Professional Development - Teachers. Additional days per year may be granted to teachers to attend workshops or professional meetings as approved in advance by the Superintendent. The teacher will apply to the Superintendent five (5) days in advance of the meeting. The district may choose to reimburse the teacher for any/or all actual expenses incurred.
Professional Development - Teachers.
23.1 For the purposes of this clause, Teacher includes Head Teachers (excluding Head Teacher Band 3), Special Program Coordinators and Adult Literacy Officers.
23.2 Discussions are to occur between the Teacher and their appropriate Head Teacher /supervisor for an agreed professional development plan that meets the development needs of the Teacher and the section/faculty/unit. The plan will be developed as part of the Annual Teacher Review process and will guide the professional development plan over the year.
23.3 An Approved Program for all teachers shall include professional development on the following basis:
23.3.1 Teachers undertaking teacher training shall have 72 hours per annum professional development in their first two years of service;
23.3.2 Teachers who are teacher trained on recruitment shall have 72 hours professional development per annum in their first year of service; and
23.3.3 all other Teachers shall have 20 hours of professional development per annum to undertake activities related to their current and medium term individual development needs as identified in consultation with their line manager. This does not preclude access to other professional development opportunities provided by the Employer.
Professional Development - Teachers. 21.1 For the purposes of this clause, teacher includes head teachers, special program coordinators and adult literacy officers.
Professional Development - Teachers. Teachers have a responsibility to maintain and improve their professional proficiency by participating in a variety of work-related developmental activities. The School has a responsibility to encourage and facilitate the professional development of their teachers, to involve teachers in the planning and delivery of professional development and to support teachers in meeting their obligations. The School and teachers agree that professional development should occur in a planned and structured way, to ensure that the needs of both the School and teachers are met. Through consultation, policy and procedures for a structured professional development process will be developed at the School, based on the principles outlined Schedule 5. Through discussion and negotiation with colleagues, and the person(s) designated by the School as “the supervisor(s)”, each teacher shall develop an approved Professional Development Plan that incorporates both long and short term goals and addresses the needs of the School, faculty or year level requirements and the personal interests of the teacher. Where there is unresolved disagreement between the teacher and the supervisor on the appropriateness of the teacher’s Professional Development Plan, the matter may be negotiated in accordance with the Dispute Resolution Process. The teacher shall maintain a portfolio, which contains documentation of professional development that matches the Professional Development Plan.
Professional Development - Teachers. The Advisory Panel shall select the Professional Development Teachers. Professional Development Teachers shall serve a three (3) year term. For the initial year of the program, Professional Development Teachers shall be assigned staggered terms. Professional Development Teachers shall be released from their classroom assignment on an as needed basis, in order to perform their assigned duties as Professional Development Teacher; Disruption to the classroom shall be held to a minimum. Professional Development Teachers shall serve one hundred and eighty five (185) day work year, and receive an annual stipend of $2,650.
Professional Development - Teachers. 23.1 Teachers have a responsibility to maintain and improve their professional proficiency by participating in a variety of work-related developmental activities.
23.2 Schools have a responsibility to encourage and facilitate the professional development of their Teachers, to involve Teachers in the planning and delivery of professional development and to support Teachers in meeting their obligations.
23.3 The Schools and Teachers agree that professional development should occur in a planned and structured way to ensure that the needs of both the School and Teachers are met.
23.4 The Schools and teachers agree that professional development should occur in a planned and structured way, to ensure that the needs of both the School and teachers are met, consistent with the following:
(a) Through discussion and collaboration with colleagues, and the person(s) designated by the School as “the supervisor(s)”, each teacher shall develop an approved Professional Learning Plan that incorporates both long and short term goals and addresses the needs of the School, faculty or year level requirements and the personal interests of the teacher.
(b) Where there is disagreement between the teacher and the supervisor on the appropriateness of the teacher’s Professional Learning Plan, the matter may be negotiated in accordance with the Dispute Resolution Process.
(c) The teacher shall maintain a portfolio, which contains documentation of professional development that matches the Professional Learning Plan.
23.5 Major aims of the professional learning plans for Teachers are:
(a) Lutheran accreditation for Teachers.
(b) The Australian Professional Standards for Teachers. In particular, standards in relation to:
(1) Graduate Teacher;
(2) Proficient Teacher;
(3) Highly Accomplished Teacher; and
(4) Lead Teacher.
23.6 Professional development, including that held during student-free days and staff meetings, conducted by the School for teaching staff will, wherever relevant and possible, articulate Teacher Registration Board Professional Standards.
23.7 Teachers who attend these planned professional development activities will have access, upon request, to a central record of attendance.
23.8 As part of an employee’s professional learning plan (consistent with clause 23.5), Teachers are entitled to apply to undertake relevant professional development activities. Where the application is granted, costs and release time involved in attending such professional development will be cov...
Professional Development - Teachers. 23.1 Teachers have a responsibility to maintain and improve their professional proficiency by participating in a variety of work-related developmental activities.
23.2 Schools have a responsibility to encourage and facilitate the professional development of their Teachers, to involve Teachers in the planning and delivery of professional development and to support Teachers in meeting their obligations.
23.3 The Schools and Teachers agree that professional development should occur in a planned and structured way to ensure that the needs of both the School and Teachers are met.
23.4 Through consultation, policy and procedures for a structured professional development process will be developed at each School, based on the principles outlined in Schedule 3 - Teacher Professional Development.
23.5 Through discussion and negotiation with colleagues, and the person(s) designated by the School as ‘the supervisor(s)’, each Teacher will develop an approved professional development plan that incorporates both long and short term goals and addresses the needs of the School, faculty or year level requirements and the personal interests of the Teacher.
23.6 Where there is unresolved disagreement between the Teacher and the supervisor on the appropriateness of the Teacher’s professional development plan, the matter may be dealt with in accordance with the dispute resolution process.
23.7 Teachers shall maintain portfolios which contain documentation of their professional development that addresses their professional development plans.
23.8 Major aims of the professional development plans for Teachers are:
(a) Lutheran accreditation for Teachers.
(b) The Teacher Registration Board of the Northern Territory Standards of Professional Practice. In particular:
(1) Graduate Teacher;
(2) Competent Teacher or Proficient Teacher;
