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Student disciplinary proceedings often present a challenge for school-board members and school administrators alike. One of the biggest obstacles to fairness in any school-related hearing is the potential for confusing the roles among administrators and the board. It may be impossible to avoid all these role conflicts in some situations, but this practical guide will at least make the parties aware of the potential for conflicts and the steps necessary to ensure a fair hearing for the student. Five chapters deal with various aspects of disciplinary proceedings: (1) "Why Hearings?"; (2) "Roles and Responsibilities"; (3) "Organizing the Expulsion Hearing"; (4) "Conducting the Hearing"; and (5) "Some Related Questions." This guide attempts to provide an understanding of the hearing procedures and options available to participants. It does not, however, evaluate every situation that might arise or anticipate future court action, and, therefore, should not be treated as a substitute for legal counsel. Because different states provide different statutory mandates for their school districts, it is highly recommended that hearing participants become familiar with the laws in their own states. An appendix contains a summary of pertinent case law. (RT)

This manual, published by the Illinois Association of School Boards, was designed to be used as a teaching tool and reference source for overseeing effective school maintenance. Section 1 describes the basics of good school maintenance, including managing the program, using computers, controlling energy costs, ensuring safe practices, designing buildings for efficient maintenance, and being informed about environmental issues. Section 2 details guidelines for operating cleaning and general building services, such as custodial operations, area cleaning programs, and equipment and supplies. A custodian's glossary is included. The third section provides guidelines for building maintenance, specifically, caring for the exterior and roof. Procedures for maintaining school grounds are detailed in the fourth section. The fifth section describes the maintenance of mechanical equipment, including heating and air conditioning systems, sanitary systems and fixtures, sewage treatment plants, and electrical systems. A management tools appendix contains a list of environmental resources; sections on cleaning and general building services, grounds maintenance, and mechanical equipment; and annual inspection checklists. (LMI)

This handbook is designed to serve as a guide to help school boards understand collective bargaining and the labor-management relationships in their districts. Chapter 1 describes what school-board members need to know. Chapter 2 discusses some of the political and legal realities that school boards face in the collective-bargaining process. Chapters 3 and 4 depict how bargaining works and describe some alternative bargaining styles. The fifth chapter examines the board's reaction to union demands, with a focus on building credibility. Chapters 6 and 7 offer guidelines for preparing to bargain and understanding roles and responsibilities. The eighth and ninth chapters describe strategies for resolving a negotiation impasse and responding to a teachers' strike. Ten concluding recommendations are offered in the final chapter. Four tables and a glossary are included. (LMI)

The management principles set forth in this handbook encourage broad public and employee involvement. The first of three sections, "Management in Education," looks at the current state of the art, the potential benefits of sound management, and what school boards can do to encourage development of a true management process for their districts. The second, "Elements of Management," offers both basic principles and specific examples of what makes for good management. Topics are as follows: getting organized to manage, building a management team, planning, gathering information for decision-making, setting performance appraisal in motion, selecting and developing teachers, paying for performance, and improving public and employee relations. The third, "School Boards on the Job," examines some practical realities that make schools different from other organizations, the nature of school boards, and the role of the superintendent. New to this edition is an appendix of leadership tools consisting of short articles produced by the staff of the Illinois Association of School Boards that concern the board-superintendent relationship, a value system for schools, delegation and decision making, and monitoring and asessing performance (accountability). (MLF)

This guide provides a basic program for managers and supervisors responsible for the care of buildings, grounds, and equipment; provides the maintenance staff member with basic information and solutions to typical problems; and is intended to be used as a training tool and a reference source. The manual is divided into five categories. (1) "Basics of Good School Maintenance" covers management concepts, energy conservation, safety, and building design. (2) "General Building Maintenance" provides basic methods for organizing and carrying out procedures for routine cleaning and external building care. (3) "Grounds Maintenance" offers management programs and step-by-step procedures for the care of trees, shrubs, lawns, and asphalt surfaces. (4) "Mechanical Equipment" covers routing maintenance and repair procedures for heating and air conditioning systems (from boilers to temperature controls), sanitary systems and fixtures, sewage treatment plants, electrical systems, and food service equipment. (5) "Management Tools Appendix" provides ready-to-use forms for work assignments, record keeping, work evaluations, and physical plant inspections. (Author/MLF)

This publication presents data gathered in a survey of the impact of collective bargaining on Illinois school districts. In September 1974, the Illinois Association of School Boards mailed a three-part questionnaire to the superintendent of each of its 932 member school districts. Completed questionnaires were returned by 739 districts, representing 71 percent of Illinois' 1,045 districts. The questionnaire produced three kinds of information, which are reported in three separate publications. This report deals with the impact of collective bargaining on school management decision-making, as indicated by responses to 46 key items that are common teacher union proposals in collective bargaining. The survey findings presented in this volume are organized in six chapters. Chapter 1 summarizes chapters 2-6 relative to key questions concerning teacher involvement in decision-making; the other five chapters focus in turn on decisions related to direct teacher benefits, decisions related to implied teacher benefits, decisions related directly to teacher security issues, decisions related to implied teacher security issues, and other decisions found in teacher proposals. Within each chapter, tables present data separately for districts in the Chicago area, districts outside the Chicago area, and for the state as a whole. (Author/JG)

