Curriculum Standards Sample Clauses

Curriculum Standards. 1. Opinions and suggestions as to the kind of teaching materials purchased shall be sought from academic personnel and determination shall be made by the Committee. 2. Delivery of all books and supplies for the following year shall be made as soon as possible prior thereto. Teachers shall be notified concerning supplies and materials which are denied, or which will not be available, if possible.
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Curriculum Standards. 12.3.1. Courses administered through a concurrent enrollment program are college/university cataloged courses with the same departmental designations, course descriptions, numbers, titles, and credits. 12.3.2. The college/university ensures the concurrent enrollment courses reflect the learning objectives, and the pedagogical, theoretical and philosophical orientation of the respective college/university discipline. 12.3.3. Faculty conduct site visits to observe course content and delivery, student discourse and rapport to ensure the courses offered through the concurrent enrollment program are equivalent to the courses offered on campus.
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Curriculum Standards. Courses administered through CHS are college level courses with the same departmental designations, course descriptions, numbers, titles, and credits. CHS classes may be comprised of students who are not seeking college credit and those who are seeking college credit. CHS courses reflect the pedagogical, theoretical and philosophical orientation of the College divisions. College Faculty Coordinator site visits ensure that CHS courses are the same as the courses offered on campus. Bellevue College adheres to the National Alliance of Concurrent Enrollment Partnership Accreditation Standards (NACEP). High school students pay a registration fee of $40 per credit, for a total of $200 for each 5-credit course, $240 for each 6-credit course, etc. Regular college students, who are state residents, currently pay $551.30, plus fees and books for a 5-credit course. After completing the admissions process, CHS students submit their completed registration form, along with a check, made out to Bellevue College, to their high school teacher prior to the registration deadline. For high schools/students qualified for state CHS funded subsidies as defined in RCW28A.600.290, the high school/District will submit a student list, by course, to the College. Once students have met all pre- registration requirements, registration is finalized, and grades have been assigned, the College will invoice the District. It is the District responsibility to collect subsidies from the state. High school instructors teaching CHS courses will meet the College divisions’ requirements for hiring adjuncts to teach the course on the College campus. The College will provide new CHS high school instructors with a CHS program orientation and discipline-specific training, prior to teaching the course. The College will also provide CHS instructors with annual professional development activities and ongoing collegial interaction to address course content, course delivery, assessment, evaluation, and/or research and development in the field. CHS procedures address instructor non-compliance with College expectations for courses offered through CHS. The College will pay CHS high school instructors for additional work above and beyond the regular district contracted day, based on the stipend chart below. Instructors must adhere to NACEP Accreditation Standards, and requirements outlined under CHS Instructor Commitments and District Responsibilities, and provide the college with evidence required by the Sta...
Sample 1
Curriculum Standards. THE LICENSOR contracts with Academic Benchmarks, Inc. to provide updated curriculum standards for Licensor’s Software Program. Accordingly, the LICENSEE accepts the products, sites and services related to the curriculum standards provided by Academic Benchmarks Inc. "as is" and "as available" without any warranty whatsoever as to the performance or results licensee may obtain from use of the products, services or sites. Licensor makes no warranty that use of the products or services or access to the sites will be uninterrupted, timely, secure or error-free. Any content downloaded or otherwise obtained from the sites and any content aligned using the system is done at licensee's discretion and risk, and licensee will be solely responsible for any damage to licensee's computer system or loss of data that results from the download of any such content. LICENSOR DISCLAIMS ALL WARRANTIES, EXPRESS OR IMPLIED, INCLUDING BUT NOT LIMITED TO IMPLIED WARRANTIES OF MERCHANTABILITY AND FITNESS FOR A PARTICULAR PURPOSE. LICENSEE ASSUMES THE ENTIRE RISK AS TO THE RESULTS AND PERFORMANCE OF THE PRODUCTS, SERVICES AND SITES, THE CONTENT RECEIVED AS PART THEREOF AND THE CONSEQUENCES OF ANY ACTION TAKEN BY LICENSEE BASED UPON THE SAME.
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Curriculum Standards. The Facility’s current curriculum, as approved by ICBC and as amended from time to time based upon ICBC directives, forms part of this Agreement.
