XXX Teachers Sample Clauses

XXX Teachers. The goal of the District is to provide ELL support services at all levels. i. Calculating FTE for ELL students: In order to calculate ELL caseloads and overload triggers the following will apply: One Active Student (Level 1-3) = 1.0 FTE ELL student One Level 4 Student = 0.25 FTE ELL student ii. The goal for ELL caseloads will be:
Sample 1Sample 2Sample 3
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XXX Teachers. All teachers
Sample 1
XXX Teachers. Teachers hired by the District with three or fewer years of teaching experience will start at Step 3 of the salary schedule agreement. Teachers will remain at Step 3 until such time as their applicable teaching experience exceeds three years.
Sample 1
XXX Teachers. 1. New teachers are entitled to a 20% reduction in timetabled teaching time in the first year of their appointment, and a 10% reduction in their second year. 2. In addition to the provisions of paragraph 1, from the 2024/2025 school year, new teachers will also be entitled to a three-year introductory programme, with the time needed to complete it. The programme must meet the following criteria, to be fleshed out at school level: - reduction of pressure of work9; - inculturation10; - professional development11; - classroom observation and support; - peer-to-peer coaching and targeted supervision. 3. New teachers are members of staff in their first regular appointment in a teaching job, regardless of number of contracted working hours. The reduction in timetabled teaching time relates to the 8 The assumption is that 750 hours’ annual timetabled teaching time is a good indication of the current maximum at the great majority of institutions. The social partners agree that 750 clock hours, with a maximum distribution of teaching time over 37.8 school weeks, enables 23.8 50 minute periods to be timetabled each week. 9 This entails ensuring a healthy and challenging work climate with sufficient time and space to learn, including compliance with new teachers’ entitlement to less timetabled teaching time, a balanced distribution of teaching time, possible exemptions from working as mentors in the first year and so on. 10 This entails supporting new teachers and helping them find their way within the school and its culture. 11 A strategy for the ongoing professional development of new teachers teaching time for a comparable appointment as specified in the institution’s policy on task allocation. A previous appointment as a trainee or supply teacher will have no limiting effect on the agreements set out in paragraphs 1 and 2. This may only be the case in respect of the introductory programme referred to in paragraph 2, if the provisions of paragraph 4 apply. 4. Employees starting their careers with a temporary contract on the basis of article 9.2 paragraph 4 of the CAO VO (for example with a supply teaching contract) – certainly if the contract is for three months or more – should also be able to participate in an introductory programme, agreed in consultation with the employee, in which the criteria referred to above are commensurate to the length of their contract and their experience (customisation). In the event of a customised programme, the time involved may b...
Sample 1
XXX Teachers. New teachers are entitled to a 20% reduction in timetabled teaching time in the first year of their appointment, and a 10% reduction in their second year. New teachers are members of staff in their first regular appointment in a teaching job, regardless of number of contracted working hours. The reduction in timetabled teaching time relates to the teaching time for a comparable appointment as specified in the institution’s policy on task allocation. A previous appointment as a trainee or supply teacher will have no limiting effect on this agreement.
Sample 1

Related to XXX Teachers

  • New Teachers No new teachers shall be hired for a vacancy for which a teacher on unrequested leave is certified.

  • Teachers Xxxxxx Xxxxxx (lead), Xxxxx Xxxxx, Xxxxxxx Xxxxxx Board: Xxx Xxxxxxxx (lead), Xxxx Xxxxxxxxx, and Xxxx Xxxxx Supt: Xxxxx Xxxxxxxxx and Xxx Xxxxxxxxx

  • Student Teachers A. The term "student teacher" as used hereinafter shall refer to student teachers, intern teachers and all other such programs. Agreement to become a supervising teacher of a student teacher shall be strictly voluntary and is recognized not to result in such bargaining unit members becoming supervisors within the meaning of the Public Employment Relations Act (PERA). Probationary teachers are prohibited from accepting student teachers. B. It is expressly agreed that the Association may refuse to permit a bargaining unit member from supervising or directing the activities of a student teacher in the event: 1. The student teacher would displace instructional aides, para- professionals, or other current employees then employed. 2. The use of such student teacher would be used by the Employer as a basis for not hiring additional bargaining unit personnel. C. The Board shall disclose all terms of any agreement between it and any student placing institution. The terms and conditions of placement of student teachers shall be consistent with this agreement, unless otherwise agreed to by the Association. D. The supervising teacher shall have the right to accept an honorarium or other such token of appreciation as may be offered by the student/intern placing institution. E. Prior to acceptance of a student teacher, there shall be a meeting between the teacher, prospective student teacher, principal, president of the Association or an executive committee member of the Association. Following this interview, the teacher shall then have the right to accept or reject the student teacher. F. Any terms or conditions of this section not previously specified in this agreement shall be negotiated between the Board and the Association prior to implementation of future programs.

