Collaborative Decision-Making - 4240

Mukilteo School District
Community Relations - Series 4000
Collaborative Decision-Making - 4240

Philosophical Foundation

Student learning is the core of the Mukilteo School District’s mission. Learning occurs most successfully in a supportive environment created by students, teachers and other staff, parents and community working together. Collaborative decision-making is defined as a process by which constituent groups are appropriately involved in decisions that may affect them. Involvement in the process promotes ownership, responsibility, understanding and commitment to decisions. Such involvement is important in establishing and maintaining a positive climate that promotes student learning.

Expectations

The School Board expects and is committed to the following outcomes of collaborative decision-making:

Improved student learning
Improved communications
Improved staff morale with high levels of trust
Improved school/district climate
High quality decisions
Better use of human and fiscal resources
Increased staff creativity, innovation, and involvement
Greater public confidence

Characteristics

Collaborative decision-making is characterized by the following:

Gathering input from those who will be affected by decisions and from those who will be involved in implementing them
Allowing those individuals closest to the situation to be involved in identification of problems and solutions to them
Commitment to the process as well as to the outcome
Open, timely communication across all levels of the organization
Free exchange and open expression of ideas
Cooperation, negotiation, compromise and consensus building

Collaborative decision-making does not mean that:

Everyone will be involved in every decision
Every problem should or can be solved through a collaborative decision-making process

Decision Levels

It is recognized that some decisions are more appropriately made at the District level, while other decisions and recommendations need to be made at individual sites. All decisions must be in compliance with School Board policy, negotiated agreements, and local, state, and federal law. District and site level decisions are defined as follows:

  1. District Level Decisions

    In order to maintain unity and consistency, recommendations which impact the entire district should be made by broad-based committees that include representation of stakeholders and constituencies. After review with the Superintendent, each committee’s recommendation will be presented to the Board. The Board is responsible for making all decisions that govern and direct the District. District level decision-making groups may include, but are not limited to:

    1. District-Wide Committees: Committees that advise on general goals, guidelines and standards that may include, but are not limited to:

      1. District Services
      2. Budget
      3. Research and Assessment
      4. Student Rights & Responsibilities (K-12)
      5. Teaching and Learning Committee
      6. Instructional Materials Committee
      7. Special Programs
      8. Public Information

    2. Ad Hoc Committees: Temporary committees formed as needed to study specific issues, policies, or programs, such as boundaries, policy review, growth management.

  2. Site Level Decisions

    Recognizing that each site is unique and has individual needs, many decisions need to be made by a collaborative decision-making process at each site. Site level decision-making groups include, but are not limited to:

    1. Community Site Council
    2. Ad Hoc Site Committees
    3. PTA and other school support groups
    4. School-community partnerships
    5. Learning Improvement Team
    6. Staff Advisory Committees, Faculty Senate, and Principal’s Cabinet

Evaluation

Evaluation of any decision is ongoing and part of the decision-making process.

All decisions should:

  1. Contribute to improvement of student learning
  2. Support District and site missions
  3. Reflect the characteristics of decision-making

 

Adoption Date: November 10, 1997
Revised: November 22, 2004