This publication presents data gathered in a survey of the impact of collective bargaining on Illinois school districts. In September 1974, the Illinois Association of School Boards mailed a three-part questionnaire to the superintendent of each of its 932 member school districts. Completed questionnaires were returned by 739 districts, representing 71 percent of Illinois' 1,045 districts. The questionnaire produced three kinds of information, which are reported in three separate publications. This report presents data describing the current status of collective bargaining in Illinois; this segment of the survey made up the largest part of the questionnaire and produced the largest and most complex set of data. The survey findings presented in this volume are organized into five chapters that focus in turn on responding districts and their teacher organizations, economic benefits for teachers, language in bargaining contracts or policies, procedures for collective bargaining, and training of management negotiators. Within each chapter, tables present data separately for districts in the Chicago area, districts outside the Chicago area, districts in Northern Illinois, districts in Southern Illinois, and for the state as a whole. A copy of the survey questionnaire is included in the introduction. (Author/JG)

This is an analysis of the current Education Association model collective bargaining agreement. This document is intended to provide aid and assistance to board bargaining teams and negotiators; it is not a substitute for professional assistance where such help is indicated. The board of education-oriented clauses included in the analysis indicate sample language only; the clauses do not present model or recommended language. The substance, content, and consequences of American Federation of Teachers contract proposals in most districts will be quite similar to those included in this model. The areas covered are recognition, employee evaluation and termination, employee compensation and fringe benefits, leaves, grievance procedure, negotiation procedure, the effect of the agreement, reduction of teachers, and minimum necessary contract clauses to be proposed by the board of education. These latter clauses cover strikes and lockouts, management rights, and waiver of additional bargaining. (Author/IRT)

This handbook, an updated and revised version of the 1975 original, contains the new statutory requirements, state board of education rules, and court decisions pertaining to teacher dismissal in Illinois. This handbook is designed to acquaint Illinois school administrators and school board members with the legal procedures necessary in dismissal cases, especially in those that involve complicated charges, such as failure to maintain discipline, to prepare lesson plans, and to cooperate with associates. The authors emphasize that the complex web of legal procedures involved in dismissal requires the early assistance of the school attorney. The handbook discusses the due process requirements and the conduct of dismissal hearings for both tenured and probationary teachers. Sample dismissal forms, nonrenewal forms, and evaluations are included. (Author/DS)

This manual is intended to help school boards in Illinois and other states measure the costs of their benefits programs and to control expenditures for these programs in order to obtain maximum value for employer and employee. It presents a systematic method of computing fringe benefit costs, the comparative costs of benefits programs in Illinois, criteria for evaluating programs, and suggestions for controlling costs and negotiating benefits. The book also contains a special section on negotiating salaries, which offers insight into traditional pay practices, union demands, and alternatives for distributing money on the salary schedule. To achieve its goals, the manual includes (1) step-by-step instructions and a worksheet for computing fringe benefit costs, (2) a discussion of actual and potential costs of benefit programs with tables of comparative data, (3) criteria that can be used to evaluate the effectiveness of a fringe benefit program, (4) a detailed discussion of legally required fringe benefits and of other benefits commonly provided, with suggestions for monitoring and controlling costs, and (5) recommendations for negotiating benefits intended to be of maximum value to the board and employees alike. (Author/JM)

To help new school board members gain a quick understanding of their job, this handbook's seven chapters and five appendices present useful guidelines and information. The first chapter discusses the general nature of school board membership, lists 12 characteristics of a good board member, and presents the Illinois Association of School Boards' code of conduct for school board members. Chapters two and three describe the structure of Illinois school government and of local school boards. The school board's powers and duties, including policy-making and school district monitoring, are addressed in chapter four. Chapter five looks at school board operations and meetings and suggests how to conduct effective meetings. The last two chapters introduce the new board member to school finance and collective bargaining. The appendices add further hints for conducting productive board meetings and provide a list of additional readings as well as guidelines for a board's relations with its chief administrator. (RW)

The purpose of this 1975-76 survey of 1,029 Illinois school districts is, first, to provide educators and the general public with accurate salary schedule and policy information for each Illinois school district, and, second, to present a statewide summary analysis as a comparative basis for overall planning and decision-making. In addition to statewide summary tables of salary schedule and policy information, this annual report contains teacher salary information for elementary, secondary, and unit school districts listed according to size and district name. Data on teacher organization affiliation, on districts operating under signed negotiation agreements with teacher organizations, and on fringe benefits available to teachers are also included. (Author/DS)

The purpose of the 1976-77 survey of 1,024 Illinois school districts is to provide accurate teacher salary schedule and policy information for each Illinois public school district. Such information is required by teachers, school board members, and administrators who need to make comparisons among districts of various types and sizes. A statewide summary analysis and summary tables are provided as a comparative basis for overall planning and decision-making. This annual report contains salary information for elementary, secondary, and unit school districts listed according to size and district name. Data on teacher organization affiliation, on districts operating under signed negotiation agreements with teacher organizations, and on fringe benefits available to teachers are also included. (Author/DS)

