B. Recruitment

1. The Administration or designee completes an Employment Requisition Form associated

with the position and forwards to the HR office.

2. The HR office assigns a unique number to the requisition and forwards the document to

the Controller.

3. The Controller approves/rejects the requisition and returns document to the HR office. If

approved the Controller will complete the form indicating approved salary range and

forward to the HR office for processing.

4. Upon approval, the HR office posts the position internally for 10 days prior to posting

externally. The posting is via bulletin board, website and broadcast e-mail. **In the

interest of not interrupting service to students, positions may be posted internally and

externally simultaneously.

5. Employees who wish to apply for the position fill out the Job Posting Application form.

The application must be signed by the employee and supervisor prior to sending to the

HR office.

6. Application is not a guarantee of appointment to the new professional opportunity.

C. Screening

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1. The administration or subcontracted educational administration applies screening

procedures to determine the candidate’s ability to perform the job tasks. Certification for the

position is validated, if necessary.

2. The administration or subcontracted educational administration seeks recommendations

from former employers and others in assessing the candidate’s qualifications. This

information is retained confidentially and is for official use only.

3. Any employee’s misstatement of fact material to qualifications for employment or

determination of salary will constitute grounds for dismissal by the Board.

4. The administration or subcontracted educational administration will, while conducting

recruiting activities, seek applicants who have graduated from a variety of public and private

institutions of higher education in accordance with Board policy, and state and federal law.

5. Interviews are conducted and recorded on the Interview Process Form.

6. Individual folders are kept in the HR office for all job postings/openings.

D. Recommendation

1. The Charter School reserves the right to hire the most highly qualified candidate for any and

all positions under the requirements of No Child Left Behind.

2. No candidate for employment may receive a recommendation for employment withoutevidence of his/her certificate.

3. No candidate may be employed until the candidate has complied with the mandatory

background check requirements for FBI, criminal history and child abuse, and the school has

evaluated the results of that screening process. Official transcripts are necessary for

employment.

4. Candidates must be recommended on the basis of references, as well as demonstrated

lessons and/or other appropriate activities.

5. No teacher may be employed who is related to any member of the Board, as defined in

Statute, unless the teacher receives the affirmative vote of the majority of the Board other

than the member related to the applicant who shall not vote.

6. The administration or subcontracted educational administration will make recommendationsto the Board, after receiving approval from the Management Company.

E. Approval/Denial

1. The Board, by majority vote of all members will approve employment, set compensation

and establish the term. Approval will normally be given to the candidates for employment

recommended by the administration, subcontracted administration and the management

company. Should the Board require additional candidates, they will be provided by the

same.

2. Upon approval, the candidate will be notified in writing by the HR office. A New Hire Form

or an Employee Change Form will be completed and signed by all parties. HR will notify the

candidate in writing of the approval. Upon denial, a letter will be mailed to the candidate

from the HR office.

3. An e-mail will be circulated from the HR office to the leadership team and Controller with

the hiring details.

4. Utilization of professional employees prior to employment approval by the Board is

authorized when necessary to maintain continuity in the educational program. Retroactive

employment is to be recommended to the Board at the next regular meeting.

5. The school will submit a New Hire Report for each employee required to be reported by law.

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6. Failure to maintain the required certification for employment may be cause for disciplinary

action including possible termination of employment.

A. Title I

1. All teachers working in a program supported with Title I funds that were hired after January

8, 2002 must be highly qualified, as defined by federal law and regulations.

2. The Administrator providing Title I programs to students must annually attest that the

professional teaching staff in such positions are highly qualified, in accordance with federal

and state laws and regulations.

3. The written certification must be maintained in the Administrative Office and will be available

to the public, upon request.