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Curriculum Standards. The Principal will receive and consider suggestions on course content from the faculty. The Principal will try to balance teaching schedules. Effective with the 2017-2018 school year, the Principal shall try to maintain a schedule of six (6) periods per school day with one (1) preparation period for teachers in the STEAM Program. The Committee and the Federation may, by mutual agreement, agree to re-open this contract for the limited purpose of negotiating over the adoption of a new 6-period schedule District-wide (as proposed by the Instructional Leadership Team) which aligns with current the Teaching Load including preparation periods, and provides preparations periods for instructors in the Career and Technical programs to be implemented with the start of the 2018- 2019 school year.
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Curriculum Standards. According to stakeholders surveyed in this study, there is a gap between curricular expectations for students in Grade 1 and the actual skills that these children are bringing to the classroom. Specifically, respondents noted that the Grade 1 curriculum is better suited for children who have had a year of pre-primary education to gain letter recognition and phonetic awareness skills. According to one teacher in Oromia region, “the textbook prepared for grade one is with the assumption that all students attended pre-school/kindergarten. The textbook begins with reading and writing without giving a base [in these skills] for those coming from rural areas.” Only 12.7% of the 211 children surveyed using the student questionnaire had attended formal kindergarten and 19.8% had accessed some form of traditional pre-schooling. Support for reading outside of school. Parental support is a key variable in how quickly and how well children learn to read. A key finding of the 2010 EGRA study was that the presence of other books (not texbooks) in a child’s home had a significant and positive correlation with their reading skills (EGRA 2010, ES-5). Teachers’ efforts outside the classroom. 82% of 211 learners who responded on the student questionnaire said that teachers had helped them informally with some form of academic support outside of formal class hours. Similarly, approximately 68% of students reported that teachers also partly or usually provided them some guidance on how to handle personal problems. However, teachers’ direct engagement with parents around students’ learning was less evident. Three-quarters (74%) of teachers surveyed during the rapid assessment reported that they had worked with “a few” parents or “not at all”.
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Curriculum Standards. The Facility’s current curriculum, as approved by ICBC and as amended from time to time based upon ICBC directives, forms part of this Agreement. The Training Program curriculum for an applicant for a Class 1 Driver Training Instructor’s licence, and for an applicant for an Air Brake Instructor Certificate of Qualification must include, at a minimum, the items and elements set out in this Schedule. A Facility who provides a Training Program for an applicant for a Class 6/8 Driver Training Instructor’s licence must contact the ICBC Driver Training Industry Support Unit with respect to the Training Program curriculum. Objective of Training: To achieve an acceptable level of knowledge of air brake systems and understanding of instructor techniques, and ability to conduct air brake courses by: - reviewing air brake systems; - learning to prepare lesson plans and use training aids; - learning the principles and theory of the conduct of air brake courses; - learning to conduct the lessons required to teach a driver the knowledge and skills required to safely operate motor vehicles equipped with air brakes. Course Introduction 30 minutes Overview of Communication: - principles of learning - student behaviour and motivation - ways of learning - uses of senses - understanding attitudes 2 hours Principles of Instruction: - instructional methods - stages of learning - learning curves and plateaus - feedback 3 hours Lesson Planning: - establishing learning objectives - organization of lesson material - selecting instructional methods - writing lesson plans 2 hours Instructor techniques: - methods of questioning - group discussions - personal attributes and mannerisms 3 hours Course Preparation: - training resources - publicity/promotion 1 hour Coaching Skills 2 hours Basic Air Brake Systems: - heat, energy, friction, weight, speed, distance, reaction, brake lag and braking distance - engine and brake horsepower - differences between air brakes and hydraulic brakes - force multipliers - compressor and governor - reservoirs - safety valves and one way check valves - foot valves, brake xxxxxxxx, xxxxx adjusters - brake assembly and adjustment - brake lines - gauges and switches - release and limiting valves 8 hours Basic Combination Vehicles Air Brake Systems: - hand valve and highway valve - emergency systems - tractor protection system - relay valves - tractor and trailer reservoirs - air lines - brake xxxxxxxx - adjustments and trouble shooting 2 hours Dual Braking sy...
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Related to Curriculum Standards

