SCHEDULES & WORK LOAD. A. MCEA and the Board agree with national and state reports that confirm: Maximizing instructional time is vital for student learning. Teaching and learning take place in different ways, at different times, and by using different styles for individual students. Time for paying attention to individual students, for planning and preparing to teach, for observing and assisting colleagues, for group work, and for individual study also needs to be built into the working day. To improve our ability to maximize student learning, teachers should have additional opportunities to plan with other teachers, to participate in relevant professional development experiences, and to be involved more fully in making the key decisions that affect their daily responsibilities. During the school day, teachers should be able to focus their complete attention on facilitating the learning of their students. However, involvement in school activities is the responsibility of all professional staff. More flexible use of time encourages student growth and initiative and enables schools to direct resources more effectively to where they are most needed. Professionals involved in a meaningful and legitimate process of school governance and decision-making must be fully engaged in the work, activities, and events that are the life of the school. The parties affirm our mutual commitment to this vision and the conditions needed for quality schools and quality teaching and learning. It is our intention to continuously improve how time is structured and used.
SCHEDULES & WORK LOAD. A Each substitute unit member will perform all the duties and have all the responsibilities during the normal workday of the school-based unit member for whom he/she is substituting or the duties and responsibilities necessary to fill the vacant position as determined by the principal . Secondary school substitutes will not be required to teach more than six classes in a given day, unless compensated in accordance with Article 7, Section H, of this Substitute Teacher Contract . For a school-based position held by other than a unit member who teaches regularly in a classroom, no substitute unit member shall report for work without prior written authorization from the community superintendent to the principal or designee in each event . B Each substitute unit member will work the same number of normal hours worked by the unit member who is on leave or the scheduled number of hours for the vacant position . Starting and dismissal times shall be assigned by the principal . C Each substitute unit member shall receive an informa- tional packet relevant to the operation of the specific school to which he/she has been assigned . This packet will be returned by the substitute unit member when the assignment terminates . In addition, schools will prepare a brief document for substitutes that simply spells out the discipline policy, has a map of the school, and other important school operations that might affect them . D A staff development substitute unit member assigned to work on that particular day or a long-term substitute unit member will be granted emergency leave when schools are closed because of inclement weather or other emergency reasons .
SCHEDULES & WORK LOAD. ■ The work year for elementary elected faculty rep- resentatives to the school leadership team shall not exceed 198 duty days . ■ The work year for secondary elected faculty repre- sentatives to the school leadership team shall not exceed 200 duty days . ■ The work year for classroom teachers, speech pa- thologists, occupational therapists, and physical therapists assigned to the Xxxxxxxxxx County Infants and Toddlers Program (MCITP) shall not exceed 215 duty days . Flexible scheduling shall be used to determine assigned work days throughout the fiscal year, and all leave provisions will be applied throughout the year . ■ The work year for full-time support speech pa- thologists assigned to the Speech and Language Programs office shall not exceed 215 duty days . ■ The work year for full-time occupational therapists and speech pathologists assigned to the Developmental Evaluation Services for Children (DESC) program shall not exceed 215 duty days . Flexible scheduling shall be used to determine assigned work days throughout the fiscal year, and all leave provisions will be applied throughout the year . ■ The work year for full-time elementary program specialists assigned to the Preschool Education Program (PEP) shall not exceed 215 duty days . ■ The work year for full-time InterACT teachers and InterACT speech pathologists shall not exceed 205 duty days . ■ The work year for department chairpersons in de- partments of two or more unit members shall not exceed 197 duty days, with one day prior to the day teachers report for duty in the fall and one day after the close of the school year in June . I The number of days at work for a 12-month unit member shall be determined by subtracting Saturdays, Sundays, holidays, and annual leave days from the total days in the year . J All unit members on duty on the afternoon of the Wednesday before Thanksgiving will be allowed to leave work two (2) hours early without charge to leave . K PROFESSIONAL TIME
SCHEDULES & WORK LOAD. A. Each substitute unit member will perform all the duties and have all the responsibilities during the normal workday of the school-based unit member for whom they are substituting or the duties and responsibilities necessary to fill the vacant position, as determined by the principal. Secondary school substitutes will not be required to teach more than six classes in a given day, unless compensated in accordance with Article 7, Section H, of this Substitute Teacher Contract. For a school-based position held by other than a unit member who teaches regularly in a classroom, no substitute unit member shall report for work without prior written authorization from the community superintendent to the principal or designee in each event.
SCHEDULES & WORK LOAD. X. XXXX and the Board agree with national and state reports that confirm: Maximizing instructional time is vital for student learning. Teaching and learning take place in different ways, at different times, and by using different styles for individual students. Time for paying attention to individual students, for planning and preparing to teach, for observing and assisting colleagues, for group work, and for individual study also needs to be built into the working day. To improve our ability to maximize student learning, teachers should have additional opportunities to plan with other teachers, to participate in relevant professional development experiences, and to be involved more fully in making the key decisions that affect their daily responsibilities. During the school day, teachers should be able to focus their complete attention on facilitating the learning of their students. However, involvement in school activities is the responsibility of all professional staff. More flexible use of time encourages student growth and initiative and enables schools to direct resources more effectively to where they are most needed. Professionals involved in a meaningful and legitimate process of school governance and decision-making must be fully engaged in the work, activities, and events that are the life of the school. The parties affirm our mutual commitment to this vision and the conditions needed for quality schools and quality teaching and learning. It is our intention to continuously improve how time is structured and used.