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Employment Requisition Form

Requisition #_____________

Date________________ Requestor____________________________________

Position____________________________________________________________

New Hire or Replacement (circle one)

9 Months or 12 Months Salary or Hourly Hours per Week____________

Salary Range $_______________________________________________________

Posting Date: Start______________________ End _________________________

Job Description:

Comments:

Supervisor’s Signature Date

Budgeted or Not Budgeted (circle one)

___________________________________________________________________

Controllers Signature Date

Principals Signature Date

Board Approval Date: ______________________

ERF03042011

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Job Posting Application

Name: ______________________________

Position Applying For: ______________________________________

Please list job-related skills and accomplishments:

Please describe how your current experience with the company qualifies you for this position:

Please describe how any prior work experience and/or education qualifies you for this position:

I understand that, in order to be eligible for this position, I must have performed competently for at

least six months in my current position. I am not eligible to apply for this position if I have a written

warning on file or if I am on probation or suspension. I can only apply for this position if I possess the

required skills, competencies, and qualifications.

_______________________________________________ ______________________

Applicant’s Signature Date

_______________________________________________ ______________________

Direct Supervisor’s Signature Date

_______________________________________________ _______________________

HR Manager’s Signature Date

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Interview Process Form

Position:_______________________________________ Requisition # __________________

Applicant Name_________________________________________________________________Applicant Phone Number__________________________________________________________

************************************

Call Date________________________________ Called By______________________________

1st Interview Date & Time________________________________________________________

Participants: ___________________________________________________________________

Recommendation_______________________________________________________________

Notes_________________________________________________________________________

************************************

Call Date________________________________ Called By______________________________

2nd Interview Date & Time________________________________________________________

Participants: ___________________________________________________________________

Recommendation_______________________________________________________________

______________________________________________________________________________

DISPOSITION:

Recall_____________ Decline___________ Hire__________ Other____________________

Notes_________________________________________________________________________

Form ER03042011

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New Hire Form

Employee Name: ______________________________________________________________

Requisition # ____________________

Date of Hire: ____________________

Start Date: ______________________

Job Title: _______________________

Salary: _________________________

Training Start Date: _______________

Training End Date: ________________

Comments:

______________________________________________________________________________

______________________________________________________________________________

_____________________________________________ _____________________________

Signature of Direct Supervisor Date

______________________________________________ ___________________________

Signature of Principal Date

Date to HR Dept: ___________________ Date to Payroll Dept: _____________________

ER03042011

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BOARD OF TRUSTEES


Title: Evaluation of Professional Employees

Date Adopted:

Revised:

Section I. Purpose

Evaluation is a continuing process in which the professional employee and supervisor cooperatively

identify strengths and weaknesses in the individual’s effectiveness as a professional educator.

The objectives of evaluation are to assess and improve performance, encourage professional growth,

promote positive behavior, and facilitate attainment of the Charter School’s goals and objectives.


The evaluation plan for professional employees shall be in accordance with the state plan for such

purposes and in accordance with a plan approved by the Board.

Evaluations may be made by certificated members of the administrative team during any time

throughout the school year.


The objectives of the school evaluation plan for professional employees are:

1. To identify, improve, and reinforce the skills, attitudes and abilities that enable an employee

from achieving school goals and objective.

2. To identify and suggest ways to improve on weaknesses which prevent an employee from

achieving school goals and objectives.

The evaluation plan shall:

1. Be uniform throughout the school

2. Include timely conferences with the employee and evaluator to review and sign each

evaluation

3. Assesses duties and responsibilities other than primary teaching/certificated functions.

4. Provide a procedure for identifying and commending effective performance, and counseling

and assisting employees on a professional basis.

5. Provide for evaluation of all professional employees annually

6. Assures accountability and generally acceptable ethical, professional practices.

Evaluations shall be carried out in accordance with the four major areas identified as paramount to the

art and science of teaching:

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1. Planning and Preparation

2. Classroom Environment

3. Instruction

4. Professionalism

Within 10 days of the conference, the employee shall have the right to submit a written disclaimer of

the evaluation which shall be attached to the original copy of the evaluation and both documents shall

be placed in the employees personnel file.

