Common use of TEACHERS’ WORK YEAR AND TEACHING LOAD Clause in Contracts

TEACHERS’ WORK YEAR AND TEACHING LOAD. 1. The work year of teachers (other than new personnel who may be required to attend orientation sessions for which they will be compensated at the rate of one one-hundred and eighty-fifth [1/185] of the minimum salary for the Bachelor’s scale per day of attendance) will begin no earlier than the Monday preceding Labor Day and terminate no later than the last regular school day in June for pupils, providing closing commitments have been met, but may include five (5) professional days. Professional days may be scheduled in one of two ways: a. A minimum of one (1) professional day will be scheduled prior to the opening of school. The traditional model of two (2) full days for parent-teacher conferences when school is not in session for students is utilized and two (2) additional professional days when school is not in session for students may be scheduled. b. A minimum of one (1) professional day will be scheduled prior to the opening of school. An alternate model of up to three half days or parent-teacher conferences is used; the total additional hours required for these conferences would count as (1) professional day. Three (3) additional professional days when school is not in session for students may be scheduled. Additional workshops may be agreed upon by the Association and Committee (except Saturdays, Sundays, and other school vacations) during the school year prior to the last regular class of the school year. (a) It is recognized by the Committee and the Association that the pupil-teacher ratio is an important aspect of an effective program. Therefore, they agree that every effort shall be made to keep class sizes at an acceptable number as dictated by the grade level and subject matter taught, the financial condition of the school system, the building facilities available, and the best interests of the district as deemed administratively feasible. (b) It is recognized by the Committee and the Association that creating and maintaining an equitable schedule is advantageous. In this spirit, the Administration will strive to develop a schedule and class assignment as early as possible before the end of the school year, so that the Administration can reasonably consider faculty input in scheduling and course assignment

TEACHERS’ WORK YEAR AND TEACHING LOAD. 1. The work year of teachers (other than new personnel who may be required to attend orientation sessions for which they will be compensated at the rate of one one-hundred and eighty-fifth [1/185] of the minimum salary for the Bachelor’s 's scale per day of attendance) will begin no earlier than the Monday preceding Labor Day and terminate no later than the last regular school day in June for pupils, providing closing commitments have been met, but may include five (5) professional days. Professional days may be scheduled in one of two ways: a. A minimum of one (1) professional day will be scheduled prior to the opening of school. The traditional model of two (2) full days for parent-teacher conferences when school is not in session for students is utilized and two (2) additional professional days when school is not in session for students may be scheduled. b. A minimum of one (1) professional day will be scheduled prior to the opening of school. An alternate model of up to three half days or parent-teacher conferences is used; the total additional hours required for these conferences would count as (1) professional day. Three (3) additional professional days when school is not in session for students may be scheduled. Additional workshops may be agreed upon by the Association and Committee (except Saturdays, Sundays, and other school vacations) during the school year prior to the last regular class of the school year. (a) It is recognized by the Committee and the Association that the pupil-teacher ratio is an important aspect of an effective program. Therefore, they agree that every effort shall be made to keep class sizes at an acceptable number as dictated by the grade level and subject matter taught, the financial condition of the school system, the building facilities available, and the best interests of the district as deemed administratively feasible. (b) It is recognized by the Committee and the Association that creating and maintaining an equitable schedule is advantageous. In this spirit, the Administration will strive to develop a schedule and class assignment as early as possible before the end of the school year, so that the Administration can reasonably consider faculty input in scheduling and course assignment