Xxxxxx, M. Ed. Chief Superintendent October 5, 2021 0000 Xxxx Xxxxxx Xxxx, Xxxxxxxx, Xxxxxxxx X0X 0X0 Telephone: (000) 000-0000 Fax: (000) 000-0000 Email: xxxxxxx@xxx0.xxx Xxxxxxxx Xxxxx, President Winnipeg Teachers’ Association 000-0000 Xxxxxxx Xxxxxx Xxxxxxxx, XX X0X 0X0 Dear Xx. Xxxxx,
Xxxxxx, M. T. Moroun and Trusts for their respective benefit or for the benefit of their respective spouses and/or lineal descendents.
Xxxxxx, M. Ed. Chief Superintendent October 5, 2021 Xxxxxxxx Xxxxx, President Winnipeg Teachers Association 000-0000 Xxxxxxx Xxxxxx Xxxxxxxx, XX X0X 0X0 Dear Xx. Xxxxx: The Winnipeg School Division 0000 Xxxx Xxxxxx Xxxx, Xxxxxxxx, Xxxxxxxx X0X 0X0 Telephone: (000) 000-0000 Fax: (000) 000-0000 Email: xxxxxxx@xxx0.xxx Re: Letter of Understanding – Validity of Break Period Language Limiting Maternity Leave Top-Up Payments The following sets out the understanding reached between the Winnipeg School Division and the Winnipeg Teachers’ Association of the Manitoba Teachers’ Society (“the Parties”) regarding the validity of the break language in paragraph 2 of the Memorandum of Agreement on Maternity Leave Benefits Application Rules attached to the collective agreement, which language results in teachers being paid less than the maximum top-up benefit of one hundred and thirty-five (135) days set out in Article 20:05 of the collective agreement:
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Xxxxxx, M. D., REGISTRAR
Xxxxxx, M. D., Xxx Del Xxxxxxx, Fel Xxxxxxxx, Xxxx Xxxxxx and Xxxxx XxXxxx shall have entered into an Employment Agreement in form and substance reasonably satisfactory to Healtheon.
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Xxxxxx, M. A. (2004). The impact of school culture and leadership on new teachers’ learning in the workplace. International Journal of Leadership in Education, 7, 287- 318. Xxxxxx, M.A., & Xxx, C. (2006). Contexts which shape and reshape new teachers’ identities: A multi-perspective study. Teaching and teacher Education, 22, 219-232. Gipps, C. (1999). Socio-cultural aspects of assessment. Review of Research in Education, 24, 355-392. Xxxxxx, X.X., & Xxxxxxxxxxx, K. (2016). The Testing and Learning Revolution: The Future of Assessment in Education. New York, NY: Palgrave Macmillan. Xxxxxxxxxx, X., & Xxxxxx, M. (2000). Mentoring in the new millennium. Theory Into Practice, 39, 50-57. Xxxxxxxxxx, X., Xxxxxxx-Xxxxxxx, X., & Xxxxxxxxx, X., Xxxxxxxx, D., Xxxxxxx-Xxxxx, X., XxXxxxxx, X., & Xxxxxxxx, K. (2008). How teachers learn and develop. In X. Xxxxxxx-Xxxxxxx & X. Xxxxxxxxxx (Eds.), Preparing teachers for changing world: What teachers should learn and be able to do (pp.358-389). San Francisco, CA: Jossey-Bass. Xxxxxxx, X., Xxxxxxx, X., & Xxxxxxx, A. (2002). The Conscientious Consumer: Reconsidering the Role of Assessment Feedback in Student Learning. Studies in Higher Education, 27, 53-64. doi:10.1080/03075070120099368 Xxxx, X.X. (Ed.). The first year teaching: Real world stories from America’s Teachers. New York: Xxxxxx and Company. Xxxxxx, X., & Xxxxxxxxxxx, S. (2008). Teaching and evaluating ‘open-ended’ problems. International Journal for Mathematics Teaching and Learning, 20(5), 23. Xxxxxx, X. (1994). A beginning Teacher’s search for meaning: Teacher socialization, organizational literacy, and empowerment. Teaching and Teacher Education, 10(1), 15-27.