Educator Effectiveness System - Differentiated SupervisionThe Pennsylvania Department of Education has identified a supervision model consisting of twomodes that will result in the professional development of educators: Formal Observation and

Differentiated Supervision. Formal Observation of the teacher’s practice is accomplished throughformal and informal observations measured by research-supported best practices: Danielson's Framework for Teaching *. The collaborative reflections of the observational data will focus theefforts of the teacher on a professional development plan to improve instructional practices andstudent achievement.

Differentiated Supervision recognizes the level of experience, the effectiveness, and professionalism

of teachers as well as the intensity and time commitment to Formal Observation. In DifferentiatedSupervision, professional employees develop an action plan for professional development unique totheir needs and interests.

The incorporation of Differentiated Supervision into a local education agency’s (LEA) supervision

plan is a local decision.*Charlotte Danielson's Framework for Teaching (2007 or later editions)

Differentiated Supervision Guidelines

Differentiated Supervision recognizes the level of experience, the effectiveness, and professionalism

of teachers as well as the intensity and time commitment of the Formal Observation process using the Danielson Framework for Teaching . Differentiated Supervision provides a framework for professional growth designed to improve teacher effectiveness, instructional practices, and student

achievement. Differentiated Supervision should be included in written policies of the board and madeavailable to all professional employees. As long as the LEA develops a Differentiated Supervisionmodel based on the Pennsylvania Department of Education's (PDE) guidelines, approval is not

required.

PDE recommends that professional employees who received a “Satisfactory” summative rating in the previous two years should be eligible to participate in Differentiated Supervision. Prior to the 2013-14 school year, a “Satisfactory” performance rating using a previously approved rating form (e.g.,

PDE 5501, PDE 426, PDE 427 or PDE 428) may be used to qualify for participation in Differentiated

Supervision. PDE recommends that professional employees newly hired by a district should beeligible to participate in Differentiated Supervision, but only after they have successfully completedtheir first year in the Formal Observation Model. PDE recommends that temporary professional

employees should not participate in Differentiated Supervision.LEAs should create a Cycle of Supervision based on the number of teachers requiring Formal

Observations:

Temporary professional employees

Professional employees new to a districtRevised September 2013 2

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Employees assigned to their required year of Formal Observation

Employees assigned to a performance improvement plan

Professional employees should be assigned to Differentiated Supervision Modes for the length of the

Cycle of Supervision except for the required year of Formal Observation (e.g., if a district has athree-year Cycle of Supervision and a teacher is assigned to the Formal Observation Model in thesecond year of the cycle, the teacher should be placed in the Differentiated Supervision in years one

and three of the cycle). A Cycle of Supervision usually lasts for three or four years however, this is alocal decision.

The principal and the professional employee should collaboratively create a timeline to ensure thesuccessful completion of the professional’s Differentiated Supervision Action Plan. The professional

employee should be required to complete a mid-year review and an end-of-the-year self-refectionreport with respect to his/her goal setting, planning, progress, and results. It is also recommended thatthe professional employee report the findings of his/her action plan to a Professional Learning

Community (faculty meeting, in-service gathering, PTA/PTO) however, this is also a local decision.

The supervising administrator should select a Differentiated Supervision Mode in collaboration withthe teacher. All Differentiated Supervision Modes must be aligned to the Danielson Framework for

Teaching or a PDE-approved alternative system and/or related to a district or school initiativedesigned to improve instructional practices and impacts student achievement. Additionally, while

formal observations may not occur in Differentiated Supervision, it is recommended informalobservations occur throughout the school year. PDE also recommends that the principal reserve theright to remove a teacher from Differentiated Supervision at any time and place the teacher in the

Formal Observation Model or assign the teacher to a Performance Improvement Plan withIntensive Supervision.

The overall rating form requires principals/supervisors to provide a rating in the four domains for allteachers every year regardless of their model of supervision. While not collecting evidence through

the clinical supervision process, evaluators should use walk-throughs and other strategies to keepinformed of the teacher’s overall performance throughout the year. In the absence of data to thecontrary, the rating assigned to a domain for the employee would revert to their most recent domain

performance rating.