  • Mentor Teachers A. A Mentor Teacher shall be defined as a Master Teacher as identified in Section 1526 of the School Code and shall perform the duties of a Master Teacher as specified in the School Code and State Administrative Rules and Regulations. B. Each bargaining unit member in his/her first three (3) years in the classroom shall be assigned one or more Mentor Teacher(s) by the Administration. The Mentor Teacher shall be available to provide professional support, instruction and guidance. The purpose of the mentor assignment is to provide a peer who can offer assistance, resources and information in a collegial fashion. C. A Mentor Teacher shall be assigned in accordance with the following: 1. Participation as a Mentor Teacher shall be voluntary. 2. The Mentor Teacher assignment shall be for one (1) academic year subject to review. The appointment may be renewed in succeeding academic years. 3. Should either the Mentor Teacher or the Mentee present cause to dissolve the relationship, the administration will meet with the Mentor Teacher and the Mentee to determine an appropriate course of action. D. Upon request, the Administration may provide release time so the Mentor may work with the Mentee in his/her assignment during the regular work day. E. Mentees who are new to the profession shall be provided with a minimum of fifteen (15) days of professional development instruction during their first three (3) years of classroom teaching. F. Performance responsibilities of a Mentor Teacher may include but not be limited to: Work to establish a relationship with Mentee based on mutual trust, respect and collegiality; provide encouragement, support, guidance and feedback when needed; help Mentee feel welcome; take part in training to enhance teaching and mentoring skills; complete periodic evaluations of Mentor-Mentee program, as requested; contact mentees, minimally once a week, for formal or informal meetings; help Mentee learn about resources, procedures, curriculum, students' needs, building and district policies, regulations and schedules; promote a smooth transition between teacher training and the actual classroom setting; facilitate three-way conferences involving the Mentor, Mentee and Principal; provide opportunities for Mentee to observe the Mentor and other teachers; share new and alternative materials, methods and resources with Mentee; observe Mentee's teaching in a classroom setting; conduct pre and post observation conferences; and assist Mentee with goal setting.

  • Teacher The term, “teacher,” shall mean all persons in the appropriate unit employed by the School District in a position for which the person must be licensed by the State of Minnesota, but shall not include superintendent, assistant superintendent, principals and assistant principals who devote more than 50% of their time to administrative or supervisory duties, confidential employees, and such other employees excluded or included by law.

  • Itinerant Teachers Schedules of regularly assigned teachers who are assigned to and travel to more than one school or student home on a given day shall be arranged so that no teacher shall be required without his/her consent to engage in inter-school or inter-home (for home bound teachers) travel of more than thirty-five

  • Part-Time Teachers A "part-time teacher" is one who is employed under written contract but who is assigned to duties on a regular basis that requires less than a full-time equivalent. A part-time teacher shall be paid a salary in accordance with the basic salary schedule, proportionate to the percentage of the full-time equivalent taught each day as outlined in the written contract.

  • TEACHERS AND RESEARCHERS 1. An individual who is a resident of a Contracting State immediately before making a visit to the other Contracting State, and who, at the invitation of any university, college, school or other similar educational institution, visits that other State for a period not exceeding two years solely for the purpose of teaching or research or both at such educational institution shall be exempt from tax in that other State on any remuneration for such teaching or research. 2. This Article shall not apply to income from research if such research is undertaken primarily for the private benefit of a specific person or persons.

  • Parent-Teacher Conferences A. Unit member shall be available at mutually arranged times during the regular school day to confer with parents regarding learning difficulties, student progress and/or behavioral problems a student may be experiencing. Unit members are encouraged to arrange a meeting or conference with parents before or after the regular school day if both time and place are mutually agreeable. B. In the event that a bargaining unit member does not communicate with a parent on the established date for parent unit member conferences as per the calendar adopted by the Board, a reasonable attempt to contact that parent will be made. A reasonable attempt constitutes a phone call or email. If that contact is not returned, the bargaining unit member shall not be obligated to make further contact.

  • Mentor Teacher A. Each bargaining unit member in his/her first three (3) years in the classroom shall be assigned a Mentor Teacher by the Administration after consultation with the Association as identified in (Section 1526 of PA 335 (1993)). The Mentor Teacher shall be available to provide professional support, instruction and guidance. The purpose of the mentor assignment is to provide a peer who can offer assistance, resources and information in a non-threatening collegial fashion. B. Mentor Teachers shall be assigned in accordance with the following: 1. The ultimate and overriding criteria used in selecting a Mentor Teacher will be the candidate's recognition as a teacher skilled in the art and science of teaching with the capability to communicate these two areas. 2. The Mentor Teacher shall be a tenured teacher within the bargaining unit whenever possible. 3. Participation as a Mentor Teacher shall be voluntary. 4. The District shall notify the Association of those members requiring a mentor assignment. 5. Mentor Teachers and Mentees shall work in the same building and have the same or similar area of certification whenever possible. 6. The Mentee shall be assigned to only one (1) Mentor Teacher at a time. 7. The Mentor Teacher assignment shall be for one (1) year, subject to review by the Administration, Mentor Teacher and Mentee after three (3) months. The appointment may be renewed in succeeding years. 8. Mentor Teachers may have up to two (2) Mentees if mutually desired by the Mentor Teacher and building principal. C. Because the purpose of the mentor/mentee match is to acclimate the bargaining unit member and to provide necessary assistance toward the end of quality instruction, the Board and the Association agree the relationship shall be confidential. D. Upon approval of the building principal, reasonable release time may be made available so the Mentor Teacher may work with the Mentee in his/her assignment during the regular work day and school calendar year. Where possible, the Mentor Teacher and Mentee shall be assigned common preparation time. E. Mentees shall be provided with a minimum of fifteen (15) days of professional development activities during their first three (3) years of classroom teaching. Professional development shall be scheduled within the parameters of PA 335 and Article XII of this Agreement.

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