Part Five. Allowances
Part Five. Hours of Work Secondary Teachers' Collective Agreement Effective: 1 July 2019 to 30 June 2022 We are making improvements to our Download to Print functionality, so if you want a printed copy of this agreement please download the PDF version of the Secondary Teachers' Collective Agreement.
Part Five. The baie du Poste, delimited at its northern extremity by latitude 50' 25' north.
Part Five. Leave Secondary Principals' Collective Agreement Effective: 2 September 2019 to 1 September 2022 We are making improvements to our Download to Print functionality, so if you want a printed copy of this agreement please download the PDF version of the Secondary Principals' Collective Agreement.
Part Five. RENEWAL AND TERMINATION
Part Five. RTLB Service Expectations Service Expectations will include, but not be limited to: Success measures The intensity and duration of support provision should be driven by the learning needs of students. Service categories: Individual students Groups of students Individual Schools Groups of schools which could include COL Cluster Projects RTLB provide high quality and effective learning and behaviour services for schools/kura and Kāhui Ako within a cluster. RTLB support teachers, schools/kura and Kāhui Ako to develop inclusive classroom environments that enhance students’ learning, participation and wellbeing. RTLB work with the Ministry to identify and respond to the learning needs of all children and young people within the Kāhui Ako following the new learning support service delivery model where this is in place. RTLB support the achievement of students in Years 1-10. This includes actively supporting the transition of students into and out of these year levels to meet the needs of children and young people. RTLB preserve the intent of the RTLB Toolkit including the practice sequence while ensuring the needs of students are met. Teachers are confident to manage the needs of students with additional learning needs. The cluster looks for opportunities to be innovative in its support provision to schools/kura. Transition support for students Support for transition to school/kura from ECE is collaboratively planned and provided for children identified as having additional learning and/or behaviour needs. Transition support is collaboratively planned and provided for students at critical transition points including (but not limited to): - School/kura to school/kura (including Te Kura) particularly within Kāhui Ako. - Cluster to cluster - From the end of one school year to the beginning of the next school year - School/kura to Alternative Education (AE) to school - School/kura to Stand Villages (Health Camps) to school/kura. The provision of transition support will not be interrupted by requests for support closing unnecessarily at the end of a school year.
Part Five. Standards For Meetings Meetings are an important part of the way in which we work together to share information and make decisions. However, we recognise that meetings are not always well attended and we need to make extra effort to ensure that people are encouraged to attend. Tenants and leaseholders need to feel that by attending they will be listened to and that there will be visible outcomes. We have recognised the areas that need to be improved to make meetings sustainable and effective. Most of the meetings held are open to any tenant. Exceptions are set out in Part Two of the Agreement. Sheffield Homes and Sheffield City Council will ensure that: DRAFT For Consultation Before The Meeting Publicise meetings in good time. Meetings will be timed so as to allow proper consultation and reflection, and not at the last minute with pressure for quick decisions. Plan meetings using a meetings planner and avoid clashes between local meetings and citywide meetings wherever possible. Hold meetings at venues which wherever possible are suitable for disabled people and are held at times which are convenient and accessible. Arrange for interpreters and use hearing loop systems where necessary. Provide a clear agenda for meetings with papers sent out 10 working days in advance. We will avoid tabling papers at the meeting. Any urgent business for the meeting will be agreed with the Chair in advance. Publicise that we will pay reasonable expenses on the invitations to meetings Agree mailing lists for tenants groups At The Meeting Take accurate minutes of meetings with clear outcomes and actions. Chair meetings in an open and democratic manner, with suitable time for questions. Provide refreshments at all meetings. Meetings arranged over lunchtime or early evening will have a light meal provided. After The Meeting Draft minutes are sent out no more than ten working days after the meeting and earlier if possible. Use feedback from meetings to improve arrangements for future meetings. Summarise the key points from citywide meetings and Sheffield Homes Board of Directors meetings and Local Board Meetings in The Bridge. DRAFT For Consultation Publish the minutes of citywide meetings on the Sheffield Homes website.
Part Five. Research and Research Training RESEARCH AND RESEARCH TRAINING A range of research and research training performance indicators and targets are proposed in this section. Principal Performance Indicators are compulsory and institutions may voluntarily nominate optional performance indicators and targets considered reflective of individual institutional goals. The Commonwealth recognises universities have diverse missions and, consequently, targets and performance will vary between institutions. Each university should develop performance indicators and targets to reflect its individual performance and strategic direction. Research performance and research capability Commonwealth objectives The Commonwealth encourages excellence in research performance and the strengthening of research capability. Particular objectives are to: progressively increase the number of research groups performing at world class levels, as measured by international performance benchmarks; and promote collaboration, amongst universities, across sectors, between researchers and industry Australia and internationally. The Commonwealth, through the Australian Research Council (ARC), conducts the Excellence in Research for Australia (ERA) which evaluates the quality of research undertaken at Australian universities by discipline against international benchmarks. ERA is used to assist in determining funding in the Sustainable Research Excellence in Universities program administered by the Commonwealth. University strategies In 2012 the Institute produced a three-year Research Plan (xxxx://xxx.xxxxxxxxx.edu.au/biite/wp-content/uploads/2012/09/Research-Plan-v1-7_web.pdf). The Research Plan 2012-2015 is aligned with the Xxxxxxxxx Institute Strategic Plan 2012-2014 and draws on relevant Institute and external publications, guidelines, agreements and standards. The Plan incorporates responses to the Review of Higher Education Access and Outcomes for Aboriginal and Xxxxxx Xxxxxx Islander People: Final Report and in so doing positions the Institute's research and researcher development challenges and directions in a broader national context. The Research Plan sets a framework for concentrating the research focus at the Institute and for building quality and success. It talks specifically about the importance of partnerships in our research development trajectory and outlines detailed strategies for implementation over the life of the Plan, under each of the following six objectives:-
Part Five. The Development and Burgundy Estate Development Conditions – which deals with the relationship between the Purchaser and:-
Part Five. General Provisions 14 25. Occupational Health And Safety 14
