School Leadership Teams (SLTs) are vehicles for developing school-based educational policies, and ensuring that resources are aligned to implement those policies. SLTs assist in the evaluation and assessment of a school’s educational programs and their effects on student achievement.
SLTs play a significant role in creating a structure for school-based decision making, and shaping the path to a collaborative school culture. New York State Education Law Section 2590-h requires every New York City Public School to have a School Leadership Team. In addition, Chancellor’s Regulation A-655 (CR A-655–See link below) establishes guidelines to ensure the for- mation of effective SLTs in every New York City public school.
An SLT is responsible for developing a school’s Comprehensive Educational Plan (CEP). The SLT is not responsible for the hiring or firing of school staff. However, consistent with Chancellor’s Regulation C-30, the SLT must be consulted prior to the appointment of a principal or assistant principal candidate to the school.
An SLT provides an annual assessment to the community district or high school super- intendent regarding the principal’s record of developing an effective, shared decision-making relationship with the SLT members during the year.
There are three members of the school community who are mandatory members of the SLT. They are:
The remainder of the team is comprised of elected parents and staff members. The SLT must have an equal number of parents and staff.
An SLT may also include students (a minimum of two students is required in high school SLTs) and representatives from community based organizations (CBOs) that work with the school. Students and CBO representatives do not count when determining whether a team should have an equal number of parents and staff. The exact composition of a school’s SLT is set forth in the team’s bylaws.
An SLT should have a minimum of 10 members, and a maximum of 17 members. The exact number of members on a school’s SLT is set forth in the team’s bylaws. Regardless of the total number, the SLT must have an equal number of parents and staff members.
SLTs must use consensus-based decision making. In this type of group decision making, all participants contribute to and help shape the final decision. By listening closely to one another, members aim to come up with solutions and proposals that work for the group. This approach is empowering because each member has the opportunity to influence team decisions. When all members are able to voice their opinions and concerns, they are more likely to stay invested in and connected to the work of the team. This sets the stage for greater cooperation and mutual respect.
The SLT meets on a monthly basis, and while consensus in decision-making is only required of the board, the meeting is open to the school community. PS 139 parents and caregivers are welcome to attend. See the monthly calendar or marquee outside the school for meeting dates.
For the DOE’s website on SLTs, including translations of all the above in multiple languages, see their dedicated web page on School Leadership Teams.