While the nomenclature applied to the various Differentiated Supervision Modes may be unique toeach LEA, they are generally grouped by common subject matter. Districts are not limited to thefollowing categories as long as the mode meets the requirements and rigor of the PDE TeacherEffectiveness System.

The following descriptions of Differentiated Supervision Modes are to serve as examples:1. Peer Coaching Mode - professional employees work in dyads or triads to discuss and observetheir own or another professional employee's pedagogy, student learning, curriculum aligned to thePennsylvania Core Standards and other pertinent issues in a collaborative manner. The professionals

will work together to define their professional needs and develop

Revised September 2013 plans to assist them in the successful completion of the identified tasks

including: specific target area(s), the evidence to be collected, observation dates, and a reflectivesession. Meeting notes, data collection tools, results of the observations, and the reflective sessionsshould be shared with the principal and used as evidence in the supervision and evaluation of theemployee.

2. Self-Directed Model/Action Research Mode - professional employees will develop a structured,on-going reflection of a practice-related issue ( Danielson Framework for Teaching or a PDE-approved alternative system). Professionals may work individually or in small groups, dyads or

8/12/2019 Ed Rev 12 Detail 7


triads, to complete the action research project. Meeting notes, resources, data collection tools, and theresults of the reflective sessions should be shared with the principal and used as evidence in the

supervision and evaluation of the employee.

3. Portfolio Mode - professional employees will examine their own practice in relation to the Danielson Framework for Teaching or a PDE-approved alternative system and reflect in a written

report and/or documented discussions with colleagues. Portfolios may be developed according tocriteria established collaboratively by the administrator and the teacher based upon their interests or

needs. Resources, data collection tools, and the results of the reflective sessions should be sharedwith the principal and used as evidence in the supervision and evaluation of the employee.

Note: Book/research reviews are unacceptable for a separate Differentiated Supervision mode

however, they may be used to develop the research for an action plan.

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BOARD OF TRUSTEES

Section: Administration

Title: Conduct and Disciplinary Procedures

Date Adopted:

Revised:

Section I. Purpose

All administrative employees are expected to conduct themselves in a manner consistent with

appropriate and orderly behavior. Effective operation of school programs required the cooperation of

all employees working together under a system of policies and rules applied fairly and consistently. The

orderly conduct of the school’s functions requires compliance with these policies and rules, and

consistent penalties and disciplinary procedures for violations.


The Board directs that procedures be established whereby administrative employees are informed of

the disciplinary actions that are considered appropriate and may be applied for violation of school

policies, rules and procedures.

SC 510

When dismissal charges are filed against an administrative employee pursuant to law, the Board shall

hold a hearing in accordance with the procedures established in the School Code.

SC 1122, 1126, 1127

An affirmative, majority vote of the members of the Board, duly recorded, showing how each member

voted, shall be required in order to take action on dismissing an administrative employee after a

hearing.


All administrative employees shall comply with the professional code of conduct, district policies, rules

and regulations, attempt to maintain order, perform assigned job functions, and carry out directives

issued by supervisors.

In the event it is necessary to demote or dismiss an administrative employee, a hearing shall be

provided as required by statute.

2 Pa. C.S.A.

Sec. 551 et seq

SC 1127

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When engaged in assigned duties, no employee shall participate in activities that include but are not

limited to the following:

1. Physical and/or verbal abuse or threat of harm, to anyone

2. Causing damage to school property, facilities or equipment

3. Forceful or unauthorized entry to or occupation of school facilities, buildings and grounds

4. Use, possession, distribution and/or sale of alcohol, drugs or other illegal substances

5. Failure to comply with directives of school officials, or law enforcement officers

6. Carrying onto and/or possessing a weapon on school grounds without authorization from

the Principal.

7. Violation of school policies, rules and regulations

8. Violations of federal, state, or applicable municipal law or regulation

9. Conduct that may obstruct, disrupt, or interfere with teaching, research, service,

administrative or disciplinary functions of the school or any activity sponsored or approved

by the Board.


Violations of school policy, rules and procedures shall result in progressive penalties where appropriate,

including but not limited to verbal warning, written warning, reprimand, suspension, demotion,

dismissal and pursuit of civil and criminal sanctions.

