Common use of EDUCATIONAL CHANGE Clause in Contracts

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. 33.01 29.01 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 29.02 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 29.03 Either party may convene a meeting of the Management-Teacher Committee to discuss significant impending changes referred to in Article 33.0129.01. 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. The Board will also consider additional support when requested. 33.04 29.04 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 33.0329.03. 33.05 29.05 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 29.05 shall be construed to impose upon the Board any additional financial or resource obligation.

EDUCATIONAL CHANGE. 33.01 30.01 Educational change refers to the introduction of methods, theories and practices which are intended to continually improve teacher 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. 33.02 30.02 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 30.03 Either party may convene a meeting of the Management-Teacher Committee to discuss significant impending changes referred to in Article 33.0130. 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, possible such retraining or in-servicing shall take place prior to implementation. 33.04 30.04 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 33.0330.03. 33.05 30.05 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 30.05 shall be construed to impose upon the Board any additional financial or resource obligation.

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 re-training needs and the in 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. 33.01 31.01 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 31.02 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 31.03 Either party may convene a meeting of the Management-Teacher Committee to discuss significant impending changes referred to in Article 33.0131.01. Such discussions shall include consideration of the impact on teaching staff, the re training needs and the in in-service needs of teachers. Where possible, such retraining or in-servicing shall take place prior to implementation. The Centre will also consider additional support when requested. 33.04 31.04 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 Centre shall discuss such change with the Union before implementation, in accordance with Article 33.03.31.03.‌ 33.05 31.05 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 Centre 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 31.05 shall be construed to impose upon the Board Centre any additional financial or resource obligation.

EDUCATIONAL CHANGE. 33.01 31.01 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 31.02 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 31.03 Either party may convene a meeting of the Management-Teacher Committee to discuss significant impending changes referred to in Article 33.0131.01. Such discussions shall include consideration of the impact on teaching staff, the re training needs and the in in-service needs of teachers. Where possible, such retraining or in-servicing shall take place prior to implementation. The Centre will also consider additional support when requested. 33.04 31.04 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 Centre shall discuss such change with the Union before implementation, in accordance with Article 33.0331.03. 33.05 31.05 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 Centre 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 31.05 shall be construed to impose upon the Board Centre any additional financial or resource obligation.

EDUCATIONAL CHANGE. 33.01 29.01 Educational change refers to the introduction of methods, theories and practices which are intended to continually improve teacher 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. 33.02 29.02 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 29.03 Either party may convene a meeting of the Management-Teacher Committee to discuss significant impending changes referred to in Article 33.0129.01. Such discussions shall include consideration of the impact on teaching staff, the re training retraining needs and the in in-service needs of teachers. Where possible, possible such retraining or in-servicing shall take place prior to implementation. 33.04 29.04 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 Centre shall discuss such change with the Union before implementation, in accordance with Article 33.0329.03. 33.05 29.05 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 Centre 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 29.05 shall be construed to impose upon the Board Centre any additional financial or resource obligation.

EDUCATIONAL CHANGE. 33.01 46.01 Educational change refers to the introduction of methods, theories and practices which are intended to continually improve teacher 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. 33.02 46.02 Both parties recognize that continual improvement of educational process relies on the need to change 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 46.03 Either party may convene a meeting of the Management-Teacher Committee to discuss significant impending changes referred to in Article 33.0146.01. Such discussions shall include consideration of the impact on teaching staff, the re there-training needs and the in in-service needs of teachers. Where possible, such retraining or in-servicing shall take place prior to implementation. 33.04 46.04 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 33.0346.03. 33.05 46.05 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 46.05 shall be construed to impose upon the Board any additional financial or resource obligation.