School Authority Clause Samples

School Authority. Training Using a “train the trainer” model, develop training plans, materials and infrastructure required by the independent schools to prepare and deliver user training. Develop a plan for shared funding and provision of training resources for independent schools. Coordinate all training resources to complete local user training within independent schools. Coordinate the delivery of user training to accomplish a transition to the Service in independent schools. Provide school-level training support for users. Participate in user training. Help Desk Provide “Level 2” helpdesk services for all system and software inquiries (help and support that cannot be addressed by “Level 1” support) through which designated “Level 1” contacts can report service and software problems for resolution. Develop a plan for funding and provision of “Level 1” support for independent schools. Provide a “Level 1” helpdesk for independent schools. Provide school-level technical support. Local Network Infrastructure Provide specifications for minimum local network infrastructure and service levels that meet operational requirements for independent schools. Maintain local network and systems infrastructure to meet project specifications Authorized signatory Date: ▇▇▇▇▇▇ ▇▇▇▇▇▇▇▇▇▇▇ Assistant Deputy Minister Ministry of Education Date: Per: This schedule is to be completed by the School Authority and returned to the Ministry Contact within 30 days of signing of the MOU1. Number of schools to be implemented between April 1, 2014 and March 31, 2015 Elementary Schools Middle Schools Secondary Schools DL, Distance or Alternate Schools Other Number of schools to be implemented between April 1, 2015 and March 31, 2016 Middle Schools Secondary Schools DL, Distance or Alternate Schools Other School Authority Contact Name (Print) School Authority Contact e-mail School Authority Contact phone 1 This schedule reflects the School Authority intent at the time of MOU signing. The actual schedule may be changed during the implementation planning process.

School Authority. All decisions regarding student enrollment, conduct, academic performance, grade placement and advancement, financial account and the establishment, interpretation and enforcement of School rules, policies and procedures are vested with the Head of School, and their designated alternate, at their absolute discretion. The School may discipline Student if Student’s work or conduct, or a Parent’s conduct, is deemed unsatisfactory by the School, up to and including separation from the School. Discipline may result from Student or Parent conduct taking place on or off School property or through personal or School systems, accounts, devices or equipment. Parents agree to pay for any damage to School property caused by Student or Parents.

School Authority. The School, on its own behalf and on behalf of the electors of the School, hereby retains and reserves unto itself all powers, rights, authority, duties and responsibilities conferred upon and vested in it by the law and the Constitution of the Commonwealth of Pennsylvania. The School shall be bound only by the specific and expressed terms of this Agreement. There are no implied or verbal agreements governing the employment of the Transition Employee or the Director.

School Authority. As mentioned in “The Daily Code of Conduct of Middle School Students” and Yan (2005), Chinese school authorities tend to have strict regulations on the hairstyles of students. Such a fact was also reflected in the narratives of the participants. The Chinese schools of the participants, however, did not have the exact same hairstyle regulations, and the seriousness of their enforcement also varied. Some participants had stricter hair regulations in their elementary schools and middle schools, but the ban was largely lifted in their high schools. Female participant Pistol and male participant ▇▇▇▇▇ had this kind of experience: “In about, primary school and middle school, including perhaps the early stage in high school, I feel like, for example I know some schools would check the students’ appearances including your hairstyle, like checking the color, length, something like that. They would also check the length of your skirt, and the length of your pants. But, um, us high school students were comparatively better, because, um, I went to (unclear) high school and they did not check, like, we were not asked to wear school uniforms. So we were comparatively ▇▇▇▇▇.” (Pistol, female) “In elementary school and middle school, because of the requirements of the schools, I cannot keep long hair. Having bangs was ok, but the sides could not be too long, like, could not exceed the ear. I remember the requirement of the middle school was ‘not to keep long hairstyles and weird hairstyles’, something like that, so because of such requirements, in elementary school and middle school, I usually kept a middle- length (hair), like a moderate length.” “In high school, they did not care about it too much, or that we had some ‘freaks’, so… so... um, you know, we set our hairstyles free.” (▇▇▇▇▇, male) This chronological change of hairstyle regulations from elementary school to high school imposed some influence on these two participants’ choices of hairstyles. After the ban was largely lifted, they started to try those previously banned hairstyles. Participant Pistol reported that: “The time that I started the extensive perming, dyeing, and changes in length should be in high school, because our high school did not limit hairstyles and clothing.” Similarly, participant ▇▇▇▇▇ reported that after he entered high school with looser hairstyle regulations, “we just left it to grow. So if it (the hair) was long, it was long. I didn’t really care.” The detailed aspect of hairstyles re...