Student/Teacher Ratio Sample Clauses

Student/Teacher Ratio. Maintenance of the student/teacher ratio at the lowest possible levels, 21 consistent with available funding and conducive to a good learning climate.
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Student/Teacher Ratio. Henryetta Public School will follow all state laws and regulations of the Oklahoma State Department of Education regarding student/teacher ratio.
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Student/Teacher Ratio. Dallas ISD agrees that shall attempt to maintain a ratio of students to appropriately certified Dallas ISD teacher or Provider’s teacher in the Dallas ISD prekindergarten program of 11 to 1.
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Student/Teacher Ratio. The Provider agrees that the ratio of students to appropriately trained and/or certified day-care instructor/teacher for any classroom in which the Provider provides educational services to ISD students shall not exceed 24 – 1, and the Provider further agrees to include at least one educational aide in addition to the primary instructor for any classroom in which the Provider provides educational services to ISD students.
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Student/Teacher Ratio. The Board and Association agreed that the effectiveness of the teachers is related to the student-teacher ratio. The Board, therefore, agrees that the student-teacher ratio in the District shall not exceed 30 to 1 except as detailed in Number 3 below. In computing this ratio, the parties agree that the following factors will be used: 1. Number of teachers shall include all certificated personnel, excluding non-teaching principals, assistant principal(s), superintendent, assistant superintendent(s), and business manager(s). Kindergarten teachers will count as two (2) where they teach two (2) kindergarten classes. 2. Number of students shall include all full time students in grades K-12 in the Buena Vista School District. (a) Whenever the regular individual teacher elementary classroom load in any room K through 5th exceeds 30, the teacher shall be paid per hour (not to exceed 6 hours) for each pupil over these limits the amount of $1.09. (b) In Middle School grades, whenever the regular individual teacher classroom enrollment exceeds 32 for the class, the excess over 32 shall be compensated according to the above schedule. Excluded from these totals would be Typing, Physical Education, Instrumental Music, Vocal Music, and Library and all non-regular classroom supervision such as corridors, study hall, cafeteria, pre-school waiting rooms, post-school waiting rooms, coaching, etc., etc. (c) Middle School and High School teachers who have full day assignment and who agree to work (if requested on a regular basis by the principal) either 30 minutes before school, 30 minutes after school, or during a 30 minute portion of their lunch hour, shall be compensated for such extra 30 minutes the amount of $8.00 per such assignment. Such extra compensation shall not be paid if the noon hour, pre-school or post-school assignments serves as one or more of the regular seven duty assignments. (d) The maximum number of such extra compensated assignments shall not exceed two (2) daily nor more than the number of student attendance days in the school year calendar. (e) At High School, enrollment overloads in regular individual teacher classrooms shall not exceed 32 for the class before extra compensation for each student in excess of the 32 will be paid according to the schedule in 3a above. Excluded subjects shall be Typing, Physical Education, Instrumental Music, Vocal Music, Study Hall and Library, in addition to the non-regular class room supervision such as corridors, caf...
Sample 1
Student/Teacher Ratio. Since the Board and the Association agree that in most cases good education can occur best when student/teacher ratio is low, the aim of the Xxxxxx Public Schools shall be to reduce, when feasible, any class when the number of pupils assigned to any room is larger than: A. The capacity of teaching facilities, number of adequate teaching stations, and number of adequate pupil stations available in the room, B. The appropriateness of the room to content of the course, methods of instruction to be employed, and prior preparation of teachers therefore, C. The availability of equipment for adequate teacher demonstration and student use, D. Any other conditions which adversely affect the health, safety, supervision, and learning of the pupils. Final decision shall rest on the Board after consultation with the administration and the Association.
Sample 1
Student/Teacher Ratio. The Board recognizes that the pupil-teacher ratio is an important aspect of an effective educational program. The Board agrees that where, in its judgment, smaller classes will enhance the learning opportunities of the students, it will continue its efforts to maintain equal class size, at or below maximum class size, as much in keeping with this necessity as is dictated by the financial conditions of the District, the building facilities available, the availability of qualified teachers, and the best interest of the District as administratively deemed feasible. The following recommended standard class sizes will be used at each grade level and subject. The Board and the Association may mutually agree to make necessary deviations from these maxima due to financial conditions or problems involving student placement. Calculations of class enrollments shall be made on the Fourth Wednesday in September or the then current official fall student count day of the school year as established by law or regulation. Any equalization of class size shall be completed no later than five (5) working days after the official fall student count. In the event class enrollments in any particular room exceed the maximum allowable class size, enrollment in such class shall be administratively closed. The Central Administration shall be allowed five (5) working days to make any student count adjustments necessary. Should the student enrollment thereafter decline below the maximum class size, the class shall thereafter be open for additional student enrollment. Recommended First-Second Grade 22-25 30 Third-Fifth Grade 25-29 32 Combination Room 22-25 30 SECONDARY English 25-30 32 Social Studies General Education Mathematics Science Language Art Reading (MS.) 22-25 32 General Music (MS.) Physical Education 40-45 50 Business Education Home Economics Industrial Arts Vocation Shops Typing Lab Sciences Determined by nature of the program and learning stations available Remedial Social Studies 20-25 30 Basic Communications Practical English ICE/Phase Math ICE/Phase Science Skills Remedial Reading (1) Music Programs, with the exception of General Music at the Junior High level shall have no limits on class size. (2) Special Education and other programs with either State or Federal guidelines shall be governed by the appropriate guidelines.
Sample 1
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Related to Student/Teacher Ratio

  • Please see the current Washtenaw Community College catalog for up-to-date program requirements Conditions & Requirements

  • REMIC Administrator: Residential Funding Corporation If Residential Funding Corporation is found by a court of competent jurisdiction to no longer be able to fulfill its obligations as REMIC Administrator under this Agreement the Master Servicer or Trustee acting as Master Servicer shall appoint a successor REMIC Administrator, subject to assumption of the REMIC Administrator obligations under this Agreement.

