Teaching ability Sample Clauses

Teaching ability. 5.1 You may not commence any in-car training for Part 3 until You have passed Part 1 and Part 2. Prior to commencement of any Part 3 training under this paragraph 5 You will pay to Us the Part 3 Charges. We will not be obliged to provide You with any Part 3 materials or training until We have received the Part 3 Charges from You. 5.2 The standards which You will need to achieve to pass Part 3 are specified by the DVSA. In relation to Part 3 We will provide You with the following in order to assist You to seek to achieve those standards: 5.2.1 access to written materials and access to virtual classrooms; 5.2.2 in-car tuition by a suitably qualified and experienced DDIT. We will provide the vehicle for this tuition; and 5.2.3 Use of a vehicle for the purpose of taking Your Part 3 test. You will use the vehicle solely for this purpose and You will be responsible for meeting any costs We incur as a result of any damage sustained to the vehicle or any accident involving the vehicle whilst in Your custody which is not met by Our insurance policy. 5.3 The duration of the in-car tuition We are to provide You with under paragraph 5.2.2 shall not be less than 36 hours. 5.4 You will arrange for Your Part 3 test with the DVSA and will pay the fee for the Part 3 test directly to the DVSA. As at the date of this Agreement, the DVSA require You to have passed Your Part 2 and 3 tests within 2 years of passing Your Part 1 test. It is Your responsibility to ensure that You arrange Your Part 3 in car tuition in a timely manner so as to enable You to meet this requirement (or any variation to it). We may provide You with advice as to whether and when, in Our opinion, You are ready to take Your Part 3 test. However, if We recommend that You are ready to take Your Part 3 test, We do not give any guarantee that You will successfully pass such test. 5.5 Should You need to resit Your Part 3 test, You will be responsible for paying any applicable fees directly to the DVSA and for arranging to resit Your Part 3 test with the DVSA. We will provide You with a vehicle for the purpose of re-sitting Your Part 3 test upon Your request and We shall be entitled to charge You for such use at Our then current rates. Your use of such vehicle shall be in accordance with paragraph 5.2.3. 5.6 Upon Your request, We may provide You with training in relation to Part 3 in addition to that set out in paragraph 5.3 above. Any such additional training falls outside of this Agreement therefore we shall b...
Sample 1Sample 2
AutoNDA by SimpleDocs
Teaching ability. 6.1 You may at any time (but are not obliged to) request that Part 3 training is commenced. We are not obliged to provide Part 3 training until You have so requested and may, at our discretion, require that You have passed Part 2 prior to commencement of Part 3. Prior to commencement of any Part 3 training under this paragraph 6 You will pay to Us the agreed Charges in accordance with paragraph 7.2 below. We will not be obliged to provide You with any Part 3 materials or training until We have received the relevant agreed payment from You. 6.2 The standards which You will need to achieve to pass Part 3 are specified by the DVSA. In relation to Part 3 We will provide You with the following in order to assist You to seek to achieve those standards: 6.2.1 access to online platforms and written training materials; and 6.2.2 in-car tuition by a suitably qualified and experienced DDIT. We will provide the vehicle for this tuition; and 6.2.3 use of a vehicle for the purpose of taking Your Part 3 test. You must use the vehicle in accordance with paragraph 3.7; and 6.2.4 such other training tools and/or assistance as We may from time to time consider appropriate (and which may be withdrawn or amended from time to time). 6.3 The maximum aggregate duration of the in-car tuition We are obliged to provide You with under paragraph 6.2.2 shall not exceed thirty-six (36) hours. If You want to use a vehicle supplied by Us to take a Part 3 test this will equate to two (2) hours of in-car tuition for each such test, see paragraphs 3.9 and 3.11 above for further details. If You fail to arrange for any of the in-car tuition which is available to You in relation to Part 3 to take place within 12 weeks of Your having passed the Part 2 test we will be entitled, but not obliged, to terminate this Agreement.
Sample 1Sample 2
Teaching ability. Ability to motivate.
Sample 1Sample 2
Teaching ability. For teaching faculty only. (effective communication, confident in classroom, knowledgeable of subject area, good rapport with students, encourages participation in class discussions, etc.) To be completed ONLY if classroom observations occurred. 1 (very poor) 2 (below average) 3 (satisfactory) 4 (above average) 5 (excels) (N/O) not observed List reasoning or cite examples which lead you to this decision.