SC 1122, 1151

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BOARD OF TRUSTEES

Section: Support Employees

Title: Conduct/Disciplinary Procedures

Date Adopted:

Revised:

Section I. Purpose

All support employees are expected to conduct themselves in a manner consistent with appropriate and

orderly behavior. Effective operation of school programs required the cooperation of all employees

working together under a system of policies and rules applied fairly and consistently. The orderly

conduct of the school’s functions requires compliance with these policies and rules, and consistentpenalties and disciplinary procedures for violations.


The Board directs that procedures be established whereby support employees are informed of the

disciplinary actions that are considered appropriate and may be applied for violation of school policies,

rules and procedures.

When dismissal charges are filed against a support employee pursuant to law, the Board shall hold a

hearing in accordance with the procedures established in the School Code. An affirmative, majority vote

of the members of the Board, duly recorded, showing how each member voted, shall be required inorder to take action on dismissing a support employee after a hearing.


All support employees shall comply with the professional code of conduct, school policies, rules and

regulations, attempt to maintain order, perform assigned job functions, and carry out directives issued

by supervisors.

In the event it is necessary to demote or dismiss a support employee, a hearing shall be provided as

required by statute.

2 Pa. C.S.A.

Sec. 551 et seq

When engaged in assigned duties, no employee shall participate in activities that include but are not

limited to the following:

1. Physical and/or verbal abuse or threat of harm, to anyone

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2. Causing damage to school property, facilities or equipment

3. Forceful or unauthorized entry to or occupation of school facilities, buildings and grounds

4. Use, possession, distribution and/or sale of alcohol, drugs or other illegal substances

5. Failure to comply with directives of school officials, or law enforcement officers

6. Carrying onto and/or possessing a weapon on school grounds without authorization from

the Principal.

7. Violation of school policies, rules and regulations

8. Violations of federal, state, or applicable municipal law or regulation

9. Conduct that may obstruct, disrupt, or interfere with teaching, research, service,

administrative or disciplinary functions of the school or any activity sponsored or approved

by the Board.


Violations of school policy, rules and procedures shall result in progressive penalties where appropriate,

including but not limited to verbal warning, written warning, reprimand, suspension, demotion,

dismissal and pursuit of civil and criminal sanctions.

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BOARD OF TRUSTEES


Title: Complaint Process

Date Adopted:

Section I. Authority

It is the Board's intent to establish reasonable and effective means of resolving conflicts among

employees to reduce potential areas of complaints, and to establish and maintain clear channels of

communication between supervisory personnel and school employees.

SC 510


The Board adopts this policy as a method for resolving problems or interpretations relative to federal or

state laws and regulations; Board policies, rules and procedures; and administrative regulations or

directives.

There shall be no reprisals of any kind taken against any employees or their representatives because of

support of or participation in a complaint.

Complaints should be discussed in a private, informal conference between the persons immediately

concerned. At least one (1) private meeting should take place before the complaint process is invoked.

In the event the complaint is not resolved through an informal conference, it should be referred through

administrative/supervisory channels, as designated in the employee handbook for settlement or

disposition.

If the complaint remains unresolved, it must then be stated in writing by the individual employee or

group or employees concerned, and processed promptly through administrative/supervisory channels to

the Principal or designee.

The Principal or designee may either:

1. Formulate a decision and inform those employees involved.

2. If the complaint is not covered by existing law, Board policy or administrative regulation or directive,

the Principal or designee may refer the matter to the Board for a decision.

An appeal of the Principal’s or designee’s decision may be presented by an individual employee or group

of employees through the Principal or designee to the Board, whose decision shall be final.

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All documents, communications, and records relevant to a complaint shall be filed in a separate file and

not kept in the personnel file of any of the participants.

