Nothing in this Article Clause Samples

Nothing in this Article precludes the Parties from mutually agreeing to grievance-mediation during any stage of the grievance procedure. The agreement shall be in writing and shall stipulate the name of the mediator and the time lines for grievance-mediation to occur. Appendix A Limestone District School Board Occasional Teacher Performance Appraisal 1. This form should be completed for all Occasional Teachers who request and/or require a performance appraisal. Although the form is to be used for both casual and long-term occasional teachers, the competency statements with an asterisk have been identified as most relevant for casual occasional teachers. 2. Depending on the nature of the Occasional Teacher’s assignment, some competencies may not be observed and/or may not be appropriately assessed. All statements are to be considered, where appropriate, for long term occasional teachers. 3. Competencies are to be assessed using the following scale: S = Satisfactory; ND = Needs Development; and UA = Unable to Assess. 4. As per Board procedure, all new occasional teachers are required to have two performance appraisals completed within their first 45 days of teaching. 5. The appraisal may be completed by a Principal, Vice- Principal or Assistant Vice-Principal. 6. The appraisal may be initiated by the Occasional Teacher and/or the Administrator. 7. Where the appraisal is initiated by an administrator, the teacher should be given at least 48 hours notice of the appraisal. 8. A meeting should be held with the Occasional Teacher as soon as reasonably possible to review the report and offer meaningful feedback. 9. A signed copy of the appraisal must be provided to the Occasional Teacher no later than 15 days after the meeting. 10. The occasional teacher must sign the appraisal to acknowledge receipt of the report. 11. The signed report must be forwarded to the Board office to be placed in the occasional teacher’s personnel file. • Applies knowledge of how pupils develop and learn physically, socially, and cognitively. • Responds to learning exceptionalities and special needs by modifying assessment processes to ensure the special needs of pupils are met. • Shapes instruction so that it is helpful to pupils who learn in a variety of ways. * • Effectively motivates pupils to improve pupil learning. * • Demonstrates a positive rapport with pupils. *

Nothing in this Article shall prevent the Union or the University from exercising its right to use Section 49 of the Ontario Labour Relations Act, 1995.

Nothing in this Article prevents the transfer of a Teacher at any time by mutual consent of the Board and the Teacher(s).

Nothing in this Article precludes the District from requiring arbitration of disputes under private arbitration or the Public Works Contract Arbitration Program, if mediation under this section does not resolve the parties’ dispute.

Nothing in this Article shall preclude a procuring entity from excluding a supplier from a procurement on grounds such as: (a) bankruptcy; (b) false declarations; or (c) significant deficiencies in performance of any substantive requirement or obligation under a prior contract.