Common use of Development of a Master Schedule Clause in Contracts

Development of a Master Schedule. The master schedule process respects student choice and need, utilizes teacher input and expertise, minimizes teacher preps, promotes equity in teaching assignments, and makes the best use of facilities. The way to achieve this goal is to facilitate input and communication at several steps in the process of developing the schedule between the administration and the staff. To this end, the following steps shall be followed in developing the master schedule: 1. Curriculum developers will review the course offerings at each secondary school on a yearly basis. 2. Before student registration begins for the upcoming school year, the building administration shall hold a meeting of all faculty to explain the registration process and the process for developing the master schedule. Examples of the type and content of information that should be discussed which would enhance understanding of the scheduling process include: a written timeline, District curriculum offerings, methods used to determine whether a course will be offered, the staff assignment request (refer to 4 below) and balancing of class sizes. 3. When student registration information (indicating which courses may be offered and the number of sections for those courses) is available, the administrators and other staff responsible for developing the master schedule shall meet with the staff or their representatives to provide the course and section information. 4. Individual staff members and departments should study the above information relating to possible courses and number of sections and submit their request(s) for teaching assignments(s) to the building administrator. This staff request will include recommendations for assignments of staff to specific courses based on staff certification, expertise and experience. At this time, recommendations for where a course is placed on the master schedule based on facility availability or the implementation of curriculum should also be submitted. 5. As the master schedule is developed, the administrator will carefully consider all staff and departmental assignment requests. The following reasonable efforts shall be made to reach the goal of assigning a teacher no more than three preparations: • Specific courses may be offered only once every two years or only once in a given school year. • Classes for which a low number of students have registered should be dropped, or additional resources provided if a school is required to keep the course. • Like courses should be combined whenever possible consistent with the course description catalog on a case-by-case basis. 6. When the building administrator determines that the number of preparations for a staff member may exceed three, a conference between the teacher and building administrator shall be convened to discuss possible ways to establish a reasonable workload, including but not limited to the following: assigning the teacher to only one classroom; arranging course sections back-to-back; providing support from a curriculum developer; providing for a mentor and the teacher to work together; providing instructional or lab assistants; and providing clerical aide time. The teacher and administrator will determine the accommodation(s) needed to assist and support the teacher. When a teacher is responsible for more than three preparations (two in a four-period block schedule), this information about workload will be acknowledged in the evaluation of the teacher. 7. No later than two weeks prior to the last day of school, the building administrator will meet with interested staff, to provide a status report on the master schedule and to describe developments that may occur over the summer.

Development of a Master Schedule. The master schedule process respects student choice and need, utilizes teacher input and expertise, minimizes teacher preps, promotes equity in teaching assignments, and makes the best use of facilities. The way to achieve this goal is to facilitate input and communication at several steps in the process of developing the schedule between the administration and the staff. To this end, the following steps shall be followed in developing the master schedule: 1. Curriculum developers will review the course offerings at each secondary school on a yearly basis. 2. Before student registration begins for the upcoming school year, the building administration shall hold a meeting of all faculty to explain the registration process and the process for developing the master schedule. Examples of the type and content of information that should be discussed which would enhance understanding of the scheduling process include: a written timeline, District curriculum offerings, methods used to determine whether a course will be offered, the staff assignment request (refer to 4 below) and balancing of class sizes. 3. When student registration information (indicating which courses may be offered and the number of sections for those courses) is available, the administrators and other staff responsible for developing the master schedule shall meet with the staff or their representatives to provide the course and section information. 4. Individual staff members and departments should study the above information relating to possible courses and number of sections and submit their request(s) for teaching assignments(s) to the building administrator. This staff request will include recommendations for assignments of staff to specific courses based on staff certification, expertise and experience. At this time, recommendations for where a course is placed on the master schedule based on facility availability or the implementation of curriculum should also be submitted. 5. As the master schedule is developed, the administrator will carefully consider all staff and departmental assignment requests. The following reasonable efforts shall be made to reach the goal of assigning a teacher no more than three preparations: •  Specific courses may be offered only once every two years or only once in a given school year. •  Classes for which a low number of students have registered should be dropped, or additional resources provided if a school is required to keep the course. •  Like courses should be combined whenever possible consistent with the course description catalog on a case-by-case basis. 6. When the building administrator determines that the number of preparations for a staff member may exceed three, a conference between the teacher and building administrator shall be convened to discuss possible ways to establish a reasonable workload, including but not limited to the following: assigning the teacher to only one classroom; arranging course sections back-to-back; providing support from a curriculum developer; providing for a mentor and the teacher to work together; providing instructional or lab assistants; and providing clerical aide time. The teacher and administrator will determine the accommodation(s) needed to assist and support the teacher. When a teacher is responsible for more than three preparations (two in a four-four period block schedule), this information about workload will be acknowledged in the evaluation of the teacher. 7. No later than two weeks prior to the last day of school, the building administrator will meet with interested staff, to provide a status report on the master schedule and to describe developments that may occur over the summer.

Development of a Master Schedule. The master schedule process respects student choice and need, utilizes teacher educator input and expertise, minimizes teacher educator preps, promotes equity in teaching assignments, and makes the best use of facilities. The way to achieve this goal is to facilitate input and communication at several steps in the process of developing the schedule between the administration and the staff. To this end, the following steps shall be followed in developing the master schedule: 1. Curriculum developers will review the course offerings at each secondary school on a yearly basis. 2. Before student registration begins for the upcoming school year, the building administration shall hold a meeting of all faculty to explain the registration process and the process for developing the master schedule. Examples of the type and content of information that should be discussed which would enhance understanding of the scheduling process include: a written timeline, District curriculum offerings, methods used to determine whether a course will be offered, the staff assignment request (refer to 4 below) and balancing of class sizes. 3. When student registration information (indicating which courses may be offered and the number of sections for those courses) is available, the administrators and other staff responsible for developing the master schedule shall meet with the staff or their representatives to provide the course and section information. 4. Individual staff members and departments should study the above information relating to possible courses and number of sections and submit their request(s) for teaching assignments(s) to the building administrator. This staff request will include recommendations for assignments of staff to specific courses based on staff certification, expertise and experience. At this time, recommendations for where a course is placed on the master schedule based on facility availability availability, or the implementation of curriculum should also be submitted. 5. As the master schedule is developed, the administrator will carefully consider all staff and departmental assignment requests. The following reasonable efforts shall be made to reach the goal of assigning a teacher an educator no more than three preparations: • Specific courses may be offered only once every two (2) years or only once in a given school year. • Classes for which a low number of students have registered should be dropped, or additional resources provided if a school is required to keep the course. • Like courses should be combined whenever possible consistent with the course description catalog on a case-by-case basis. 6. When the building administrator determines that the number of preparations for a staff member may exceed three, a conference between the teacher educator and building administrator shall be convened to discuss possible ways to establish a reasonable workload, including but not limited to the following: assigning the teacher educator to only one classroom; arranging course sections back-to-back; providing support from a curriculum developer; providing for a mentor and the teacher educator to work together; providing instructional or lab assistants; and providing clerical aide time. The teacher educator and administrator will determine the accommodation(s) needed to assist and support the teachereducator. When a teacher an educator is responsible for more than three preparations (two in a four-period block schedule), or its’ equivalent) this information about workload will be acknowledged in the evaluation of the teachereducator. 7. No later than two weeks prior to the last day of school, the building administrator will meet with interested staff, to provide a status report on the master schedule and to describe developments that may occur over the summer.