Teacher Placement Sample Clauses
The Teacher Placement clause defines how and where teachers will be assigned to work within an educational institution or program. It typically outlines the process for matching teachers to specific schools, grades, or subjects, and may specify criteria such as qualifications, experience, or institutional needs. This clause ensures that teacher assignments are handled transparently and fairly, helping to align staffing with organizational requirements and to prevent disputes over placement decisions.
Teacher Placement. Teachers returning from unpaid leaves of absences of 12 months or less shall be placed in their prior teaching positions. Teachers returning from unpaid leave of more than 12 months shall be placed in a teaching position through the operation of the transfer process.
Teacher Placement. The Board of Education agrees to provide for the posting of any certified staff and administrative vacancies in the four schools of the district, and the administrative offices. These vacancy notices shall describe the position, building qualifications to be considered in filling the vacancy, and the deadline for submitting applications. In the event that the summer recess is in effect, the certified staff who had expressed a written statement of interest will be notified. If reassignment of a certified staff member is to be made, written notice shall be given. This notice shall specify the building, grade level, and subject area to which the certified staff member is to be assigned. Included in this written notice shall be a statement as to the reason (s) for the re-assignment. The certified staff member shall have the right to request conference with the principal to discuss the re-assignment. If no re-assignment is anticipated, this shall be reflected on the annual teacher evaluation form. This evaluation form shall serve as formal notice of anticipated continuation in current instruction assignment. (91-92) Each teacher will be notified of the ensuing school year’s tentative teaching assignments no later than the last teaching day of the current school year. If, during the summer, a situation arises that requires a change in teaching assignment(s), the teacher (if available) will be A) Consulted immediately upon final decision; B) Given the Teacher’s Edition of the principle textbook(s) and given the opportunity to discuss the proposed reassignment with the building principal(s) and/or the Superintendent/designee. C) Any teacher affected by a change in assignment will have the option to write a statement which shall be placed in the teacher’s evaluation file. (2015)
Teacher Placement. Teachers shall be informed in writing on a tentative basis of their placement (including the grade level(s) and course(s) to be taught) for the next School Year by the end of May of the preceding School Year. Teacher placements are subject to modification by the School. The School shall attempt to inform all Teachers of their placement at the same time.
Teacher Placement. The District has sole authority to determine teacher placement, the existence of a teacher vacancy, or to implement a personnel or program reduction.
Teacher Placement. A. Consistent with Revised School Code Section 1248, teacher placement decisions will be made by the Superintendent or designee in their discretion based on the following factors:
1. Staffing the curriculum with the most effective and qualified teachers to instruct the applicable courses and grade levels.
2. Appropriate certification, approval, or authorization for all aspects of the assignment. The certification, approval, or authorization is determined by the Revised School Code, the MDE Teacher Certification Code, the MDE Rules for Special Education Programs and Services, and other applicable statutes and regulations.
3. Teacher placement decisions must be made based on effectiveness criteria established by Revised School Code Section 1249.
4. Teachers must meet all Board-determined qualifications for all aspects of their assignments, based on documents on file with the Superintendent’s office, including:
a. Compliance with applicable state or federal regulatory standards, including standards established as a condition to receipt of foundation, grant, or categorical funding;
b. Credentials needed for District, school, or program accreditation;
c. District-provided professional development, training, and academic preparation for an instructional assignment that is anticipated to contribute to the teacher’s effectiveness in that assignment and is integrated into instruction;
d. Relevant special training, other than professional development or continuing education as required by state or federal law, and integration of that training into instruction in a meaningful way;
e. Disciplinary record, if any;
f. Length of service in grade level(s) or subject area(s);
g. Recency of relevant and comparable teaching assignments;
h. Previous effectiveness ratings;
i. Attendance and punctuality; or
j. Any other reason that is not arbitrary or capricious.
5. Length of service in the District may be considered as a tiebreaker if a teacher placement decision involves two (2) or more teachers and all other distinguishing factors are equal.
6. If a teacher petitions for nullification of the teaching certificate or any endorsement, the teacher must promptly provide written notice of that petition to the Superintendent’s office.