Teacher Support. The development, adoption, and implementation of an Early Childhood Education Mentor Program is dependent upon the department’s ability to provide fiscal support and approval by the department ECE Leadership Team and subject to collective bargaining.
Teacher Support. A teacher may be accompanied by the association or a certified educator of their choice in meetings held with principals. This individual’s assignment shall be note taking and must be able to meet at the scheduled time.
Teacher Support. The Federation and the District agree to maintain a New Teacher Induction Program, an Intern Mentor Program and a Teacher Support Network (TSN). The purpose of these programs is to assist both new and permanent teachers employed by the District in the development of proficiency in the performance of their duties.
Teacher Support. 22.01 It is the responsibility of the Board and Administration to adopt and administer policies regarding student discipline. It is also their responsibility to see that such policies are made available to all teachers prior to or on the first day of student attendance.
Teacher Support. Each teacher is responsible for maintaining an atmosphere conducive to good learning. Classrooms shall be conducted accordingly. The Board recognizes that, through its administrative staff, it must support its teachers to help maintain proper classroom order, and agrees to do so.
Teacher Support. A. In accordance with Section 1309 of the Michigan School Code, a teacher may remove a pupil(s) from class to a place designated by the administration when the grossness of the offense, the persistence of the misbehavior or the disruptive effect of the violation make continued presence of the student intolerable. In such cases, the teacher will furnish the principal or immediate supervisor with full particulars of the incident as soon as possible.
Teacher Support. The Board and the Association agree that a teacher’s primary responsibility is to teach, and that his/her energy should be utilized to this end. The Board and the Association recognize that teacher paraeducators and clerical employees are useful and necessary in order to implement this principle. The Association agrees to assist the Board in determining the needs that exist. Where other reasonable means can be implemented, teachers shall not be expected to perform the many quasi-clerical tasks that have become part of the school program.
