All schools have a teacher leadership team through which they may propose modifications to specific aspects of the district-established structure, such as curriculum issues, professional development, schedule, and class size, among others.

The contract introduces school-based decision-making teams, acknowledging that while “[t]here is no one best way to organize a school, a classroom or an educational program,” the “quality of decision-making is best when the process is closest to and includes all stakeholders on school site governance teams, which should include parents, community representatives, administrators, certificated staff members, classified staff members, and when appropriate, students.”

The contract establishes an “Instructional Leadership Team” structure for each school—consisting not only of the principal and teachers, but also non-teaching staff and parent representatives—to share decision-making power with stakeholders over matters such as (but not limited to) instruction, school operations, training, and budgetary issues.

Any provision in the contract can be waived by a school if at least two-thirds of the affected teachers vote for this and to the extent that it supports the broader educational mission of the district.

School site councils—comprised of the principal and elected teachers, parents, and, at the high school level, students—may waive any provision of the contract unrelated to salary and benefits; seniority rights involving transfer, excessing, or layoff procedures; due process rights; or right to file a grievance.

The instructional day can be replaced by another schedule if that is mutually agreed by the school administrator and 75% of the affected school staff.

Sixteen middle and high schools in Springfield operate under an entirely different collective bargaining contract than do the rest of the district’s schools. The contract provides schools with increased flexibility, primarily through the implementation of an elected teacher leadership team that designs and implements the school’s annual continuous improvement plan and makes decisions around things like the length of the workday, class size, curriculum, and professional learning.

The maximum length of the work day is specified—7 ½ hours—without setting a minimum nor a start/end time, and it explicitly allows for flexible start/end times upon mutual agreement between the bargaining unit member and the school leader. Additionally, the contract stipulates class size maximums, but indicates they may be exceeded if the teacher and the district agree to do so.

School leaders have full authority to set class size, staffing assignments, and class schedules.

Class size maximum is set at 29 students but the contract specifies that can be exceeded in exchange for compensating the teacher $340 per student per semester.

There are limits on student-teacher ratios instead of class size maximums, providing school leaders the flexibility to put more students in one classroom provided an additional teacher is present. Additionally, the contract sets out examples of alternative solutions in the case ratios must be exceeded, such as additional support staff.

The school’s administrative staff has full authority over the school’s dates and hours of operation and the school calendar.

There are established class size maximums but the contract also “recognizes the necessity of maintaining flexibility in order to address unforeseen circumstances” and sets out examples of alternative solutions in the case class size maximums must be exceeded, such as additional support from aides. Implementing such measures, rather than reducing the class size, requires consent of the teacher.

Some specific provisions in the contract (including class size and compensation) can be renegotiated at specified times during the term of the contract.