Special Educator Workload Sample Clauses

Special Educator Workload. 17.5.1 Grades PreK-5 All full-time special education teachers will have a maximum student contact time of twenty-six (26) hours and forty (40) minutes and a minimum planning time of two (2) hours thirty (30) minutes per each five (5) full attendance days. The teacher and the teacher’s supervisor will take equal responsibility for ensuring that the teacher’s schedule covers the minutes required for the students on the teacher’s caseload. The teacher’s supervisor will provide scheduling assistance if requested by the teacher. In scheduling planning time, the principals will make every effort to provide each special education teacher with thirty (30) consecutive minutes per day. If building-wide or District wide scheduling decisions are proposed which would necessitate a change in the above, discussions shall be held with the affected teacher and an Association representative prior to implementation, except in cases of emergency when discussions will be held as soon as possible. 17.5.2 Grades 6-8 All full-time special education teachers will have a maximum student contact time of two hundred forty (240) minutes, plus a homeroom assignment, a supervision assignment, and eighty (80) minutes of planning time per day. The Administration may substitute a section of instruction for a supervision assignment. The special education teacher shall receive a pro-rated portion of the beginning salary for additional minutes of administratively approved instruction determined by dividing such approved minutes of instruction by 240 minutes. The teacher’s supervisor will provide scheduling assistance if requested by the teacher.
Sample 1Sample 2
AutoNDA by SimpleDocs
Special Educator Workload. Add the following and renumber: If a special educator, guidance counselor, psychologist, speech/language pathologist, or other service provider (collectively “special educator” for the purposes of this provision) believes that their workload is excessive, they may request a meeting with their Principal and an Association representative. In the event that the Principal determines based on the evidence and information provided by the special educator that the special educator’s workload is excessive, they will discuss options to address the special educator’s workload. The Principal may offer such options as: temporary relief from non-teaching duties, release time during the work day, and/or professional assistance to complete mandated requirements.
Sample 1
Special Educator Workload. A Special Educator Workload Committee will be established and co-chaired by members appointed by the DEA and Administration for the purpose of conducting the analysis of activities required by 23 IAC 226.735(b) and making recommendations regarding the development of a special educator workload plan (the “Plan”). The recommendations will be collaboratively developed by the Committee and presented to the Superintendent. The Committee will be composed of eight (8) members, with four (4) selected by the DEA and four (4) selected by the Administration. The committee will meet annually to review the workload plan and, as appropriate, recommend modifications to the plan to the Superintendent.
Sample 1
Special Educator Workload. X. Xxxxxxxx to the Rules and Regulations of the Illinois State Board of Education (23 Illinois 226:735), in order to provide students with IEPs the free, appropriate education to which they are entitled, each entity subject to this Part shall implement and maintain limits on the workload of its special educators so that all services required under student’s IEPs, as well as all needed ancillary and support services, can be provided at the requisite level of intensity. B. Workload limits shall be developed in cooperation with the entity’s affected employees and, where there is an exclusive representative, in accordance with the Illinois Educational Labor Relations Act (IELRA) [115 ILCS 5], to ensure timely implementation by the start of the school year. C. Workload limits shall be based on an analysis of the activities for which the entity’s special educators are responsible and shall encompass, but need not be limited to: 1. Individualized instruction; 2. Consultative services and other collaboration among staff members; 3. Attendance at IEP meetings and other staff conferences; and 4. Paperwork and reporting.
Sample 1

Related to Special Educator Workload

  • Special Education Special education services, related services, and accommodations for students who are eligible under the Individuals with Disabilities Education Act (IDEA), Section 504 of the Rehabilitation Act of 1973 (Section 504), the Americans with Disabilities Act (ADA), or any applicable provisions of state law, shall be provided in accordance with applicable state and federal law, this Agreement and Authorizer rules and policies. The Authorizer is the LEA for purposes of ensuring compliance with IDEA, Section 504, and all other federal and state laws and regulations concerning accommodation of and education of students with disabilities.

  • Special Education Teachers Elementary/Secondary Special Education Coordinators shall be compensated for an extended work day in the amount of four thousand dollars ($4,000).

  • In-Service Education The parties recognize the value of in-service both to the employee and the Employer and shall encourage employees to participate in in-service. All employees scheduled by the Employer to attend in-service seminars shall receive regular wages.

  • Distance Education 7.13.1 Expanding student access, not increasing productivity or enrollment, shall be the primary determining factor when a decision is made to schedule a distance education course. There will be no reduction in force of faculty (as defined in Article XXIII of this Agreement) as a result of the District’s participation in distance education. 7.13.2 Courses considered to be offered as distance education shall be defined in accordance with the Board of Governors’ Title 5 Regulations and Guidelines. Generally, this definition refers to courses where the instructor and student are separated by distance and interact through the assistance of communication technology (reference section 55370 of Title 5 California Code of Regulations). The determination of which courses in the curriculum may be offered in a distance education format, in addition to instructor/student contact requirements, shall be in accordance with the Title 5 California Code of Regulations.

  • Dimensions Education Bachelor’s Degree in Computer Science, Information Systems, or other related field. Or equivalent work experience. A minimum of 4 years of IT work experience in data modeling, data analysis, relational DBMS design and support and relevant computing environments.

  • Paid Education Leave The Company agrees to pay into a special fund effective January 1st, 2013 and each year thereafter, two thousand ($2,000.00) for the purpose of providing Paid Education Leave. Said Paid Education Leave will be for the purpose of upgrading the Dependent Contractor’s skills in all aspects of trade union functions. Such monies will be paid into a trust fund established by the National Union, Unifor and sent by the Company to the following address: Unifor Education Leave Program c/o Unifor 000 Xxxxxx Xxxxx Xxxxxxx, XX X0X 0X0 The Company further agrees that members of the bargaining unit selected by the Union to attend such courses will be granted a Leave of Absence without pay for twenty (20) days class time, plus travel time where necessary, with said Leave of Absence to be intermittent over a twelve (12) month period from the first day of leave. Dependent Contractors on such leave will continue to accrue seniority and benefits during such leave.

  • General Education University Program Requirements All MTA applicable courses require a grade “C” or higher

  • Shiftwork (A) Where the Employee would have received shift loadings had the Employee not been on leave during the relevant period and such loadings would have entitled the Employee to a greater amount than a loading of 17.5% of the payment under clause 23.1(c), then the shift loadings must be added to the payment under clause 23.1(c)(i) instead of the 17.5% loading. (B) Provided further that if the shift allowance would have entitled the Employee to a lesser amount than the loading of 17.5% then such loading of 17.5% shall be used for the purpose of calculating annual leave loading in lieu of the shift allowance.

  • SPECIALIZED JOB CLASSES Where there is a particular specialized job class in which the pay rate is below the local market value assessment of that job class, the parties may use existing means under the collective agreement to adjust compensation for that job class.

  • Resident Educator Program The four-year program is designed to provide newly licensed Ohio educators quality mentoring and guidance. Successful completion of the residency program is required to advance to a five-year professional educator license.

Draft better contracts in just 5 minutes Get the weekly Law Insider newsletter packed with expert videos, webinars, ebooks, and more!