Sample 1
Teaching ability. 2.1 Teaching, at all levels, is the primary activity of a University. It is not confined to a commitment to formal instruction, but includes every way in which a teacher has influence upon students -- by lecturing, by inspiring, by encouraging, and by guiding and directing. Also, it may involve day-to-day participation in the intellectual, social, and recreational environment of the campus. 2.2 Effectiveness in teaching is demonstrated in lectures, seminars, laboratories and tutorials as well as in more informal teaching situations. It is recognized, however, that scholarship must be manifested in the teaching function and that a dogmatic attempt to separate “scholarship” and “teaching” is somewhat artificial. 2.3 Three major elements should be considered in assessing teaching effectiveness: a) the degree to which the Faculty member is able to stimulate and challenge the intellectual capacity of students; b) the degree to which the Faculty member is able to communicate well; and, c) the degree to which the Faculty member has a mastery of his or her subject area. 2.4 Quality of teaching may also be judged from the academic reputation enjoyed by a Faculty member with his or her students, and with colleagues at the University and at other institutions.
Sample 1
Teaching ability. For teaching faculty only. (effective communication, confident in classroom, knowledgeable of subject area, good rapport with students, encourages participation in class discussions, etc.) To be completed ONLY if classroom observations occurred. 1 (very poor) 2 (below average) 3 (satisfactory) 4 (above average) 5 (excels) (N/O) not observed List reasoning or cite examples which lead you to this decision. 1. What do you appreciate most about this individual’s work performance? 2. In what area(s) should this individual concentrate to improve effectiveness? RECOMMENDATION: (You must check one in order to have a valid vote). List any additional reasons or examples that support your decision. 1. Programs listed in the catalog as of 10th day fall semester 3. Program enrollment - Number of students enrolled in degrees and certificates you are directly responsible for as of 10th day fall semester. 4. Curriculum development 5. Textbook requests
Sample 1
Teaching ability. 2.1 Teaching, at all levels, is a primary responsibility of Faculty Members [see Article 2.0.1]. It is not confined to a commitment to formal instruction, but includes every way in which a teacher has influence upon students -- by lecturing, by inspiring, by encouraging, and by guiding and directing. Also, it may involve day to day participation in the intellectual, social, and recreational environment of the campus. 2.2 Effectiveness in teaching is demonstrated in lectures, seminars, laboratories and tutorials as well as in more informal teaching situations. It is recognized, however, that scholarship must be manifested in the teaching function and that a dogmatic attempt to separate “scholarship” and “teaching” is somewhat artificial. 2.3 Three major elements should be considered in assessing teaching effectiveness: a) the degree to which the Faculty member is able to stimulate and challenge the intellectual capacity of students; b) the degree to which the Faculty member is able to communicate well; and, c) the degree to which the Faculty member has a mastery of his or her subject area. 2.4 Quality of teaching may also be judged from the academic reputation enjoyed by a Faculty member with his or her students, and with colleagues at the University and at other institutions.
Sample 1
AutoNDA by SimpleDocs
Teaching ability. For teaching faculty only. (effective communication, confident in classroom, knowledgeable of subject area, good rapport with students, encourages participation in class discussions, etc.) To be completed ONLY if classroom observations occurred. 1 (very poor) 2 (below average) 3 (satisfactory) 4 (above average) 5 (excels) (N/O) not observed List reasoning or cite examples which lead you to this decision. 1. What do you appreciate most about this individual’s work performance? 2. In what area(s) should this individual concentrate to improve effectiveness? RECOMMENDATION: (You must check one in order to have a valid vote). Recommend for tenure Do not recommend for tenure List any additional reasons or examples that support your decision.
Sample 1
Teaching ability. For teaching faculty only. (effective communication, confident in classroom, knowledgeable of subject area, good rapport with students, encourages participation in class discussions, etc.)
Sample 1

