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For secondary teachers Sample Clauses

For secondary teachers. (a) The number of preps assigned should be addressed collaboratively by administration and departments to mitigate overloading provisional teachers with multiple preps. (b) Buying out prep periods for provisional teachers should be done as a last resort.
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For secondary teachers. The determination of contract FTE for secondary teachers shall be based on the number of teaching periods assigned. In a school with a seven-period day, the normal full-time load is six (6) teaching periods plus one consultation/preparation period per day. (See 9.8.)
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For secondary teachers. Each secondary school teacher shall receive a minimum of three-hundred-forty-five (345) minutes of self-directed instructional planning time per week. Within the three-hundred-forty-five-minutes per week, each teacher shall receive a minimum of forty (40) minutes of uninterrupted, self-directed instructional planning time per day scheduled during the student school contact day. If that is not possible, some of the uninterrupted block of forty (40) minutes may be scheduled outside the student contact day. Passing periods shall not be considered part of the 345 minutes per week. The ten minutes before and after the xxxx will not be counted toward this time unless the teacher does not have students for the first or last period. 8-3-2 For Elementary/ECE/K-8 Teachers: Each elementary/ECE/K-8 school teacher shall receive a minimum of three hundred (300) minutes of self-directed instructional planning time per week. Within the three-hundred-minutes per week, each teacher shall receive a minimum of forty (40) minutes of uninterrupted, self-directed instructional planning time per day scheduled during the student school contact day. If that is not possible, some of the uninterrupted block of forty (40) minutes may be scheduled outside the student contact day. Classroom transitions shall not be considered part of the 300 minutes per week. The ten minutes before and after the xxxx will not be counted toward this time unless the teacher does not have students for the first or last period.
Sample 1Sample 2See All (4)
For secondary teachers. The determination of contract FTE for secondary teachers shall be based on the number of teaching periods or teaching blocks assigned. Thus, in a school with a seven-period day, where the normal full-time load is six teaching periods plus one consultation/ preparation period per day (see 9.8), a teacher with only three teaching periods will be on a .5 FTE contract. Examples to illustrate the concept, based on a seven-period school day: Teaching Periods Proportion of Full-Time FTE Contract Status 1 1/6 .17 No 3 3/6 .50 Yes 4 4/6 .67 Yes 5 5/6 .83 Yes 6 6/6 1.00 Yes
Sample 1
For secondary teachers. (1) Passage of the MTTC subject area examination for any subject area assignment (other than those in which the teacher holds a subject area major) for which the teacher is endorsed and is teaching in grades 7-12. Individuals who hold the old 7-8 “all subjects” designation on their secondary teaching certificates may elect to take and pass the MTTC subject area examination for each subject that he/she is assigned to teach in grades 7-8 if they do not hold a major in the subject(s), OR (2) A graduate degree or coursework that is equivalent to an undergraduate major (thirty semester credit hours) in the teaching field, OR (3) Achieve National Board Certification or credentialing in the subjects(s) at an appropriate developmental level(s) that he/she teaches, OR (4) As documented on Attachment 1 by the NCLB School Improvement Team, have: (a) at least 3 years of teaching experience at the secondary level and (b) have completed, since the issuance of the Provisional teaching certificate, a minimum of 18 semester credit hours in a planned standards-based SSE-approved endorsement program or a master’s or higher degree in an area appropriate for secondary education, OR (5) As documented on Attachment 1 by the NCLB School Improvement Team, have: (a) at least 3 years of teaching experience and, (b) before the end of the 2005-06 school year (or alternative date as determined by the USDE or the MOE) complete an individual professional development plan approved by the School Improvement Team, including completion of professional development activities that are aligned with the state professional development standards and consisting of at least 90 contact hours or 6 semester hours of graduate or undergraduate coursework (completed after April 24, 2003) in a standards-based (in accordance with the SSE-approved standards that are aligned with the applicable Michigan Curriculum Frameworks) subject/content subject area program related to the current teaching assignment, OR (6) As documented on Attachment 2 by the NCLB School Improvement Team, demonstrate competence of subject matter knowledge and teaching skills using a standards-based performance assessment reflecting the Entry- Level Standards for Michigan Teachers approved by the State Board of Education. (The performance assessment shall be conducted by the School Improvement Team, and may include classroom observation, and/or videotaped lessons, and/or an individual portfolio using the Michigan content area portfolio g...
Sample 1
For secondary teachers. As a result of the secondary AIW being implemented, approximately 18 enrolling secondary teachers were laid off across the District. The Employer notes, however, that the layoffs would have occurred in any event, and the schedule allowed non-enrolling specialist teachers to be preserved in order to better support the needs of vulnerable students. Documentation prepared by administration at one secondary school confirmed the budget shortfall was addressed “by moving teacher prep time outside regular class time”, and advised the AIW “saves approximately $1.7 million because it allows for a 12% reduction in secondary teaching staff”. Further, the new schedule results in “teachers teaching more classes and therefore seeing more students, but overall teaching time will remain the same”. The common scheduling of preparation time outside of instructional hours has additional implications. For instance, and without being exhaustive, secondary teachers must “compete” simultaneously for resources such as counselors and photocopying, and it is difficult to avoid interruptions by students during the morning preparation time because they are not in the classroom. The elementary AIW schedule also has a shorter day for students on Friday. Some preparation time (40 minutes) for elementary teachers has been removed from instructional hours and scheduled on Friday afternoon when students are no longer at school. The other 60 minutes of preparation time are scheduled in two 30 minute periods during instructional hours earlier in the week. Recess has been eliminated throughout the week, such that elementary teachers no longer have a scheduled morning break. The District has suggested, however, that a morning break can be determined and supervised by the classroom teacher within instructional hours and used as part of Daily Physical Activity (“DPA”) time. The Union estimates the effect of the elementary AIW schedule has been a reduction of about five teachers across the District. These teachers would otherwise have been employed to teach classes while other elementary teachers had their preparation time during instructional hours.
Sample 1

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