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Role or Team Role or Team description When involved?
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Role or Team Role or Team description When involved?
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Role or Team Role or Team description When involved?
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Leadership Team
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Includes school leaders (principal/school director), and assistant school leaders. Should also include Culture Leaders (e.g., Deans), Instructional Leaders (e.g., “Director of Curriculum & Instruction” or equivalent), and/or Teacher Leaders, as appropriate.
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All
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UIP Writer(s)
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Designated to take responsibility for populating content in the UIP online system and/or preferred drafting documents. If the UIP Writer is not a school leader, they (or at least one of the UIP Writers, if more than one) should attend all leadership in UIP planning meetings to capture information for the UIP.
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All
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Stakeholders
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Includes leadership, teachers, other staff, and parents/families. It may also include students, district leaders, local board members, and community members.
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All (may vary between phases)
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School Accountability Committee (SAC)
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All schools are required by state law to convene a School Accountability Committee (SAC). SACs should include school leaders, teachers, parents/guardians, parent organization representatives, and community members. For additional information, consult the following resources:
• CDE webpage on School and District Accountability Committees (SACs and DACs)
• SAC Responsibilities Inventory and Español (Updated Sept 2020)
• DAC Responsibilities Inventory (Updated Sept 2020)
• Accountability Committee Timelines
• District Accountability Handbook
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Phase 6, others as needed
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Action Planning Team
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Team Function: This team is responsible for creating action plans, including plans for progress monitoring and change management, once strategies have been identified. One team may plan all strategies OR each strategy may have a dedicated action planning team.
Team(s) Composition: Each team should include at least one leadership representative, a teacher/staff representative, and a representative from the group that will be most immediately responsible for changing practices in line with the strategy (e.g., teachers, for an instructional-focused strategy; deans, for a culture-focused strategy). If a strategy is focused on Family School Community Partnerships, include at least one parent/family representative. Note that a single person could fill more than one of these roles.
Alternative for small teams: A single designated representative may draft a plan for each strategy. This representative should be deliberate about gathering and incorporating input from various stakeholder groups or members (as described above) throughout the planning process.
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Phase 4
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Implementation Team
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Team Function: The function of the Implementation Team is to monitor the progress of the plan, provide implementation support to practitioners and their coaches, clear barriers that are reported up to them, and respond quickly with course corrections or recommendations when implementation activities are off track or when practitioners encounter obstacles.
Team Composition: The Implementation Team should be relatively small (3-5 people). It should have enough capacity to address needs as they emerge while remaining agile when action needs to be taken quickly. The team should include substantial representation from building and instructional leadership; an existing Leadership Team or Instructional Leadership Team may take on the role of the Implementation team, provided they have adequate capacity. An effective Implementation Team benefits from the perspective and leverage of team members with different lenses or spheres of influence within the school.
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Phase 7 Members of this team should be involved in earlier phases of the process in other capacities /roles
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