Non-Teaching Faculty Sample Clauses

Non-Teaching Faculty. The usual workload for non-teaching faculty is 40 hours per week during their regular 9 month employment contract, which is equated to 15 CHE for each semester.
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Non-Teaching Faculty. Non-teaching faculty members shall work a 35-hour week. In semesters in which non-teaching faculty members have teaching assignments during their normal 35 work hours they will receive a reduction in workweek of one (1) hour per teaching contact hour. Summer work, if offered to a faculty member, will be paid on a pro rata basis.
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Non-Teaching Faculty. An amount equal to four percent (4%) of the hourly rate of any non-teaching academic employee will be added to the hourly rate of such employee, when hourly work is performed on any regular assigned monthly paid work day(s). For the purposes of this section, hourly service in a week which exceeds normal full-time service will be entitled to the four percent (4%) differential, except that in no case will hourly teaching assignments be entitled to the four percent (4%) teaching differential during summer intersessions.
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Non-Teaching Faculty. 5.1.1 The assignment of a full-time, non-teaching member of the unit shall be one hundred seventy-six (176) days per fiscal year (eleven [11]-month employees add twenty-two [22] days), forty (40) hours per week, including five (5) hours per week for professional growth and development, College governance and other professional responsibilities.
Sample 1
Non-Teaching Faculty. 5.5.1 The assignment of a full-time, non-teaching member of the unit shall be one hundred seventy-six (176) duty days per fiscal year, thirty-five hours per week, plus five (5) hours per week for professional growth and development, College governance and other professional responsibilities. The assignment of an eleven-month full-time, non-teaching member of the unit shall be one hundred ninety-eight (198) days per fiscal year, thirty-five hours per week, plus an additional five (5) hours per week for professional growth and development, College governance and other professional responsibilities. The assignment of a twelve-month full-time, non-teaching member of the unit shall be two- hundred-twenty (220) days per fiscal year, thirty-five hours per week, plus an additional five hours per week for professional growth and development, College governance and other professional responsibilities.
Sample 1
Non-Teaching Faculty. A member of the bargaining unit whose work responsibility is primarily non-instructional.
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Related to Non-Teaching Faculty

  • NON-TEACHING DUTIES A. The Committee and the Association agree that a teacher's primary responsibility is to teach. It must be remembered, however, that in addition to that primary purpose there are other responsibilities within the School that must be assumed by teachers. The Committee and the Association recognize that paraeducators, clerical employees are useful and necessary in order to implement teaching. The Committee, having made provisions for paraeducators, will continue to work toward the improvement of this situation.

  • Team Teaching Unit members participating in team teaching assignments will receive formula hour credit in proportion to the percentage of in-class involvement. When team-taught class sizes exceed the normal, the formula conditions specified in Section 4.3.3 shall apply.

  • TEACHING FACILITIES 4.1 The Board agrees to maintain health and safety conditions at each school site in compliance with applicable statutes and/or regulations. Teachers shall not be required to work under unsafe conditions as determined by proper regulatory authority.

  • Teaching Assistants 1. All Teaching Assistants shall receive the same remuneration per base unit and the difference between the amount paid a Graduate Teaching Assistant and other Teaching Assistants is an associated scholarship. See XIII D. for appropriate compensation.

  • Academic Year Academic Year is defined as beginning with the start of fall semester and ending with the completion of spring semester.

  • TEACHING HOURS AND TEACHING LOAD A. As professionals, teachers are expected to devote to their assignments the time necessary to meet their responsibilities, but they shall not be required to “clock in or clock out” by hours and minutes. Teachers shall indicate their presence for duty by placing their signature and time in the proper column of the faculty “sign-in” roster.

  • Teaching Load Full teaching assignments shall normally include 12 course credit hours of scheduled teaching per academic quarter. A reassignment of duty, for the equivalent of 3 or 4 credit course, shall be provided during one term of the first academic year to all newly hired tenure track faculty to further their teaching, scholarship and service and to encourage faculty retention. Wherever possible the University will endeavor to arrange teaching schedules that avoid excessive numbers of preparations and recognize evening and/or off-campus assignments. Class sizes will be established and monitored by the appropriate academic xxxx in consultation with division chairs and affected faculty each term. The following equivalencies will be used in determining teaching assignments:

  • Teaching Loads The range of teaching loads, number of preparations and number of pupil contacts required should provide for effective instruction and meaningful teacher-student interaction. DPS and the Association agree to work together to seek increased state funding to decrease class size. The principal shall report to the CSC, after the roster verification process, the number of students in each class and this will be published in the CSC minutes on the school’s website. For the purposes of this section, a “class” shall be defined as any general education, including electives and model one classes. Upon request, after the roster verification process, the District shall provide the Association with the student information management system data regarding class enrollment.

  • TEACHING CONDITIONS The parties recognize that the availability of optimum school facilities for both student and teacher is desirable to insure the high quality of education that is the goal of both the teacher and the Board. It is also acknowledged that the primary duty and responsibility of the teacher is to teach and that the organization of the school and the school day should be directed at insuring that the energy of the teacher is primarily utilized to this end.

  • TEACHING AND LEARNING This component captures institutional strengths in program delivery methods that expand learning options for students, and improve their learning experience and career preparedness. This may include, but is not limited to, experiential learning, online learning, entrepreneurial learning, work integrated learning, and international exchange opportunities.

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