Memorandum of Understanding Template Practical Law
The partnership is a practical way to address a historic shortage of specialist language teachers on the ground. By sharing teaching capacity between our schools, we are able to overcome these bottlenecks and provide local students with access to a broader curriculum. This publication is available at www.gov.uk/government/publications/setting-up-school-partnerships/guide-to-writing-a-memorandum-of-understanding-mou The elements of a letter of intent will of course vary from one memorandum to another, as each agreement and negotiation will be different. However, some details should still be included, such as the names of the parties involved, the details of the project they agree on, the full scope of the project, and individual roles and responsibilities. This document is accompanied by a sample letter of intent that we encourage schools to use. One way to do this is to agree on a Memorandum of Understanding (MOU) to ensure that the partnership`s promised outcomes are achieved: the benefits of a MOU are that it reduces uncertainty and (theoretically) reduces future disputes. The accompanying model should be used as a guide and not as a normative document. The content of any letter of intent is entirely the responsibility of the parties involved. The language used and the level of detail also depend on: Partner schools will pilot [Activity X] during the summer semester 2018 for a one-year group before starting in September 2018 for all year groups. We promote a range of activities within these partnerships around our 4 priority areas – teaching, curriculum, leadership and school improvement – to achieve impactful outcomes for students. This section should include the impact you want to see and the approach you will use to measure whether they have been achieved. It is a serious statement of intent – voluntarily accepted by equal partners – about the commitment, resources and other considerations that each party will bring to the table.
It has moral force, but does not create legal obligations. The Joint Committee (see 7.1) coordinates the impact assessment and reports annually to management teams and boards of directors. Partnership leaders should be senior managers, such as deputy leaders, as they must have the power to move the work forward. We have seen the most striking examples of partnerships where the leader is part of the senior management team. During the first year of the partnership, the Joint Committee shall meet at least twice per mandate. Example of section 6.4 Superintendents agree to fill vacant management positions as soon as possible if current employees leave their positions. It is up to each partnership to determine the formality of this step. Some partnerships may wish to establish a strong governance structure, while others may prefer a more informal arrangement. It may also endeavour to leave most of this section outside the letter of intent and instead create a “mandate” for a committee. Where applicable, this section should be used to describe financial contributions from partner schools. In this section, schools may wish to identify the data sources and information they will use to monitor progress. The Guide to Building School Partnerships includes a checklist for assessment.
This section explains the purpose of the partnership. It is common for schools to be put off by the formal nature and sometimes by the details of a memorandum of understanding. These concerns should not overshadow the benefits of formalizing a partnership. A joint committee of partnership leaders will be established to oversee the partnership and monitor its effectiveness. If we have identified third-party copyright information, you must obtain permission from the relevant copyright holders. The objectives set out in Section 2 should be used to measure performance. The main disadvantage of a letter of intent is that it is not legally binding (although this can be beneficial in some situations). Each party always has the option of not continuing negotiations or changing its position. Therefore, you can understand why a letter of intent is only considered when negotiations are significantly advanced, as drafting can be time-consuming and changes can be costly and time-consuming.
Partners should provide “examination points” (3.3). These will help to ensure that activities are carried out as agreed and that they can evolve and adapt as they operate. A letter of intent is most often used in international negotiations, but it also has a purpose when it involves a negotiation or agreement such as a merger between two large companies. The details of your evaluation methodology might look like the following table: In terms of evaluation, it provides an opportunity to integrate impact evaluation into the partnership from the outset and clearly define the achievements to be achieved.