Common use of Teaching Duties Clause in Contracts

Teaching Duties. Secondary teachers may be required to instruct students for 1,375 minutes of any normal work week. a. A time equivalent to one-fifth (1/5) of the high school instructional assignment shall be reserved for each teacher’s planning and conferences. The computation of the 275 minutes per day and the planning time equivalent may be based upon minutes per year. Required instructional time for part-time teachers shall be appropriately prorated. b. Following the Middle School Model per the 2000 Mill Levy Override language, middle school teachers shall have two equal planning periods per day, one individual and one team planning. c. It is preferred that elementary school teachers have at least forty-five (45) minutes of uninterrupted time during the normal student contact day for planning and conferences and they will have at least three hundred (300) total minutes for planning per regular five (5) day work week. If a work week includes fewer than five (5) work days, an average of sixty (60) minutes of planning shall be provided daily in such weeks. To allow for flexibility in scheduling, a staff will collaboratively decide when to schedule different subjects, and to increase or decrease the number of minutes of planning time per day as long as there are approximately forty-five (45) hours of planning time per quarter of the instructional year which shall be distributed as collaboratively decided throughout the quarter. Notwithstanding the authority of the principal as the educational/ curriculum leader of the building, the principal shall consider the input of all teachers in their building as schedules are developed consistent with the provisions of this Paragraph. Collaboration for purposes of this Paragraph means shared development of the final schedule and significant consideration given to the recommendations of the teachers. (1) When any other teacher is in charge of an elementary school teacher’s class, the regular teacher may leave the classroom and utilize that time as additional planning time or for other professional purposes such as consultations with parents or personnel providing itinerant or special services. (2) A recess period of at least ten (10) minutes shall be provided to each elementary school K-5 each half day during which a class does not participate in special classes. The principal and staff of each elementary school may use collaboration to schedule recess periods in any other manner. d. All schools will collaboratively develop release time in their schedules for professional work, growth and renewal, and involvement (such as collaboration, planning, record keeping, staff development, wellness, community interaction, committee work, partnerships, grant writing, collegial groups, faculty meetings, open houses, professional learning communities, and continuous quality improvement goal teams). Professional Development will include practical application for classroom implementation on strategies, programs, and tools required by the District. e. A Professional Learning Community (PLC) is a collaborative inquiry process focused on identifying and responding to the specific learning needs of all students across sites, settings and disciplines. To ensure successful PLCs, • Initial and ongoing training opportunities will be provided; • PLC site support will be made available as needed or requested; • Time will be identified specifically and solely for PLC; • Leadership will be shared by administrators and teachers. The outcome of each PLC’s work will be the ongoing demonstration of professional learning. f. Substantive changes in scheduling or staffing patterns shall be collaboratively developed. The parties recognize the value of collaborative planning and input at the building level with respect to new initiatives. g. Teachers are expected to monitor contacts (correspondence) and reply as needed in a reasonable amount of time. While electronic access to teachers may be available around the clock, teachers are not required to respond to or have knowledge of electronic content after work hours. h. Other than during the first two (2) weeks of the school year, a teacher shall not normally be required to attend more than two (2) faculty meetings during any one (1) month where such meetings either extend beyond the school day or interfere with planning time assured to teachers under Article X.A.3.a and Article

Teaching Duties. Secondary teachers may be required to instruct students for 1,375 minutes of any normal work week. a. A time equivalent to one-fifth (1/5) of the high school instructional assignment shall be reserved for each teacher’s planning and conferences. The computation of the 275 minutes per day and the planning time equivalent may be based upon minutes per year. Required instructional time for part-time teachers shall be appropriately prorated. b. Following the Middle School Model per the 2000 Mill Levy Override language, middle school teachers shall have two equal planning periods per day, one individual and one team planning. c. It is preferred that elementary school teachers have at least forty-five (45) minutes of uninterrupted time during the normal student contact day for planning and conferences and they will have at least three hundred (300) total minutes for planning per regular five (5) day work week. If a work week includes fewer than five (5) work days, an average of sixty (60) minutes of planning shall be provided daily in such weeks. To allow for flexibility in scheduling, a staff will collaboratively decide when to schedule different subjects, and to increase or decrease the number of minutes of planning time per day as long as there are approximately forty-five (45) hours of planning time per quarter of the instructional year which shall be distributed as collaboratively decided throughout the quarter. Notwithstanding the authority of the principal as the educational/ curriculum leader of the building, the principal shall consider the input of all teachers in their building as schedules are developed consistent with the provisions of this Paragraph. Collaboration for purposes of this Paragraph means shared development of the final schedule and significant consideration given to the recommendations of the teachers. (1) When any other teacher is in charge of an elementary school teacher’s class, the regular teacher may leave the classroom and utilize that time as additional planning time or for other professional purposes such as consultations with parents or personnel providing itinerant or special services. (2) A recess period of at least ten (10) minutes shall be provided to each elementary school K-5 each half day during which a class does not participate in special classes. The principal and staff of each elementary school may use collaboration to schedule recess periods in any other manner. (3) In the event a need of a combination (combo) class exists for the building, the principal and teacher will collaborate on additional plan time and support resources for the combination class teacher. This should be developed and agreed upon prior to the first student contact day. These options may include, but are not limited to, the following: • Certified staff member (TLC, LTE, Counselor, Principal, etc.) doing a lesson with the class to allow plan time for the teacher. • Paying for a substitute once per quarter with building funds. • Creative scheduling within the school day. d. The additional 15 minutes per day (average 75 minutes per week) negotiated in 2014-15 to begin with the fiscal year 2015-16 shall be collaboratively scheduled at individual school sites to provide additional planning time for teachers at all levels. e. All schools will collaboratively develop release time in their schedules for professional work, growth and renewal, and involvement (such as collaboration, planning, record keeping, staff development, wellness, community interaction, committee work, partnerships, grant writing, collegial groups, faculty meetings, open houses, professional learning communities, and continuous quality improvement goal teams). Professional Development will include practical application for classroom implementation on strategies, programs, and tools required by the District. e. f. A Professional Learning Community (PLC) is a collaborative inquiry process focused on identifying and responding to the specific learning needs of all students across sites, settings and disciplines. To ensure successful PLCs, • Initial and ongoing training opportunities will be provided; • PLC site support will be made available as needed or requested; • Time will be identified specifically and solely for PLC; • Leadership will be shared by administrators and teachers. The outcome of each PLC’s work will be the ongoing demonstration of professional learning. f. g. Substantive changes in scheduling or staffing patterns shall be collaboratively developed. The parties recognize the value of collaborative planning and input at the building level with respect to new initiatives. g. h. Teachers are expected to monitor contacts (correspondence) and reply as needed in a reasonable amount of time. While electronic access to teachers may be available around the clock, teachers are not required to respond to or have knowledge of electronic content after work hours. h. i. Other than during the first two (2) weeks of the school year, a teacher shall not normally be required to attend more than two (2) faculty meetings during any one (1) month where such meetings either extend beyond the school day or interfere with planning time assured to teachers under Article X.A.3.a and ArticleArticle X.A.3.b and Article X.A.3.