TEACHING OF CONTROVERSIAL ISSUES Sample Clauses

TEACHING OF CONTROVERSIAL ISSUES. 15 Any democracy, if it is to remain a democracy, must expect and anticipate change politically, socially and
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TEACHING OF CONTROVERSIAL ISSUES. 28 Any democracy, if it is to remain a democracy, must expect and anticipate change politically, socially and 29 economically. In a democracy, change should come through law and through orderly procedure rather than 30 through revolution and use of force. There are controversial issues inherent in change, which if correct 31 solutions are to be found, must be freely and openly discussed. 33 Consistent with accepted professional standards and practices, all pupils shall have an opportunity to learn 34 and employees to teach, relevant to the course content, to find facts, to collect factual materials, to organize 35 factual materials, to interpret factual materials, to examine attitudes, to survey prejudices, to note appeals, to 36 rethink assumptions, and to consider what ought to be as well as what is, and to generalize upon the basis of 37 this material. Employees who teach any subject area tied to a content area standard, shall not be subject to 38 discipline for potential controversy resulting from presenting content as fact. 40 No employee shall use his/her position to propagandize in the interests of any religious, social, economic, or 41 political creed. The techniques of dealing with controversial issues are the most valuable outcomes of those 42 classes and include an ability to collect information, to refrain from passing judgments before sufficient facts 43 have been secured upon which to base these judgments, to organize materials, to seek relationships, and to 44 draw inferences and conclusions. Every employee shall have the right to express personal views on 45 controversial subjects, as long as other views/perspectives are also presented. No employee shall express 46 personal views at a time or in a manner that would interfere with the achievement of these outcomes or would 47 condition the thinking of the pupil upon the controversial issues under consideration before that pupil has 48 basic facts. 49 50 51
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TEACHING OF CONTROVERSIAL ISSUES. Academic freedom carries with it academic responsibilities. These responsibilities include a commitment to democratic tradition, a concern for the welfare, growth and development of children, and an insistence upon objective scholarship.
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TEACHING OF CONTROVERSIAL ISSUES. Any democracy, if it is to remain a democracy, must expect and anticipate a change politically, socially and economically. In a democracy, change should come through law and through orderly procedure rather than through revolution and use of force. There are controversial issues inherent in change which, if correct solutions are to be found, must be freely and openly discussed. Consistent with accepted professional standards and practices, all pupils shall have an opportunity to learn and certificated employees to teach, relevant to the course content; to find facts; to collect factual materials; to organize factual materials; to interpret factual materials; to examine attitudes; survey prejudices, note appeals, rethink assumptions, and to consider what ought to be as well as what is; and to generalize upon the basis of this material. No certificated employee shall use his/her position to propagandize in the interests of any religious, social, economic or political creed. The techniques of dealing with controversial issues are the most valuable outcomes of those classes and include an ability to collect information, to refrain from passing judgments before sufficient facts have been secured upon which to base these judgments, to organize materials, to seek relationships, and to draw inferences and conclusions. Every certificated employee shall have the right to express personal views on controversial subjects but no certificated employee shall express personal views at a time, or in a manner that would interfere with the achievement of these outcomes or would condition the thinking of the pupil upon the controversial issues under consideration before that pupil has basic facts.
Sample 1
TEACHING OF CONTROVERSIAL ISSUES. The District may elect in which buildings and classrooms to utilize a substitute. A substitute may be excluded from a particular classroom upon request by the classroom teacher, however, the substitute shall be provided with the nature of the complaint and shall have an opportunity to conference with said teacher. The conference shall be arranged through the building administrator. Before deciding not to use a specific substitute in a particular building again because of a complaint(s) regarding that substitute's work, the substitute shall be informed in writing of the nature of the complaint(s) and be given an opportunity to respond to the allegation. A substitute will only be excluded from a particular building if a problem is not remediable as determined by the principal. The Human Resources Department shall review any decision made by a building administrator to not use a specific substitute. However, only when the District decides to drop a substitute from its substitute list is that decision grievable and is grievable only to the extent there is no just cause. For this section, just cause shall include any material or significant breach of the duties of substitutes outlined in the Substitute Teacher Handbook, repeated parental complaints, insubordination, unprofessional conduct or conduct which reasonable educators would consider detrimental to students or to their education.
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Related to TEACHING OF CONTROVERSIAL ISSUES

  • 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 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 Experience Recognized Years of Experience: Uncredited Experience:

  • 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**

  • Outreach Activities a. The Agency shall conduct outreach activities for potential Clients to promote the availability of services. b. Outreach activities shall include, but are not limited to, participation in health fairs, community events, collaboration with other providers, and the posting of flyers for potential Clients. c. The Agency shall have an outreach plan and shall provide evidence of such arrangements to the Recipient upon request.

  • Religious Activities The Subrecipient agrees that funds provided under this Agreement will not be utilized for inherently religious activities prohibited by 24 CFR 570.200(j), such as worship, religious instruction, or proselytization.

  • EXTRA-CURRICULAR ACTIVITIES 1. In this Agreement, extra-curricular programs and activities include all those that are beyond the provincially prescribed and locally determined curricula of the school district. 2. The Board and the Association consider it desirable that teachers participate in extra-curricular activities, and recognize that participation in extra-curricular activities by the individual teacher is on a voluntary basis.

  • 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.

  • 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.

  • Normal Commercial Relations Anything contained in this Indenture to the contrary notwithstanding, the Loan Trustee, any Noteholder or any other party to any of the Operative Documents or the Pass Through Documents or any of their affiliates may conduct any banking or other financial transactions, and have banking or other commercial relationships, with the Company, fully to the same extent as if this Indenture were not in effect, including without limitation the making of loans or other extensions of credit to the Company for any purpose whatsoever, whether related to any of the transactions contemplated hereby or otherwise.

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