This handbook and the accompanying workbook grew out of a series of workshops on superintendent appraisal designed to find a way to clarify and strengthen the board-superintendent relationship and to enable boards to constructively evaluate superintendent performance. The guidelines are intended to acquaint board members and superintendents with some important principles of evaluation and, in particular, with performance appraisal procedures. (MLF)

This workbook is intended to help the school board and superintendent tailor a performance appraisal system to suit their own needs. It consists of ten separate exercises that guide the board and superintendent through the planning and decision-making that must precede successful performance appraisal. The workbook contains exercises through which the board and superintendent will (1) determine what they want from evaluation; (2) deal constructively with board member concerns related to the traits, skills, and behavior of the superintendent; (3) reach agreement on how to conduct regular appraisal of the superintendent's performance; and (4) provide a sound basis for appraisal of past performance and for planning future directions. (Author/MLF)

This manual is designed to fill two distinct needs in the school maintenance field: (1) a text or resource in training new maintenance staff members and in staff development, and (2) a reference source for the routine tasks and problems encountered in school sanitation and maintenance. Section 1 covers the basics of good school maintenance, including management, use of computers, controlling energy costs, safe maintenance practices, and designing buildings for efficient maintenance. Section 2 focuses on cleaning and general building services. Topics include organizing the custodial operation, creating a local handbook for custodians, area cleaning programs, custodial procedures and services, equipment and supplies, a custodian's glossary, and maintenance of synthetic surfaces. Section 3 covers maintaining the building, both exterior and roof, while section 4 covers maintaining school grounds. Section 5 focuses on maintaining mechanical equipment: heating and air conditioning systems, sanitary systems and fixtures, sewage treatment plants, electrical systems, and food service equipment. Section 6 is a management tools appendix, consisting of forms and checklists for effective maintenance management in the areas of cleanup and general building services, grounds maintenance, mechanical equipment, and annual inspection. (TE)

In response to Illinois's consolidation of all elections, this handbook aims to assist school board secretaries in coordinating election duties and responsibilities with local election authorities. The handbook comprises 13 sections. Section 1 defines 11 election consolidation terms. Section 2 explains how specific elections are scheduled, and section 3 shows the election dates. A calendar of nonpartisan election events (such as candidate filings) is listed in section 4. Board candidates are covered in section 5, including their qualifications, terms, filing notices, nominating papers, candidacy statement, statement of economic interests, and withdrawal, plus issues of board vacancies and campaign financing. Section 6 discusses candidate certification, objections to candidates, and candidate placement on the ballot. Conduct of the election is explicated in section 7, including election notices and judges, pollwatchers, ballots, precinct clustering, boundary changes, supplies, and polling hours. Absentee voting and voter qualifications, registration, and identification are covered in section 8. Procedures for tallying, checking, and proclaiming election results--including recounts--are set forth in section 9. Section 10 explains procedures for referenda on public policy, while sections 11 and 12 describe "back-door" (votes on board actions) and emergency referenda. Section 13 examines election costs. (RW)

This handbook is intended to help school boards become more effective governing bodies by becoming more efficient in conducting routine business, improving their abilities to reach constructive decisions and to solve problems, making their meetings sources of good will among members, students, and the community, and developing and following written policies and procedures for conducting board meetings. In addition to furthering these general goals, the handbook provides an introduction to the laws regulating the conduct of board meetings in Illinois. The work is presented in 10 chapters that focus on organizing the school board, Illinois legal requirements, planning for meetings, conducting meetings, the duties and responsibilities of meeting participants, recording the meeting, decision making, dealing with the public, working with the news media, and evaluating board meetings. Among the topics covered are the election and orientation of new members, designing an agenda, handling minutes, conducting closed meetings, adopting policy, and dealing with school administrators. Sample policy statements are provided to illustrate ways to put the text's suggestions into practice. Appendices and exhibits include articles, statements, checklists, and other materials supporting and enriching the text. (PGD)

This guide to student disciplinary hearings provides an understanding of procedures and options during the student suspension or expulsion process through the perspectives of the different participants. Section 1, "Why Hearings?" discusses due process and the three categories of student disciplinary hearings: pre-suspension, suspension, and expulsion. Section 2 analyzes the roles and responsibilities of hearing participants, including the board of education, hearing officers and board committees, administrators, attorneys, and witnesses. Section 3, "Organizing the Expulsion Hearing," reviews how the hearing is scheduled and includes a sample notice of hearing. The section presents documents involved and an explanation of possible seating arrangements and methods of recording and hearing. Section 4, "Conducting the Hearing," describes setting the tone of the hearing and formal and informal procedures. The section provides an overview of the order of events: the case for expulsion, swearing witnesses, the student's side, closing statements, deliberation and decision, formal action, and decision and notification. A sample notice of expulsion is included. Section 5 discusses related questions concerning rules of evidence, witnesses, contraband, and open versus closed meetings. A summary of pertinent case law is appended. (CJH)