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  • TEACHER EVALUATION A. The administration will be evaluating the teacher’s performance within the time of formal responsibility. The evaluation process and form will be shared with the Association Building Representatives at the beginning of each school year. (a) Probationary teachers shall be evaluated at least two (2) times a year. The first evaluation will be completed prior to December 1st and the second prior to April 15th. Each evaluation will be based upon announced, unannounced, informal observations, on the performance of other duties and responsibilities and the goals developed in the Individualized Development Plan (IDP). The announced and unannounced observations should be a minimum of thirty (30) minutes in length. The observations may occur at anytime prior to the development of the written evaluation, but at least one of them must be planned in consultation with the probationary teacher. The results of formal observations will be discussed with the teacher in a timely manner. The information gathered during the observations will be used to write the evaluations. (b) Tenured teachers will be evaluated on a rotating schedule, but no less than once every three- (3) years. The administration reserves the right to evaluate a tenured teacher more often. The evaluation will be based upon announced, unannounced, informal observations and on the performance of other duties and responsibilities. The announced and unannounced observations should be a minimum of thirty (30) minutes in length. The observations may occur at any time prior to the development of the written evaluation, but at least one of them must be planned in consultation with the tenured teacher. The results of formal observations will be discussed with the teacher in a timely manner. The information gathered during the observations will be used to write the evaluations. 2. The administrator shall prepare and submit a written evaluation and recommendations to the teacher prior to May 30th of the year they are evaluated. The administrator shall hold a conference with the teacher to discuss the written evaluation and recommendations. 3. Upon receipt of the evaluation the teacher will sign the form indicating his/her receipt of the report. The signature on the form does not constitute his/her approval unless specifically noted. 4. Teachers involved with the instruction of Advanced Placement courses will be evaluated. This evaluation in the first year will be made part of the formal evaluation only at the request of the teacher. B. A teacher who disagrees with the content or procedure of evaluation may submit a written answer which shall be attached to the file copy of the evaluation in question and/or submit any complaints through Level 4 of the grievance procedure. C. If an administrator believes a teacher is doing unacceptable work, the reasons shall be set forth in specific terms. Included will be examples of specific ways in which the teacher is to improve and assistance may be given by the administrator and other staff members. In subsequent conferences it shall be the responsibility of the individual teacher to inquire whether adequate improvement has taken place. D. Monitoring and observation of the work performance of the teacher shall be conducted openly. The public address or audio system or similar types of communications will not be used for the purpose of evaluation. E. The Board and the Association recognize that the ability of pupils to progress and mature academically is a combined result of the school, home, economic and social environment and that teachers alone cannot be held accountable for all aspects of the academic achievement of the pupil in the classroom. Test results of academic progress of students shall not be used as the sole determinant or in isolated instances to evaluate the quality of a teacher's service or fitness for retention. F. All communications, including evaluations by Milan Administrators, commendations, and documented complaints directed toward the teacher which are to be included in the personnel file shall be made available for review of the teacher prior to placement in the file; a copy of any such communication will be provided to the teacher at this time. Pre-placement information such as confidential credentials, letters of reference from universities, individuals, or previous employers are exempt from such review. A written statement for inclusion in the personnel file may then be made by the teacher in regard to materials that were not signed by the teacher. A representative of the Association may accompany the teacher. G. Ordinarily, observations of teachers shall not be for less than a full class period or for the duration of a particular teaching lesson.

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  • Mentor Teacher A. Each bargaining unit member in his/her first three (3) years in the classroom shall be assigned a Mentor Teacher by the Administration after consultation with the Association as identified in (Section 1526 of PA 335 (1993)). The Mentor Teacher shall be available to provide professional support, instruction and guidance. The purpose of the mentor assignment is to provide a peer who can offer assistance, resources and information in a non-threatening collegial fashion. B. Mentor Teachers shall be assigned in accordance with the following: 1. The ultimate and overriding criteria used in selecting a Mentor Teacher will be the candidate's recognition as a teacher skilled in the art and science of teaching with the capability to communicate these two areas. 2. The Mentor Teacher shall be a tenured teacher within the bargaining unit whenever possible. 3. Participation as a Mentor Teacher shall be voluntary. 4. The District shall notify the Association of those members requiring a mentor assignment. 5. Mentor Teachers and Mentees shall work in the same building and have the same or similar area of certification whenever possible. 6. The Mentee shall be assigned to only one (1) Mentor Teacher at a time. 7. The Mentor Teacher assignment shall be for one (1) year, subject to review by the Administration, Mentor Teacher and Mentee after three (3) months. The appointment may be renewed in succeeding years. 8. Mentor Teachers may have up to two (2) Mentees if mutually desired by the Mentor Teacher and building principal. C. Because the purpose of the mentor/mentee match is to acclimate the bargaining unit member and to provide necessary assistance toward the end of quality instruction, the Board and the Association agree the relationship shall be confidential. D. Upon approval of the building principal, reasonable release time may be made available so the Mentor Teacher may work with the Mentee in his/her assignment during the regular work day and school calendar year. Where possible, the Mentor Teacher and Mentee shall be assigned common preparation time. E. Mentees shall be provided with a minimum of fifteen (15) days of professional development activities during their first three (3) years of classroom teaching. Professional development shall be scheduled within the parameters of PA 335 and Article XII of this Agreement.

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