Nontenured Teachers Sample Clauses

Nontenured Teachers. Evaluations of nontenured teachers must be preceded by a one-time classroom observation without written evaluation, but with follow-up discussion with the teacher.
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Nontenured Teachers a. notice of doubtful status for cause by May 1; and notice of nonrenewal of contract for cause on or before the last day of the school term as per AS 14.20.140. b. notice of doubtful status of contract for any reason other than for cause by May 1; and notice of nonrenewal of contract for any reason other than cause on or before the last day of the school term per AS 14.20.140. 407 REDUCTION IN FORCE I. Order of Layoff When a reduction in force (RIF) becomes necessary due to a districtwide reduction in enrollment or other lawful reason, teachers will be laid off on the basis of seniority dependent on districtwide program needs and applicable law and regulation.
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Nontenured Teachers. Any leave granted to a nontenured teacher shall not extend beyond the end of the academic school year for which the leave is granted.
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Nontenured Teachers. A. Probationary teachers will be observed a minimum of three (3) times yearly, preferably once at the beginning, once in the middle, and once toward the end of the year. Nothing in this section should be construed to limit the right of administration to observe the teachers more frequently. B. A teacher who would be eligible for tenure at the start of the next school year shall receive notification by May 1st of the preceding year if he/she will not be recommended for tenure.
Sample 1
Nontenured Teachers. Nontenured teachers shall be observed not less than four times each year. The observation of the nontenured teachers shall be done by more than one qualified evaluator certificated in supervision by the Maryland State Department of Education. Nontenured teachers will receive two formal evaluations each year.
Sample 1
Nontenured Teachers. Non­tenured teachers shall be formally evaluated at least three (3) times per year. Teachers shall be given a written copy of the evaluation. Teachers shall be given the opportunity to have a conference with the Administration and/or supervisor making the evaluation within a reasonable period of time following such evaluation. It shall be the teacher’s responsibility to make an appointment for the evaluation conference.
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Nontenured Teachers 
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  • 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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