School Code – 24 P.S. Sec. 510

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Charter School Board Recruitment Plan – York City, PA

We intend to recruit a rich and diverse board of trustees. Areas of diversity are as follows:

Demographics:

Male/Female

African-American

21-30 years

31-40 years

41 – 50 years

51- 60 years

61 – 70 years

More than 71 years

Ethnicity:

African-American

Asian

Caucasian

Latino

Expertise:

Legal Issues

Personnel Management Financial Management

Fundraising

Public/Community Relations

Planning/Organizing

Organizations Service Area

Influence:

Power Group

Business/Financial Community

Ethnic/Minority Groups

Media

Government

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BOARD OF TRUSTEES

Section: Local Board Procedures

Title: Board Governance Standards and Code of Conduct

Date Adopted:

Revised:

Section I. Standards for Effective Charter School Governance

To promote student growth and achievement, an effective Board of Trustees will:

A. Advocate for a thorough and efficient system of public education by

1. Promoting public education as a keystone of democracy

2. Engaging and promoting community support by seeking input, building support

networks and generating action

3. Allocating resources in a manner designed to facilitate student achievement

consistent with Charter School goals and plans.

4. Maintaining legislative awareness and communicating with members of the local,

state and federal legislative bodies.

5. Ensuring strong management of Charter School

6. Employing qualified staff to meet student and program needs

B. Models responsible governance and leadership by:

1. Staying current with changing needs and requirements by reviewing educational

literature, attending professional development opportunities prior to Board service

and continuously during Board service, and preparing to make informed decisions.

2. Interacting with school officials in other districts or charter schools and using

resources provided by organizations and agencies committed to effective

governance and management of charter schools.

3. Leading respectfully, taking responsibility for activity and behavior

4. Adopting/acting in accordance with the PSBA Code of Conduct for Members of the

Pennsylvania School Boards (website: http://www.

psba/org/psba/boardstandardsandcode.asp.)

5. Engaging all community stakeholders.

http://www/

http://www/

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6. Complying with Board policy and all applicable local, state and federal laws and

regulations.

7. Operating as a collective Board in making decisions

8. Participating in annual Board retreats

C. Governs through policy by:

1. Seeking input from stakeholders and following an established procedure for

consideration

2. Regularly reviewing and, as necessary, revising and adopting Board policy

3. Ensuring public access to adopted Board policy

4. Purposefully linking its actions to Board policy

D. Ensures that effective planning occurs by:

1.

Adopting and implementing a collaborative strategic planning process includingregular reviews

2. Setting annual goals that are aligned with the Strategic Plan

3. Linking Board actions to the Strategic Plan

4. Adopting a financial plan that considers short-term and long-term needs

5. Adopting professional development plans for Board and staff

6. Adopting a plan to ensure evaluation of student growth and achievement using

relevant data

7. Adopting a master facilities plan conducive to teaching and learning

8. Adopting a plan for curriculum review and development

E. Monitors results by:

1. Using data appropriately to make informed decisions

2. Ensuring effective practices for evaluation of staff, programs, plans and services

3. Evaluating its own performance

4. Assessing student growth and achievement

5. Evaluating the effectiveness of the Strategic Plan

F. Communicates with and engages the community by:

1. Distributing relevant information about the charter school.

2. Providing methods of communication to the Board and appropriate staff

3. Seeking input through a variety of methods

4. Including stakeholders in all communications

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4. Personal decisions should be based on all sufficient facts, we should vote our honest

conviction without partisan bias, and we will abide by and uphold the majority decision

of the Board.

5. Individuals have no legal authority outside the meetings of the Board and should

conduct their relationships with all stakeholders and media on this basis.

6. We will not use our position as Trustees to benefit ourselves or any individual or agency.

7. A Board of Trustees must balance their responsibility to provide educational programs

with the need to be effective stewards of public resources.

8. We should recognize that the primary responsibility of the Board of Trustees is to adopt

policies by which the Charter School is to be administered.

9. We should respect that the Management Company and his/her staff are responsible and

accountable for the delivery of the educational programs and the conduct of schooloperations.

10. Communication with all stakeholders and the media should be conducted in accordance

with Board policy.

