Homebound Teachers Sample Clauses

Homebound Teachers. The rate of pay to homebound teachers is their hourly contract amount. Payment will be made at the end of every grading period on the next scheduled pay date as per the completed time card(s).
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Homebound Teachers. All teachers will be eligible for voluntary homebound teaching assignments. Preference may be given to teachers currently teaching advanced academic subjects in which the homebound student is enrolled. Typically all homebound teaching assignments will be conducted after regular school day business has concluded. Homebound teachers will be reimbursed according to State Department policy for hours taught and mileage. (See COMPENSATION.
Homebound Teachers. Homebound teaching for those not regularly employed as homebound teachers shall be compensated at the rate of 1/1000 of the teacher’s annual teaching salary, as calculated from the current salary schedule, for each hour so taught.
Homebound Teachers. Homebound teachers will be paid an hourly rate based on their Step and Class on the salary schedule. If a homebound teacher is not under contract, pay will be based on Step 1, Class 1 of the salary schedule. Reimbursement for mileage will be paid at the rate established by the Board of Education.
Homebound Teachers. These teachers shall be paid at 100% of Step 1 of their established lane, or their actual position on the schedule, whichever is lower.
Homebound Teachers. Homebound Teachers shall be paid an hourly rate of Thirty Five Dollars ($35) per hour.
Homebound Teachers. Teachers who teach homebound students will be paid no less than the state rate provided by the State Department of Education. If the teachers use their personal car for transportation, they will be paid at the current IRS rate per mile traveled. The monetary compensation will be paid in the following month after the teaching occurs upon proper documentation of the time worked and auto expenses incurred.
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Related to Homebound Teachers

  • Teachers Xxxxxx Xxxxxx (lead), Xxxxx Xxxxx, Xxxxxxx Xxxxxx Board: Xxx Xxxxxxxx (lead), Xxxx Xxxxxxxxx, and Xxxx Xxxxx Supt: Xxxxx Xxxxxxxxx

  • Mentor Teachers A. A Mentor Teacher shall be defined as a Master Teacher as identified in Section 1526 of the School Code and shall perform the duties of a Master Teacher as specified in the School Code and State Administrative Rules and Regulations. B. Each bargaining unit member in his/her first three (3) years in the classroom shall be assigned one or more Mentor Teacher(s) by the Administration. The Mentor Teacher shall be available to provide professional support, instruction and guidance. The purpose of the mentor assignment is to provide a peer who can offer assistance, resources and information in a collegial fashion. C. A Mentor Teacher shall be assigned in accordance with the following: 1. Participation as a Mentor Teacher shall be voluntary. 2. The Mentor Teacher assignment shall be for one (1) academic year subject to review. The appointment may be renewed in succeeding academic years. 3. Should either the Mentor Teacher or the Mentee present cause to dissolve the relationship, the administration will meet with the Mentor Teacher and the Mentee to determine an appropriate course of action. D. Upon request, the Administration may provide release time so the Mentor may work with the Mentee in his/her assignment during the regular work day. E. Mentees who are new to the profession shall be provided with a minimum of fifteen (15) days of professional development instruction during their first three (3) years of classroom teaching. F. Performance responsibilities of a Mentor Teacher may include but not be limited to: Work to establish a relationship with Mentee based on mutual trust, respect and collegiality; provide encouragement, support, guidance and feedback when needed; help Mentee feel welcome; take part in training to enhance teaching and mentoring skills; complete periodic evaluations of Mentor-Mentee program, as requested; contact mentees, minimally once a week, for formal or informal meetings; help Mentee learn about resources, procedures, curriculum, students' needs, building and district policies, regulations and schedules; promote a smooth transition between teacher training and the actual classroom setting; facilitate three-way conferences involving the Mentor, Mentee and Principal; provide opportunities for Mentee to observe the Mentor and other teachers; share new and alternative materials, methods and resources with Mentee; observe Mentee's teaching in a classroom setting; conduct pre and post observation conferences; and assist Mentee with goal setting.

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