Common Understandings Sample Clauses

Common Understandings. Common understanding of the Parties on the following matters was reached during the negotiations:

Common Understandings. The Parties understand and acknowledge that the following principles are critical to the success of the relationship established by this Agreement and accordingly will strive to:

Common Understandings. Operator and the Owner both acknowledge and agree to the following as of the date of this Agreement:

Common Understandings. The Parties understand and acknowledge that the following principles shall guide their efforts to comply with the terms and conditions set forth in this Agreement. The Parties shall strive to:

Common Understandings. Manager and the Owner both acknowledge the following as of the date of this Agreement:

Common Understandings. At Calliope State High School we believe discipline is about more than punishment. It is a word that reflects our belief that student behaviour is a part of the overall teaching and learning approach in our school. Our staff take responsibility for making their expectations clear, for providing supportive instruction about how to meet these expectations and strive to use behavioural incidents as opportunities to re-teach. The disciplinary consequences model used at Calliope State High School follows the same differentiated approach used in the proactive teaching and support of student behavioural expectations. The majority of students will be confident and capable of meeting established expectations that are clear, explicitly taught and practised. In-class corrective feedback, sanctions and rule reminders may be used by teachers to respond to low-level or minor problem behaviours. Some students will need additional support, time and opportunities to practise expected behaviours. A continued pattern of low-level behaviour can interfere with teaching and learning for the whole class, and a decision may be needed by the class teacher to refer the student to the school administration team immediately for determination of a disciplinary consequence. Calliope State High School is a disciplined school environment that provides differentiated teaching to respond to the learning needs of all students. This involves teaching expected behaviours and providing opportunities for students to practise these behaviours. Teachers reinforce expected behaviours, provide feedback and correction, and opportunities for practise. Teachers at Calliope State High School vary what students are taught, how they are taught and how students can demonstrate what they know as part of this differentiated approach to behaviour. These decisions about differentiation are made in response to data and day-to-day monitoring that indicates the behavioural learning needs of students. This enables our teachers to purposefully plan a variety of ways to engage students; assist them to achieve the expected learning; and to demonstrate their learning. There are three main layers to differentiation, as illustrated in the diagram below. This model is the same used for academic and pedagogical differentiation.