Related to Teaching ability

  • Teaching Load 11-1 The parties recognize that the number of students, the number of preparations, and the amount of planning time are related to student performance. 11-2 CLASS SIZE 11-2-1 The parties recognize that class size is related to economics and that reduction of class size is faced with fiscal constraints. The parties further recognize that it is not feasible at this time to set general numerical limitations upon class size because of physical space available, special programs, special student needs, attendance area variances, differences in scheduling systems, busing, and because of other variable causes affecting class size. Nevertheless, the parties shall make reasonable effort to maintain class size at reasonable, workable, and educationally effective levels in all situations. 11-3 TEACHER LOAD 11-3-1 Teaching load shall be defined as the number of separate class preparations that a teacher has per school day as delineated in the course description guide.

  • Teaching Experience Recognized Years of Experience: Uncredited Experience:

  • TEACHING HOURS AND TEACHING LOAD Section 1 Work Day For the applicable agreement period, the normal work day will be seven and one-quarter (7 ¼) hours including arrival time fifteen (15) minutes before and departure time (15) minutes after the students’ school day. The normal work day will include uninterrupted prep time. The Building Principal, as authorized by the Superintendent, upon request of a teacher or group of teachers, may waive the requirement to remain fifteen (15) minutes after the school day for a specific day or days. It is recognized; however, that the proper performance of their duties may, on occasion, require these persons to work longer than the normal work day, i.e. for conferences, faculty meetings, department meetings, etc. Therefore, “mandatory meetings will occur two times per month and be no longer than 90 minutes in length, inclusive of the additional 15 minutes beyond the scheduled student school day. A schedule of the meetings will be distributed by June 30th of the previous school year, but may be changed at the discretion of the Principal with 48 hours’ notice.” Teachers will also remain at school after the fifteen (15) minutes described above, during one (1) day each calendar week for such periods of time as is necessary to provide students extra help, and/or to meet with parents or guardians, concerning the progress of their children or wards. No teacher shall be required to work more than a normal seven and one- quarter (7 ¼) hour day, including fifteen (15) minutes before and (15) minutes after the students’ school day, which will include uninterrupted prep time; this provision does not apply to other contractually agreed upon time and meetings. Should state law require a longer instructional day, or more days, the teachers shall work the added time and the parties shall immediately commence impact bargaining on the issue. This article does not purport to cover the arrival and departure time of teachers involved in special assignments. Section 2 Other Personnel Personnel other than classroom teachers will work at their assigned tasks for the length of the regular teachers' work day. The exact daily schedule will be worked out on an individual basis between the Administration and the employee with notification to the Association. Instructional Coaches are required to work an additional five (5) days at their per diem rate, beyond the work year for a total of 189 days. These days will be determined prior to the start of the new school year and at the discretion of the Superintendent and the Chief Academic Officer.

  • TEACHING CONDITIONS The parties recognize that optimum school facilities for both student and teacher are desirable to insure the high quality of education that is the goal of both the Association and the Board. It is also acknowledged that the primary duty and responsibility of the teacher is to teach and that the organization of the school and school day should be directed toward ensuring that the energy of the teacher is primarily utilized to this end.

  • Continuity of Service It shall be the right of all Subscribers to continue receiving Cable Service insofar as their financial and other obligations to the Grantee are honored, and subject to Xxxxxxx’s rights under Section 15.2 of this Franchise.

  • Teaching Higher education courses (MBGA funding envelope, including an amount contingent on meeting performance‑based funding requirements) $74,895,409 $65,990,920 $63,804,965 Additional amounts for RUCs (included in the Provider’s MBGA for higher education courses shown above) X/X X/X X/X XXXX for designated higher education courses (medicine) $9,720,000 $9,943,560 $10,172,160 Any funding for demand driven higher education courses (amounts to be paid based on actual student enrolments) $293,377* Will be paid on actuals Will be paid on actuals Will be paid on actuals Transition Fund Loading $2,358,572 $0 $0 Medical Student Loading $543,842 $537,120** $540,000**

  • NON-TEACHING DUTIES The Board and the Association acknowledge that a teacher's primary responsibility is to teach, and that his/her energies should be utilized to this end. It is agreed that teachers will be relieved of non-teaching duties to the extent possible and practical through the use of non-teaching personnel to perform clerical-type tasks and supervise playgrounds and lunchrooms.

