EDUCATIONAL CHANGE. 33.01 Educational change refers to the introduction of methods, theories and practices which are intended to continually improve teacher professionalism and student learning. Such change may include new teaching practices and strategies, the use of new equipment and materials and changed teaching responsibilities.
33.02 Both parties recognize that continual improvement of educational process relies on the need to change and adjust, and both parties recognize the importance of dialogues not only at the initial but at subsequent stages as a way of preparing for and encouraging change and adjustment.
33.03 Either party may convene a meeting of the Management-Teacher Committee to discuss significant impending changes referred to in Article 33.01. Such discussions shall include consideration of the impact on teaching staff, the re training needs and the in service needs of teachers. Where possible, such retraining or in-servicing shall take place prior to implementation.
33.04 Without restricting the generality of the foregoing, where any proposed change of an educational process, including new programs or teaching methodologies, is expected to have a material impact on a teacher’s classroom responsibilities, the Board shall discuss such change with the Union before implementation, in accordance with Article 33.03.
33.05 The parties specifically acknowledge that inclusion of students with special needs within the regular classroom can have a material impact on a teacher’s classroom responsibilities. Accordingly, except where circumstances do not reasonably permit, the Board agrees to consult with and support the classroom teacher in advance of the placement of a student with special needs in the regular classroom. Nothing in this Article 33.05 shall be construed to impose upon the Board any additional financial or resource obligation.
EDUCATIONAL CHANGE. 1. The Board recognizes the changing educational needs of the District and supports the principle that teachers, who are directly affected, should be consulted and have input into the implementation of such changes.
2. Towards this end, the Board shall form ad-hoc educational change committees, each of which is intended to deal with particular educational changes and/or curriculum development matters. The membership of these committees shall be established in consultation with the Association. The President of the Association, or designate, shall be an ex-officio member of each such committee. The mandate of these committees shall be to investigate, analyze and make recommendations to the Board on the particular educational change and/or curriculum development matter in question, including recommending how the Board should disburse the monies it has allocated for implementation.
3. The funding required to support these committees in meeting their mandate shall be determined by the Board, at the time each such committee is formed, after consultation with the Association.
4. The Board shall make information available to the above referenced committees regarding the funding which the Board has received from the Ministry and/or allocated for implementation of the particular educational change and/or curriculum development matter in question.
5. Where a school is to undergo a major renovation which will result in the full or partial displacement of a significant portion of the student body, an educational change ad hoc committee shall be struck to investigate, analyze and make recommendations to the Board regarding alternative arrangements which might be implemented.
EDUCATIONAL CHANGE. 1. When new provincially-prescribed or District-developed curriculum is being introduced in the school District, it shall be the responsibility of the Board and the Union to strike an Educational Change Committee that shall be comprised of three (3) Board representatives and three (3) Union representatives.
2. The Educational Change Committee shall make recommendations to the Board and the Union that include the time considerations, in-service and retraining requirements, material requirements and funding needs.
EDUCATIONAL CHANGE. 24.01 Educational change refers to the introduction of methods, theories and practices that are intended to continually improve teachers’ professionalism and student learning. Such change may include new teaching practices and strategies, the use of new equipment and materials and changed teaching responsibilities.
24.02 Both parties recognize that continual improvements of educational process relies on the need to change and adjust and both parties recognize the importance of dialogues not only at the initial but at subsequent stages as a way of preparing for and encouraging change and adjustment.
24.03 Either party may convene a meeting of the Management/Teacher Committee to discuss significant impending changes referred to above. Such discussions shall include consideration of the impact on teaching staff, the re-training needs and the in-service needs of teachers.
EDUCATIONAL CHANGE. 1. a. An ongoing Joint Educational Change Committee shall be established to provide advice on the planning for and implementation of educational change in the district based on the principles outlined in F.
EDUCATIONAL CHANGE. 34.1 For the purposes of this Agreement the term “Educational Change” shall refer to significant:
(a) curriculum changes;
(b) new instructional strategies;
(c) introduction of equipment, related material or processes.
34.2 The parties recognize the authority and responsibility of the Board to implement curriculum change and that significant change requires time and support.
34.3 When Educational Change is to be introduced by the Board, the Board shall notify the Union in writing at least ninety (90) calendar days before the introduction of the Educational Change.
34.4 When an Educational Change is announced by either the Department of Education or the Board, the change shall be referred to the Management-Teacher Committee to develop an action plan.
34.5 The Committee shall make recommendations leading to implementation of the Educational Change through a process of consensus building and within the financial constraints of the Board.
34.6 The Committee shall consider and, if they so desire, make recommendations which may include but not be limited to:
(a) strategies of and rationale for the implementations;
(b) time lines for implementation;
(c) in-service support;
(d) in-service strategies;
(e) recommendations for study leaves;
(f) the identification of and supply of resource materials such as articles, text and other related educational books and readings;
(g) an evaluation schedule;
(h) a human resource listing;
(i) a listing of related courses which should be made available for a recommended number of teachers;
(j) the supply of instructional materials required; and
(k) the provision and supply of facilities and special equipment needed and a support budget.
EDUCATIONAL CHANGE. 20.01 Educational change refers to the introduction of methods, theories and practices that are intended to continually improve teachers’ professionalism and student learning. Such change may include new teaching practices and strategies, the use of new equipment and materials and changed teaching responsibilities.
20.02 Both parties recognize that continual improvements of educational process relies on the need to change and adjust and both parties recognize the importance of dialogues not only at the initial but at subsequent stages as a way of preparing for and encouraging change and adjustment.
20.03 The Regional Centre shall provide reasonable notice, where possible, to the chair of the Halifax Regional Representative Council of any significant impending changes referred to above.
20.04 Either party may convene a meeting of the Management/Teacher Committee to discuss significant impending changes referred to above. Such discussions shall include consideration of the impact on teaching staff, the re-training needs and the in-service needs of teachers.
EDUCATIONAL CHANGE. 30.01 Educational change refers to the introduction of methods, theories and practices that are intended to continually improve teachers’ professionalism and student learning. Such change may include new teaching practices and strategies, the use of new equipment and materials and changed teaching responsibilities.
30.02 Both parties recognize that continual improvements of educational process relies on the need to change and adjust and both parties recognize the importance of dialogues not only at the initial but at subsequent stages as a way of preparing for and encouraging change and adjustment.
EDUCATIONAL CHANGE. 1. Prior to any significant educational change, a District Implementation Committee shall investigate, analyze and make recommendations to the Board respecting the implementation of the educational change and provide information to Teachers on the Committee's activities. Such recommendations may include but not be limited to resources, time, in- service, retraining, piloting and criteria for measuring success of the implementation.
2. The Committee shall have District and Teacher representatives. The Teacher representatives shall not be in a minority.
3. Subcommittees responsible to the District Implementation Committee shall be established, as required, to pursue various components of the educational change and shall report their findings and recommendations back to the District Implementation Committee.
4. It is recognized that the Teacher is the key agent of educational change.
5. The District Implementation Committee shall decide if an issue represents significant educational change.
6. When major educational change is being initiated by the School District, it shall be the responsibility of the District to provide in-service for Teachers and to facilitate implementation of the new curriculum.
EDUCATIONAL CHANGE. 1. a. The Board recognizes that teachers are key agents of educational change.