I have read the Board Governance Standards and Code of Conduct. I understand

my responsibilities, and am willing to perform the duties requested of me as a

Board Member in a manner compliant with the standards and code.

Board Member Signature:

Date:

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The McKinley Goode Charter School

Board of Trustees

Conflict of Interest Policy

Article I

Purpose

The purpose of the conflict of interest policy is to protect this organization’s

(Organization) interest when it is contemplating entering into a transaction or

arrangement that might benefit the private interest of an officer or director of the

Organization or might result in a possible excess benefit transaction. This policy is

intended to supplement but not replace any applicable state and federal laws governing

conflict of interest applicable to nonprofit and charitable organizations.

Article II

Definitions

1. Interested Person

Any director, principal officer, or member of a committee with governing board

delegated powers, who has a direct or indirect financial interest, as defined below, is an

interested person.If a person is an interested person with respect to any entity in the health care system of

which the organization is a part, he or she is an interested person with respect to all

entities in the health care system.]

2. Financial Interest

A person has a financial interest if the person has, directly or indirectly, through business,

investment, or family:

a. An ownership or investment interest in any entity with which the Organization has a

transaction or arrangement,

b. A compensation arrangement with the Organization or with any entity or individual

with which the Organization has a transaction or arrangement, or

c. A potential ownership or investment interest in, or compensation arrangement with,any entity or individual with which the Organization is negotiating a transaction or

arrangement. Compensation includes direct and indirect remuneration as well as gifts or

favors that are not insubstantial.

A financial interest is not necessarily a conflict of interest. Under Article III, Section 2, a

person who has a financial interest may have a conflict of interest only if the appropriate

governing board or committee decides that a conflict of interest exists.

Article III

Procedures

1. Duty to Disclose

In connection with any actual or possible conflict of interest, an interested person must

disclose the existence of the financial interest and be given the opportunity to disclose all

material facts to the directors and members of committees with governing board

delegated powers considering the proposed transaction or arrangement.

2. Determining Whether a Conflict of Interest Exists

After disclosure of the financial interest and all material facts, and after any discussion

with the interested person, he/she shall leave the governing board or committee meeting

while the determination of a conflict of interest is discussed and voted upon. The

remaining board or committee members shall decide if a conflict of interest exists.

3. Procedures for Addressing the Conflict of Interest

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a. An interested person may make a presentation at the governing board or committee

meeting, but after the presentation, he/she shall leave the meeting during the discussion

of, and the vote on, the transaction or arrangement involving the possible conflict of

interest.

b. The chairperson of the governing board or committee shall, if appropriate, appoint a

disinterested person or committee to investigate alternatives to the proposed transaction

or arrangement.

c. After exercising due diligence, the governing board or committee shall determine

whether the Organization can obtain with reasonable efforts a more advantageous

transaction or arrangement from a person or entity that would not give rise to a conflict of

interest.

d. If a more advantageous transaction or arrangement is not reasonably possible under

circumstances not producing a conflict of interest, the governing board or committee

shall determine by a majority vote of the disinterested directors whether the transaction

or arrangement is in the Organization’s best interest, for its own benefit, and whether it is

fair and reasonable. In conformity with the above determination it shall make its decision

as to whether to enter into the transaction or arrangement.

Instructions for Form 1023 -25-4. Violations of the Conflicts of Interest Policy

a. If the governing board or committee has reasonable cause to believe a member has

failed to disclose actual or possible conflicts of interest, it shall inform the member of the

basis for such belief and afford the member an opportunity to explain the alleged failure

to disclose.

b. If, after hearing the member’s response and after making further investigation as

warranted by the circumstances, the governing board or committee determines the

member has failed to disclose an actual or possible conflict of interest, it shall take

appropriate disciplinary and corrective action.

Article IV

Records of ProceedingsThe minutes of the governing board and all committees with board delegated powers

shall contain:

a. The names of the persons who disclosed or otherwise were found to have a financial

interest in connection with an actual or possible conflict of interest, the nature of the

financial interest, any action taken to determine whether a conflict of interest was

present, and the governing board’s or committee’s decision as to whether a conflict of

interest in fact existed.

b. The names of the persons who were present for discussions and votes relating to the

transaction or arrangement, the content of the discussion, including any alternatives to the

proposed transaction or arrangement, and a record of any votes taken in connection with

the proceedings.