  • Continuity of Services A. The Contractor recognizes that the service(s) to be performed under this Contract are vital to the State and must be continued without interruption and that, upon Contract expiration, a successor, either the State or another contractor, may continue them. The Contractor agrees to: Furnish phase-in training; and Exercise its best efforts and cooperation to effect an orderly and efficient transition to a successor. B. The Contractor shall, upon the State's written notice: Furnish phase-in, phase-out services for up to sixty (60) days after this Contract expires; and Negotiate in good faith a plan with a successor to determine the nature and extent of phase-in, phase-out services required. The plan shall specify a training program and a date for transferring responsibilities for each division of work described in the plan, and shall be subject to the State's approval. The Contractor shall provide sufficient experienced personnel during the phase-in, phase-out period to ensure that the services called for by this Contract are maintained at the required level of proficiency. C. The Contractor shall allow as many personnel as practicable to remain on the job to help the successor maintain the continuity and consistency of the services required by this Contract. The Contractor also shall disclose necessary personnel records and allow the successor to conduct on-site interviews with these employees. If selected employees are agreeable to the change, the Contractor shall release them at a mutually agreeable date and negotiate transfer of their earned fringe benefits to the successor. D. The Contractor shall be reimbursed for all reasonable phase-in, phase-out costs (i.e., costs incurred within the agreed period after contract expiration that result from phase-in, phase-out operations).

  • Quality of Service Contractor shall perform its services with care, skill, and diligence, in accordance with the applicable professional standards currently recognized by such profession, and shall be responsible for the professional quality, technical accuracy, completeness, and coordination of all reports, designs, drawings, plans, information, specifications, and/or other items and services furnished under this Agreement. Contractor shall, without additional compensation, correct or revise any errors or deficiencies immediately upon discovery in its reports, drawings, specifications, designs, and/or other related items or services.

  • TEACHING HOURS 1. A grade PPI-12 teacher's workday shall consist of not more than seven (7) hours and ten (10) minutes of formal responsibility. Hall duty may be included in the teacher's workday. Every effort will be made mutually by the Administration and the Association to deal with these duties in a most positive manner. The student day may be increased if necessary to meet the State time requirements for instructional hours. Within said time of formal responsibility, a teacher shall be entitled to the following: (a) A duty free lunch period no less than twenty-five (25) minutes to a maximum of thirty-five (35) minutes. (b) For a grade ECSE-5 grade teacher: a minimum of 250 minutes per week of time for preparation. Each preparation period to consist of a minimum of twenty-five (25) duty-free minutes. For a grade 6-12 teacher: a minimum of one preparation per day that shall be equivalent to a normal teaching period or an average of five normal teaching periods per week. (c) Cafeteria duty may be included in the teacher's workday. Every effort will be made to obtain volunteers for this duty, which will be in lieu of a class period. If no volunteer is available who can be scheduled, the administration may assign a teacher to such duties. No teacher may be involuntarily assigned these duties for more than one consecutive year. Every effort will be made mutually by the Administration and the Association to deal with these duties in a most positive manner. (d) Attendance at 6th grade camp shall be voluntary. 2. Before and/or after school, a grade ECSE-12 teacher shall be attending to his/her teaching duties in his/her building for up to thirty (30) minutes but not to exceed the workday of seven (7) hours and ten (10) minutes. At the beginning of each year, the administration at each level shall determine what portion of the above times will be used before and after school. Teacher input will be encouraged. It is expressly understood that an individual teacher's day may be adjusted to facilitate the administration of the individual building. Early leave may be granted at the discretion of the Administration. 3. The daily preparation period will first be used for such things as thorough preparations, conferences with parents, teachers, and administrators, I.E.P.T.'s, and special assistance to students. 4. Activities involving teachers beyond the scope of the formal teaching day shall be determined cooperatively between a faculty selected committee and the administration at that level. Teachers shall be given forty-eight (48) hour notice of such activities and shall be encouraged and expected by the Association to attend. Special teachers shall be encouraged to attend as their time and schedules allow. 5. In the event that it becomes necessary to determine a new building schedule, a committee will be formed, comprised of an equal number of administrators and teachers to examine alternative scheduling. A recommendation on the study will be presented to the superintendent. No recommendation will be made that would jeopardize accreditation. 6. A teacher’s building assignment shall be determined by where he/she is assigned for over half of his/her schedule. A teacher who has a split building assignment will have their workday schedule determined by the building administrators. A teacher who has a split building assignment will have a minimum of 30 minutes for travel. If the travel time encumbers the teacher’s preparation period or duty free lunch, or extends the teacher’s day beyond the contractual limits, then the teacher shall be paid for a minimum of thirty (30) minutes at the teacher’s per diem rate (unless this time is recouped through other minutes during the day).

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