  • Quality Standards Each Party agrees that the nature and quality of its products and services supplied in connection with the other Party's Marks will conform to quality standards set by the other Party. Each Party agrees to supply the other Party, upon request, with a reasonable number of samples of any Materials publicly disseminated by such Party which utilize the other Party's Marks. Each Party will comply with all applicable laws, regulations, and customs and obtain any required government approvals pertaining to use of the other Party's marks.

  • Minimum Standards 12.1.1 All types of network equipment placed in AT&T-13STATE network equipment areas of Eligible Structures by AT&T-13STATE or Collocator must meet AT&T-13STATE minimum safety standards. The minimum safety standards are as follows: (1) Collocator’s equipment must meet Telcordia Level 1 safety requirements as set forth in Technical Publication 76200, Network Equipment Building Systems (NEBS); or, (2) Collocator must demonstrate that its equipment has a history of safe operation defined by installation in an ILEC (including AT&T-13STATE) prior to January 1, 1998 with no known history of safety problems. The Collocator will be expected to conform to the same accepted procedures and standards utilized by including AT&T-13STATE and its contractors when engineering and installing equipment.

  • Safety Standards Performance of the Contract for all commodities or contractual services must comply with requirements of the Occupational Safety and Health Act and other applicable State of Florida and federal requirements.

  • Technical Standards The Generation System shall be installed and operated by the Interconnection Customer consistent with the requirements of this Agreement; the Technical Requirements; the applicable requirements located in the National Electrical Code (NEC); the applicable standards published by the American National Standards Institute (ANSI) and the Institute of Electrical and Electronic Engineers (IEEE); and local building and other applicable ordinances in effect at the time of the installation of the Generation System.

  • Ethical Standards ‌ 7.8.1 Within ninety (90) days after the Effective Date, Developer shall adopt written policies establishing ethical standards of conduct for all Developer-Related Entities, including Developer’s supervisory and management personnel, in dealing with (a) IFA and the Department and (b) employment relations. Such policy shall be subject to review and comment by IFA prior to adoption. Such policy shall include standards of ethical conduct concerning the following: 7.8.1.1 Restrictions on gifts and contributions to, and lobbying of, IFA, the Department and any of their respective members, commissioners, directors, officers and employees, and elected State officials; 7.8.1.2 Protection of employees from unethical practices in selection, use, hiring, compensation or other terms and conditions of employment, or in firing, promotion and termination of employees; 7.8.1.3 Protection of employees from retaliatory actions (including discharge, demotion, suspension, threat, harassment, pay reduction or other discrimination in the terms and conditions of employment) in response to reporting of illegal (including the making of a false claim), unethical or unsafe actions or failures to act by any Developer-Related Entity; 7.8.1.4 Restrictions on directors, members, officers or supervisory or management personnel of any Developer-Related Entity engaging in any transaction or activity, including receiving or offering a financial incentive, benefit, loan or other financial interest, that is, or to a reasonable person appears to be, in conflict with or incompatible with the proper discharge of duties or independence of judgment or action in the performance of duties, or adverse to the interests of the Project or employees; 7.8.1.5 Restrictions on use of office or job position for a purpose that is, or would to a reasonable person appear to be, primarily for the private benefit of a director, member, officer or supervisory or management person, rather than primarily for the benefit of Developer or the Project, or primarily to achieve a private gain or an exemption from duty or responsibility for a director, member, officer or supervisory or management person; and 7.8.1.6 Restrictions on directors, members, officers or employees of any Developer-Related Entity performing any of the Work if the performance of such services would be prohibited under IFA’s conflict of interest rules and policies. 7.8.2 Developer shall cause its directors, members, officers and supervisory and management personnel, and require those of all other Developer-Related Entities, to adhere to and enforce the adopted policy on ethical standards of conduct. Developer shall establish reasonable systems and procedures to promote and monitor compliance with the policy. 7.8.3 Notwithstanding the foregoing in this Section 7.8, Developer has an affirmative obligation under this Agreement to disclose to IFA and to the Indiana State Ethics Commission when an interested party is or becomes an employee of IFA or the State. This obligation extends only to those facts that Developer knows or reasonably could know. For purposes of this Section 7.8.3, “interested party” means (a) the individual executing this Agreement, (b) an individual who has an interest of three percent (3%) or more of Developer, (c) any member of the immediate family of an individual specified in clause (a) or (b). For purposes of the preceding sentence, “immediate family” means the spouse and the unemancipated children of an individual.‌

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  • OMB Standards Unless specified otherwise within this agreement, the Subrecipient shall procure all materials, property, or services in accordance with the requirements of 24 CFR 84.40−48.

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  • Quality Service Standards Price Services and the Fund may from time to time agree to certain quality service standards, as well as incentives and penalties with respect to Price Services’ Services hereunder.