“Education reform legislation offered greater autonomy to several types of district schools, including Turnaround schools, Innovation schools, and Horace Mann charter schools. These efforts have produced strong academic results, and should be extended to serve a greater number of students. We know what is working in our schools and this bill builds on these efforts to close the achievement gap by:
- Extending “turn-around” powers and support grants to (39 additional) Level 3 schools
- Eliminating the cap on in-district charter schools and eliminating the requirement that renewal of these schools is based on union approval
- Prioritizing enrollment (by reserving seats) for students with disabilities or ELLs in charter schools
- Building and maintaining programs for charter students with disabilities and ELLs through partnerships and coordination with District resources
- Offering the same transportation services to both charter and district school students
- Extending the school day (with compensation rates & schedule set outside of collective bargaining)
- Allowing for “neighborhood” charter schools in large cities through geographical enrollment preferences
- Ensuring District input into the grade configuration and location of new charter schools
- Incorporating a weighted student formula for charter school funding
- Streamlining the administrative process for the application, approval and management of Horace Mann charter schools
- Supporting the growth of Innovation schools by clarifying the voting process and union approval requirements
- Allowing for single-sex schools, classes, and educational programs”
New Salary Rates and Differentials
Here’s a list of all rates and differentials under the new contract.Whenever there is a rate change partway through the school year — as there is in all of the years of this current contract, a “blended” rate is in effect for those who perform year-long activities and/or activities (coaching, and so on) that span the rate hike. So members get paid a “blended” rate for these rates and differentials for a current year, but all subsequent rate adjustments are added to the higher or so-called final rate in effect at the end of the previous school year.
Should it be kept and organized appropriately in a file cabinet fully accessible to the administrator? Or need it be uploaded so an evaluator has easy, online access 24-7? What do you think? Please take our poll.