Article V

Compensation

a. A voting member of the governing board who receives compensation, directly or

indirectly, from the Organization for services is precluded from voting on matters

pertaining to that member’s compensation.

b. A voting member of any committee whose jurisdiction includes compensation matters

and who receives compensation, directly or indirectly, from the Organization for services

is precluded from voting on matters pertaining to that member’s compensation.

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c. No voting member of the governing board or any committee whose jurisdiction

includes compensation matters and who receives compensation, directly or indirectly,

from the Organization, either individually or collectively, is prohibited from providing

information to any committee regarding compensation.

Article VI

Annual Statements

Each director, principal officer and member of a committee with governing board

delegated powers shall annually sign a statement which affirms such person:

a. Has received a copy of the conflicts of interest policy,

b. Has read and understands the policy,

c. Has agreed to comply with the policy, and

d. Understands the Organization is charitable and in order to maintain its federal tax

exemption it must engage primarily in activities which accomplish one or more of its taxexempt

purposes.

Article VII

Periodic Reviews

To ensure the Organization operates in a manner consistent with charitable purposes and

does not engage in activities that could jeopardize its tax-exempt status, periodic reviewsshall be conducted. The periodic reviews shall, at a minimum, include the following

subjects:

a. Whether compensation arrangements and benefits are reasonable, based on competent

survey information, and the result of arm’s length bargaining.

b. Whether partnerships, joint ventures, and arrangements with management

organizations conform to the Organization’s written policies, are properly recorded,

reflect reasonable investment or payments for goods and services, further charitable

purposes and do not result in inurement, impermissible private benefit or in an excess

benefit transaction.

Article VIII

Use of Outside ExpertsWhen conducting the periodic reviews as provided for in Article VII, the Organization

may, but need not, use outside advisors. If outside experts are used, their use shall not

relieve the governing board of its responsibility for ensuring periodic reviews are

conducted.

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CHARTER SCHOOL

Board of Trustees Profile

Title: Trustee, Board of Trustees of Charter School

Position Description:

Board members govern, provide financial stewardship, and ensure adherence to the mission and vision

of the Charter School.

“ The mission of The Charter School is to operate safe school s that enable each student to attain the

highest level of academic excellence through an education model that applies innovative education

approaches, develops committed educators and engages parents and the community.”

Responsibilities:

Understand, embrace and support the mission of the Charter School as well as its vision, Core

Beliefs, policies, practices, and programs.

Attend and actively participate in monthly scheduled Board meetings.

Volunteer time and effort on established and ad hoc committees.

Support the organization through financial means and/or the in-kind donation of expertise and

time.

Support and attend special events.

Actively promote the organization in the community through personal and professional

networking. Identify and strategically cultivate relationships with influential community leaders,

organizations, and private sector entities to further the goals and mission of the Charter

School.

Strategically recruit additional Board and Committee members when necessary.

Staying current with changing needs and requirements by reviewing educational literature,

attending professional development opportunities prior to Board service and continuously

during Board service, and preparing to make informed decisions.

Interacting with school officials in other districts or charter schools and using resources

provided by organizations and agencies committed to effective governance and management

of charter schools.

Leading respectfully, taking responsibility for activity and behavior adopting/acting in

accordance with the PSBA Code of Conduct for Members of the Pennsylvania School Boards

(website: http://www. psba/org/psba/boardstandardsandcode.asp.)

Complying with Board policy and all applicable local, state and federal laws and regulations.

1. Operating as a collective Board in making decisions

2. Participating in annual Board retreats

Comply with Code of Ethics, Whistleblower, and Conflict of Interest policies.

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Time Commitment: Monthly Board Meetings plus Committee Meetings and attendance at Special

Events. Board members serve the terms specified in the Bylaws.

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Documents