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Powers of the Receiver are a unique feature of the Receivership support model that enable the Superintendent Receiver to make specific changes outside the scope of standard school operating procedures that they deem are necessary for the school to make demonstrable progress when implementing the school’s Continuation Plan.

For newly identified schools, these powers are transferred to the Superintendent Receiver upon NYSED’s approval of the school's Continuation Plan.

A list of the Powers of the Receiver as outlined in Commissioner’s Regulation §100.19 can be found below.

What are the Superintendent Receiver's Powers?

In order to implement a school's Continuation Plan intervention plan, the Superintendent Receiver may take the following actions consistent with the provisions of Education Law section 211-f and, with respect to issues related to such actions for which collective bargaining is required, consistent with any applicable collective bargaining agreement(s) and provisions of article 14 of the Civil Service Law:

• Review and if necessary expand, alter or replace the curriculum and program offerings of the school, including the implementation of research-based early literacy programs, early interventions for struggling readers and the teaching of advanced placement courses or other rigorous nationally or internationally recognized courses, if the school does not already have such programs or courses.
• Replace teachers and administrators, including school leadership who are not appropriately certified or licensed.
• Increase salaries of current or prospective teachers and administrators to attract and retain high-performing teachers and administrators.
• Establish steps to improve hiring, induction, teacher evaluation, professional learning, teacher advancement, school culture and organizational structure (e.g., instructional coaches or research-based instructional plans).
• Reallocate the uses of the existing budget of the school.
• Expand the school day or school year or both of the school, which may include establishing partnerships with community based organizations and youth development programs that offer appropriate programs and services in expanded learning time settings
• For a school that offers first grade, add pre-kindergarten and full-day kindergarten classes, if the school does not already have such classes.
• Include a provision of a job-embedded professional learning for teachers at the school, with an emphasis on strategies that involve teacher input and feedback.
• Establish a plan for professional learning for administrators at the school, with an emphasis on strategies that develop leadership skills and use the principles of distributive leadership.
• Abolish the positions of teaching, administrative, and supervisory staff assigned to the school, terminate the employment of the principal, and require such staff members to reapply for their positions in the school if they so choose.
• Negotiate a Receivership agreement to address the length of the school day or school year, professional learning for teachers and administrators, class size; and changes to the programs, assignments, and teaching conditions in the school in Receivership.

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